Inspire Team

The Wheel of Change

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#the power of community
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Goal

The "Wheel of Change" activity allows participants to explore and identify significant changes in various aspects of life, across three generations: grandparents, parents, and their own generation. Participants gain valuable insights into how change happens within a community, and what sustainable development looks like (and doesn’t look like). This exploration allows for a deeper understanding of the complex link between historical shifts, cultural evolution, and the impact on community development efforts.

Attachments

Materials

    Instructions

    1. Introduce the Activity

      • Provide each participant with a copy of the Appendix A: "Wheel of Change" diagram (or display it on a screen for virtual sessions).

      • Facilitation a brief discussion on some of the changes participants can think of, in their family, over the last 50 years. Ask “What are some differences in your life in comparison to your grandparents lives?”

      • Let the learners know that they’ll be going through the Wheel of Change hand out for their generation, their parents and their grandparents. Review each of the sections of the wheel to ensure participants understand what each entails.


    1. Form Groups

      • Divide the participants into small groups of 5 or less.


    1. Reflect on Grandparents' Generation

      • Encourage participants to start by reflecting on the life of one of their grandparents' generations. They should make notes on the "Wheel of Change" diagram.

      • Consider how fundamental human needs, such as freedom, shelter, water, food, fuel/energy, protection, affection, understanding, participation, creation, identity, and idleness, were experienced and satisfied during their grandparents' time.

      • Explore how work, responsibilities, and daily life differed in comparison to the present generation.


    1. Reflect on Parents' Generation

      • Following the same approach, ask participants to think about the life of their parents' generation. They should take notes in a separate section of the "Wheel of Change" diagram.

      • Consider the changes and continuities in the way fundamental human needs were (or weren’t) met during their parents' time.


    1. Reflect on Their Own Generation

      • Now, instruct participants to focus on their own generation. Using the last section of the "Wheel of Change" diagram, they should identify and note the significant changes in the satisfaction of fundamental human needs.

      • Reflect on their own roles and responsibilities in fulfilling the needs of their family members and community.


    1. Highlight Significant Changes

      • Each participant should list the three most striking changes they notice in culture and society, both positive and negative, across the 3 generations.


    1. Group Sharing

      • In their small groups, participants should discuss their observations and insights regarding the three generations. Encourage them to share what they found most striking and how values, practices, and customs have evolved or remained constant.


    1. Whole Group Discussion

      • Bring the entire group together to share and discuss the most significant differences observed in the lives and values of their culture and society over the past fifty years. Explore what insights were gained about the values and culture of their own families.

      • A list of debriefing questions is provided below. 

    Background

    Preparation

    • Review the Wheel of Change categories and ensure you are familiar with their definitions.

    • Prepare copies of Appendix A: "The Wheel of Change" diagram (hard or digital copies)

    • Review significant events of the last century for your region. While examples are shared here, they are not fulsome and exploring important events beyond what is shared, of the last 50-100 years from the region is encouraged.

    Technology Considerations

    • This activity can be conducted both in-person and virtually. In virtual sessions, ensure participants have access to a digital version of the "Wheel of Change" diagram.


    Additional Context

    • It is important to note that this may be a difficult activity for some learners – some learners may not have the connection to their history/ancestry in order to feel like they can fully participate, others may be uncomfortable discussing changes that have taken place if those changes have been negative or difficult for them.

      • It may also be an important opportunity for learners to share the changes they themselves live with in their communities, again both positive and possibly negative, and to have an open space to discuss the historical changes that have taken place around fundamental needs.

      • It is also an opportunity to discuss resilience and strength, based on customs, practices, and familial traditions that remain constant despite change in the world around them.

      • Encouraging learners to focus more so on system and community level changes, rather than specific individual changes in their own families, can help to ensure safety and wellbeing for all. The aim of the activity is not to have people dive into their own family trauma deeply, but rather to look at how things have changed at a community/society level over time.

    • In preparing for this activity, it is best to ask learners if they are comfortable doing an activity that invites them to look at how things have changed (in both good and bad ways) over the last 50 or so years.

      • Providing learners with the choice to engage in this activity, or do another activity/discussion in its place, is an important part of learner centered facilitation.

      • For learners who choose not to participate themselves, invite them to sit in on the discussion and observe/listen to their fellow participants, and participate in the discussion if they feel up to it.


    Tips for Localization

    • By nature of the topic, the discussion for this activity will likely be heavily localized as learners share their own thoughts and understanding of how their communities have evolved.

    • To support learners in beginning that exploration, and when comfortable, the facilitator can share their own example to showcase how they have seen change in their family and community over the year.


    Debrief Questions

    1. What were the most significant changes you observed in how fundamental human needs were satisfied over the past 50 years?

    2. Were there any surprising or unexpected insights from comparing the three generations?

    3. How have these changes, both positive and negative, influenced your family and community?

    4. What enduring values and customs have remained constant despite societal changes?

    5. How can understanding these generational changes contribute to a better future for your community?

    6. What types of changes were part of sustainable community development (long term)? Which ones weren’t?


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