# Facilitation and Education

Set scope, time, and norms before using high-intensity nodes. Let participants pass, distinguish role play from endorsement, and avoid assigning lived identities as game roles. Name power differences and protect people from being required to debate their own dignity. Use contested nodes to compare claim types and maps, not to stage a false balance between evidence and denial.

For education, pair graph traversal with primary sources, case timelines, and explicit uncertainty. Ask students to identify mechanisms and countermoves, then test the map against a case that does not fit.
