ALeadershipJourneyWorkshopforGirlScoutJuniors

aMUSE
ThisProgramBroughttoyoubyGSCNCandR.E.A.C.H.

Buildinggirlsconfidence
GirlScoutJuniorstryonwhateverroles theychooseforthemselves. GirlScoutJuniorsgetcreative GirlScoutJuniorstellstoriesandinspire otherstotryonnewroles,too. Andsomuchmore

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WorkshopSchedule
ProgramBeginsat9amandcontinuesuntil5pm LeadFacilitator:CathySlawson OtherVolunteers:SueKohn;KathyLaPointe;LoriHughes;KatinaJordan

January22,2011

Location
CampBrightonWoods,locatednearAshton,MD 120BrightonDamRoad,Brookeville,MD20833
TheProgramwillbesharingtheMainRoomoftheBrightonLodgewithanotherprogram.

SchedulefortheDay
09000915 09150930 09300945 09451000 10001015 10151045 10451100 11001115 11151130 11301145 11451200 12001230 12301300 13001315 13151330 13301415 14151430 14301500 15001515 15151530 15301630 16301700 OpeningSession FlurryofRolesSession TeamPropBoxSession TaketheStageSession RoleModelDollsSession Logs&LeadersSession BreakingtheMoldSession RolePlaySwitcherooSession PlanningtheTeamCallbacksSession AdsAssumeSession AGoodYarn Lunch TheCallbackSession First,theStereotypeSession Next,theStorylineSession YourHeart,yourArt,YourPartSession aMUSEingSnack&MotionSession TheRoleofaLifetimeSession SharingOurAccessories ListeningtoYourInnerCriticSession TellingOurStoryofChange ClosingSession(AwardsPresentation)
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OpeningSession
Objective
DuringtheOpeningSession,GirlScoutJuniorswillbeintroducedtotheprogram,meetoneanother,and bedividedintosmallerworkinggroups(Teams)forrotatingthroughstations.TheGirlswilllearnaboutthe 3AwardstheywillearnalongtheirJourney,allofwhichbuildfoundationalleadershipskillscriticalto movinguptheGirlScoutLadderofLeadershipandbecominglifelongleaders. Format:WholeGroup

Materials

JourneyBooksfortheGirlScoutswhoorderedtheirsduringRegistration GirlScoutPromiseandGirlScoutLawwrittenonlargepaper(orposterboard) MaskingtapeorothermeanstoposttheGirlScoutPromise&Lawposters CopiesofthewordstoYesSheCan

StepstoCompleteActivity
1. Asgirlsarrive,havethemsitinacircleandreadpages49inthegirlbook. 2. Haveeachgirlintroduceherselfandnameoneofthemanyrolesshealreadyhasinlifeand oneshewouldliketotry. 3. IntroducetheJourney.OnthisJourney,GirlScoutJuniorswillexplorealltherolesavailable forwomenandgirls.Youllimagine,create,andtryoutnewrolesforyourselves.Asyou travelalongthisJourney,beopentotryingoutasmanyrolesaspossible.You mayfind thatsomerolesyounevereventhoughtaboutarejustrightforyou! 4. IntroducetheJourneysAwards.TheJourneyAwardhasthreeparts: Let the girls know that on this Journey they will have a chance to earn three importantleadershipawardsinGirlScouts:ReachOut,SpeakOut,Tryout. Eachoftheseawardshasaspecialmeaning:TheReachOutAwardshowsthatyou understandthemanyroleswomenandgirlsplayintheworldaroundthemandthe leadershipskillsusedtoplaythem;TheSpeakOutAwardshowsthatyouareaware of how stereotypes could hold yourself and others back from trying on roles, and they take action to help stop stereotypes; and the Try Out Award shows that you have the courage and confidence to try out new roles. These awards are placed togetheronthefrontofyourvestorsash. 5. Asagroup,singthesongYesSheCan.Brieflytalkaboutthemessageofthesongwith thegirlsasatransitiontothenextactivity.

Followingthissession,theTeamswillrotatethroughfour15minutesessions(Teamswillbeassignedat checkin):FlurryofRoles;TeamPropBox;TaketheStage;RoleModelDolls. TimeRequired:15minutes

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Objective

FlurryofRoles

DuringthisSession,GirlScoutJuniorswilllearnaboutthevariousroleseachofthemarealreadyplayingin theirlives.Theywillexplorepossibilitiestheymaynothaveconsideredbeforeinchoosingrolesfor themselves. Format:Station

Materials
1. StickyNoteswithroleswrittenonthem Rolestouse:athlete,pilot,lawyer,veterinarian,newsreporter,princessintraining,artist,scientist, dancer,scientist,insectexpert,iceskater,singer,songwriter,astronaut,cartoonist,surgeon,soldier, dolphintrainer,worldtraveler,writer,skydiver,businesswoman,friend,inventor,actor,leaderofa band, chef,fashionstylist,gamecreator,coach, student,daughter,mother,fashionmodel,movie director,musician,engineer,mentor...

StepstoCompleteActivity
1. Havethegirlsgatheraroundthetable(orwall)withthestickynotesandexplainthateach notenamesoneofthemanyrolesgirlsandwomencanplayinlife. 2. Instructions:Givethegirlsoneminutetograbsomerolesandstickthemonthemselves andoneanother.Tell themtoplaceonlythoserolestheythinkaretrulyagoodfitfor themselvesorwhomevertheyareplacingthemon. Afteroneminute,gatherthegirlsbackintoacircle.Tellthemnottoremoveanyofthe stickynotes. 3. Givethegirlsamomentortwotolookatalltherolesstucktothem.Thenask: Whatdoyouthinkabouttherolesyouchoseforyourselfandtherolestheothergirls choseforyou? Which roles do you think are the best fit for you? Which arent at all? Why? Whatabouttherolesyougaveothergirls? Whichroleswerentchosenatall?Whydoyouthinkthatis? 4. Iftimepermits,directthegirlstoreadandcompletepages1013oftheirbook. Followingthissession,theTeamwillproceedtothenextstation:TeamPropBox (afterthe4thTeamallmovetotheGroupSession:LogsandLeaders)

TimeRequired:15minutes

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TeamPropBox
Objective
DuringthisSession,GirlScoutJuniorswillCreateaTeamPropBoxtoholdobjectsthatremindthemofall therolestheyplayorwanttoplay.Theywilladdtothispropboxallalongthejourney,anddipintoitfrom timetotimetotryonnewroles. Format:Station

Materials

Mediumboxes,oneforeachTeam ArtSupplies:Oldmagazines,craftpaper,fabric,beads,yarn,markers,glue Scissors

StepstoCompleteActivity
1. Introduce the activity by letting the girls know that theater companies keep prop boxes backstagetoholdallthepropstheyuseinproductions.APropisanythinganactorneeds toperformherrole,suchasabook,flowersinavase,oraphone. 2. PassouttheboxestotheTeams.WriteeachTeamsname/numberinsideofeachbox. 3. ExplainthatthePropboxwillholdobjectsthatremindyouofalltherolesyouplayorwant to play. A friendship bracelet might show your role as a friend, a Girl Scout pin or book mightshowyourroleasaGirlScoutYoucanaddtothispropboxallalongtheJourney, andyoulldipintofromtimetotimetotryonnewroles,too. 4. Invite the girls to decorate their Prop Box as they like using the art supplies provided. Remindthemthattheirboxdoesnthavetobeperfect.Whatisimportantisthatthey havefuncreatingittogether. 5. HavethegirlsaddsomethingtotheirTeamPropBoxtorepresentaRoletheyplay. Followingthissession,theTeamwillproceedtothenextstation:TaketheStage (afterthe4thTeamallmovetotheGroupSession:LogsandLeaders)

TimeRequired:15minutes

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TaketheStage
Objective
DuringthisSession,GirlScoutJuniorswillgetmovingwitharoleplaygameaboutactiverolesforgirls andwomen. Format:Station

Materials

Activeroleswrittenonslipsofpaper Containerforholdingtheroles

StepstoCompleteActivity
1. Getthegirlsmovingwiththisroleplayinggame.(maybedoneinTeams,iftimeislimited.) 2. InvitetheJuniors,oneatatime,tochooseoneoftheactiverolesfromthecontainer. 3. Aftereachgirlhaschosenarole,askhertojumpintothespotlightandactouttherole quickly,injust510seconds,whiletheothergirlstrytoguesswhatrolesheisplaying. 4. Whenhertimeisup,havethegirlsaywhoguessedherrolecorrectlyorcalloutwhather rolewas.Thenanothergirltakesthestage. 5. Continuethegameuntilallthegirlshavehadatleastoneturnplayingarole. 6. Ifgirlshaventcompletedpages1213intheirbooks,takeafewminutesnowtodoso. Followingthissession,theTeamwillproceedtothenextstation:RoleModelDolls. (afterthe4thTeamallmovetotheGroupSession:LogsandLeaders)

TimeRequired:15minutes

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RoleModelDolls
Objective
DuringthisSession,GirlScoutJuniorswillcreatetinydollstorepresenttherolesofwomenandgirlsthey know. Format:Station

Materials

Twopipecleaners&onelargebuttonforeachJunior Yarn Scrapsoffeltorothermaterialsforeyesandmouth Glue

StepstoCompleteActivity
1. Pass out two pipe cleaners and one button to each girl. (The following directions are on page21ofthegirlbook.) 2. Tobegin,passonepipecleanerthoughtheholesinthebutton,pullingthroughuntilends areeven. 3. Makeabodyforthedollbytwistingthesecondpipecleanerafewtimes,leavingtheends straighttobelegs. 4. To Make arms, twist a smaller piece of the second pipe cleaner right under the button, leavingendsstraightouttoeachside. 5. Wrapyarntightlyaroundthebutton.Onceitiscovered,movedownandwrapitaround therestofthebody.Ifyouhaveanextrabitofpipecleaner,useittopadoutthebody. 6. Wrap another color ofyarn around your doll to make pants and a top, or other clothes. Thentieorglueendsoftheyarntokeepthemfromunraveling. 7. Glueoneyes,nose,andmouthwithmaterialsofyourchoice.Finishbygluingbitsofyarn ontheheadforhair. 8. Bendortwistyourdollintowhateverposeyoulike. Followingthissession,theTeamwillproceedtothenextstation:FlurryofRoles(afterthe4th TeamallmovetotheGroupSession:LogsandLeaders)

TimeRequired:15minutes

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LogsandLeaders
Objective
DuringthisSession,GirlScoutJuniorswillcreateaCastingCallLogofthewomentheymeetintheordaily livesandtherolestheyplay. Format:WholeGroup

Materials

GirlBooks PensorPencils

StepstoCompleteActivity
1. Beginbyhavingeachgirlssharetherolestheyidentifiedonpages1213inthegirlbook. 2. Askthegirlstoreadpages1415ofthegirlbook.ThenhavethemturntotheCastingCall Logonpage16.Explainthatthelogisaplacetolistallofthewomentheymeetintheir dailylivesandtherolestheyplay. 3. Havethemthinkaboutallofthewomentheysawinthepastfewdaysathome,onthe waytoschool,inthehalls,inclass,atlunch,afterschoolHavethemwritedownwho theysawandtherolestheywereplaying.Iftheydontknowthewomensnames,write theroles. 4. Takeafewminutesforthegirlstosharetheirlistswithoneanother,thengetadiscussion goingtodiscusstherolestheywitnessedbeingplayed.Guidetheminfillingoutthelogby askingthefollowingquestions: Howmanyrolesareyouseeingthewomeninyourlifeplay?Whichofthesewomenplay morethanonerole?Whatarethey? Which of these women do you consider leaders, either in their own lives or in the community? Why? What leadership traits do you see in them that you see in yourself? Whichleadershiptraitsdoyouseeinthemthatyouaspireto? What values of the Girl Scout Law do these women seem to express in the roles they play?Whichofthesevaluesdoyoualsoexpressintherolesyouplay? Whichrolesplayedbythesewomenmightyouliketotry? Followingthissession,theTeamswillrotatethroughfour15minutesessions: Breaking the Mold; Role PlaySwitcheroo;PlanningTeamCallBacks;AdsAssume.
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TimeRequired:30minutes

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BreakingtheMold
Objective
DuringthisSession,GirlScoutJuniorswillstarttolearnaboutstereotypes.Theywilllearnhowto recognizethedifferencebetweengoodandusefulexpectationsandexpectationsthatareunrealisticor nottrue. Format:Station

Materials

GirlBook Pencilsorpens

StepstoCompleteActivity
1. Beginbyhavingthegirlssitinacircleandaskthemtotaketurnsnamingonethingthat they think girls are expected to be in life. Let them come up with their own expectations. After each girl has named an expectation, talk about how each expectationmayapplydifferentlytoeachofthem:Theresnothingwrongwithbeing any one of these things, if that is what you truly are. You dont need to meet an expectation that isnt good or really doesnt feel right to you. Most importantly, you dontwanttobeacertainwayjustbecausesomeoneelsethinksyoushould.Dontever feelpressuredtobesomethingyouarenot. 2. Thenhavethegirlsstandupandshakeoffanythingtheydontbelievetheywanttobe. Thenhaveeachgirlsayonethingthathelpsdescribewhoshereallyis.Aftereachone speaks,havethegrouprespondbysaying:Thatswhoyouresupposedtobe! 3. DiscusswiththegirlshowStereotypes=LimitedRoles.Whenwelimittherolespeople canplayeveninourmindsweputpeopleinarolewechooseforthem,ratherthan aroletheychooseforthemselves.ThatiswhatwecallStereotyping! 4. Readpages2427ofthegirlbook. 5. HavethegirlscompletetheStereotypetrackerbasedontheiractivitiesoverthepast weekortwo.Ifthegirlsgetstuck,encouragethemtofillitoutontheirownandshare whattheyfindwiththeirtroops. Following this session, the Team will proceed to the next station: Role Play Switcheroo. (afterthe4thTeamallmovetotheGroupSession:AGoodYarn)
TimeRequired:15minutes
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RolePlaySwitcheroo
Objective
DuringthisSession,GirlScoutJuniorswilllearnaboutstereotypicalgenderrolesintheirdailylives. Format:Station

Materials

Stickynotes,eachwitharedorbluedotonitoneforeachgirl. IndexcardswithGenderScenariostotrywrittenonthem

StepstoCompleteActivity
1. Havegirlschoosewhethertheywanttobegirlstudentsandwearstickynoteswith bluedots,orboystudentsandwearstickynoteswithreddots.Encourageanequal number of each gender, if possible. Select one girl to be the teacher, who might be maleorfemale,andforsuggestionsonthetopicofthedayslessonmath,science, languagearts,currentevents,etc.whichshouldbesomethingtheyknowfairlywell. 2. Invite the girls to act out a typical classroom scenario, with the teacher standing in front asking questions and encouraging discussion. Halfway through, have the girls switchstickynotesandroles. 3. Aftertheroleplay,havethegirlsdiscusswhathappened,guidingthediscussionwith questionssuchas: Whoraisedtheirhandsmore,boysorgirls?Whoofferedtheiropinionsthemost? Whodisruptedmost,boysorgirls? Howdidbeingaboyorgirlmakeyoufeeloractdifferently? Isthereanythingyouwanttochangeabouthowyouactinclass?Ifyes,what?Why? 4. Iftimepermits,havethegirlstryoneormoreoftheGenderScenariosprovided.Let them know there is no right or wrong way to bethey are acting out what theyve seenintheirownlives. Following this session, the Team will proceed to the next station: Planning the Team Callbacks. (afterthe4thTeamallmovetotheGroupSession:AGoodYarn)

TimeRequired:15minutes

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PlanningtheTeamCallback
Objective
DuringthisSession,GirlScoutJuniorswillplananinterviewsessiontolearnmoreabouttheroles womenintheirlivesplay. Format:Station

Materials

Girlbook Pencils CopiesofPlanningourPanelDiscussion(p.4546oftheFacilitatorsGuide),oneforeachTeam

StepstoCompleteActivity
1. ThegirlsareaskedtodoacallbackorinterviewwithonewomanfromtheirCasting CallLog.Ifthegirlsprefertotacklethisasateam(orwholegroup),theycanhosta paneldiscussion.Remindthegirlsthatsomeofthewomenontheircastingcalllogs arewiththemtoday. 2. Iftheteam(orwholegroup)optionintereststhem,explainthatapaneldiscussionisa group of people who come together to talk about a topic in front of an audience. If they choose not to do the Panel Discussion, encourage the girls to interview each otherabouttherolestheyplayortoteamuptointerviewthewomenpresent. 3. Have the girls read pages 2831 of the girl book. The Talking about Roles section stepsthroughaseriesofquestionstheycouldaskthewomenduringtheCallback. 4. PassoutthecopiesofthePlanningOurPanelDiscussionworksheet.Thenhavethem decidewhotheywanttobeontheirpanel,thequestionstheywillaskthepanelists, andwhichgirlswillfilleachoftheroles. Followingthissession,theTeamwillproceedtothenextstation:AdsAssume. (afterthe4thTeamallmovetotheGroupSession:AGoodYarn)

TimeRequired:15minutes

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AdsAssume...
Objective
DuringthisSession,GirlScoutJuniorswilllearnabouthowadvertisementscanprojectstereotypesand begivenachancetochangesomeoftheimagestoreflecttherealviewoftheworld. Format:Station

Materials

Printadsand/orpackagingforproductsmarketedtochildren9to12,suchastoys,video games,sportsclothesandequipment(withimagesofchildrenusingtheproduct) Drawingpaper Scissorsandglue Pensormarkers

StepstoCompleteActivity
1. Explaintothegirlsthatadvertisingexpertshavethejobofselectingpicturesorphotos to place in ads and on packaging for products the girls see every day, such as toys, games,andsportequipment.Itisusuallythecompanystopexecutiveswhomakethe finaldecisionaboutwhichimagewillselltheirproductbest.Nowtheygettoplaythe role of those top executives and select the images used to sell products to young people! 2. Placetheadsandpackagingcollectedinthecenterofatable.Havethegirlstaketurns choosing an item and placing it in one of three piles: Products for Girls; Products for Boys;andProductsforGirlsandBoys.Asktheothergirlstoquicklydecideiftheyagree withthechoicesforeachpileandifnot,explainwhy. 3. Havethegirlsconsidertheimagestheyareseeing.Whoistheimageaimedat?How dotheimagesmakeyoufeelabouttheproduct?Whodoeachoftheimagesappealto moreboysorgirls?Aretheimagesportrayingstereotypicalroles? 4. Nowaskthegirlstomakeapileofanyadsorpackagingtheythinkneedtobechanged becausetheydonotseemtorepresenttherealviewofthewaysboysorgirlsact. 5. InvitetheJuniorstoworkindividuallyorinpairstousetheartsuppliesonhandtoalter the images so that they do represent a real view of the world as they know it. They mightwanttoaddorcoverupsomethingintheexistingadorcompletelyrecreatethe image. 6. Note:ThisactivityissimilartoGiveaPictureaNewStoryonpage48inthegirlbook.

TimeRequired:15minutes

Followingthissession,theTeamwillmovetothenextsession:BreakingtheMold . (afterthe4thTeamallmovetotheGroupSession:AGoodYarn)
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AGoodYarn
Objective
DuringthisSession,GirlScoutJuniorswillpracticetheirstorytellingskillswithafungame. Format:WholeGroup

Materials

Ballofyarn

StepstoCompleteActivity
1. Havethegirlsformalargecircle.Handtheballofyarntoonegirlandaskhertobegin a taleor yarn with one sentence. Her sentence can be as humorous or outrageousasshelikes. 2. Once the first girl has spoken, she holds onto the end of the yarn, tosses the ball to anothergirlsotheyarnunwinds,andcallsoutWhathappensnext? 3. Thesecondgirladdshersentencetothestory,thenshoutsWhathappensnext?as shetossestheballofyarnwhilestillholdingontopartofit.Thestorycontinuesuntil everyoneinthecirclehashadachancetoaddtothestory. 4. Whenthestoryisfinished,pointoutthattheyarnhasformedaweb,connectingall thegirlsandsymbolizingthatthestorytheytoldbelongstothemall. 5. Ifpossible,enlistonoftheadultstorecordtheirstorybywritingitdownastheytellit sotheycanaddtheirstorytotheirTeamPropBox. 6. Havethegirlsreadpages3841inthegirlbook. Followingthissession,theGroupwillbreakforlunch

TimeRequired:15minutes

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TheCallback
Objective
DuringthisSession,GirlScoutJuniorswillinterviewwomenfromtheirCastingCallLogstolearnmore abouttheroleswomeninreallife.ReachingouttowomeninthissimplewayhelpstheJuniorsto widentheirnetworkofpeopletheyknowintheircommunity. Format:WholeGroup,individuals,TeamswhateverthegirlsdecidedwhilePlanningtheCallback

Materials

Whateverthegirlsdecidedtheyneedfromthematerialsonhand.

StepstoCompleteActivity
1. 2. 3. 4. Nowisthetimeforthegirlstoputtheircallbackplanintoaction!. Ifthegirlsdecidedonapaneldiscussion,havethegirlsintroducethepanelists. Givethegirlsampletimetoconducttheirinterviews. Afteralloftheinterviewsarecompleted,havethegirlstaketurnssharingsomething theylearnedfromthewomentheyselectedtointerviewabouttherolesavailableto them.Arethereanynewrolestheywouldliketotryonintheirownlives?

Followingthissession,theGroupwillbreakintoTeamsandmoveontoFirst,theStereotype

TimeRequired:30minutes

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First,theStereotype
Objective
DuringthisSession,GirlScoutJuniorswilllookatthestereotypestheyfoundintheirdailylivesand chooseonetotakeactionon. Format:WholeGroupworkinginTeams

Materials

Largepaper Markers

StepstoCompleteActivity
1. Havethegirlsreadpages5051inthegirlbook.Havethemcompletetheactivityon page51.Ifanyonewantstoshareheranswers,letherfeelfreetoexpressherself. 2. Invite the girls to name any stereotypes theyve noticed in books, TV shows, movies, advertisements,andinreallife.TheycanusetheirStereotypetrackerfrompage27of theirbookiftheyneedhelprememberingonetheyvelearnedaboutalongtheJourney 3. Write the stereotypes named on the large paper. Then ask the girls to select the stereotypesthattheythinklimitseachofthemorothergirls. 4. Have the girls narrow down the list further by asking them if any of the stereotypes thatlimitgirlscanbechangedorstopped. 5. Continue coaching the girls until each Team has selected one Stereotype that they wanttochange. Followingthissession,theTeamswillmoveontoNext,theStoryline

TimeRequired:15minutes

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Next,theStoryline
Objective
DuringthisSession,GirlScoutJuniorswillbegincreatingastorytostopthestereotypetheyselectedto takeactionon. Format:WholeGroupworkinginTeams

Materials

Paper PenandPencils

StepstoCompleteActivity
1. Have the girls use the activity page 52 in the girl book to help get them started on creatingtheirstory. 2. Passoutthepaperandpencils.Reviewthetipsforcreatingastoryline: Figure out who the main character(s) will begive her a name, age, and any other importantinformationtocreateheridentity.Definehowsheactswhenthingsgowell forherandwhenthingsdontgosowell When the story begins, show that something important is about to happen, or have somethingdramaticalreadyhappening.Figureoutwhathappensnext Remembertotelltheaudiencehowshegoesaboutbustingthestereotypeyouchose, whatobstaclesgetinherway,andhowsheovercomeschallenges. 3. Givethegirlstimetothinkaboutthestorylineandputtheirideasonpaper. 4. Oncethegirlshavetheirideaonpaper,theWholeGroupwillhaveadiscussionabout ChoosingtheirAudience.Page53ofthegirlbookhasinformationabouttheAudience. Followingthissession,theTeamswillmoveontodeterminingHowtoTellOurStory

TimeRequired:15minutes

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YourHeart,YourArt,YourPart
Objective
DuringthisSession,GirlScoutJuniorswilldecidehowtotelltheirstorythedeliverymethod.Thegirls willthen,puttheircreativeenergytoworktocreatetheirstereotypebustingstory. Format:WholeGroupworkinginTeam

Materials

Paper Pencil Artmaterialsleftoverfromprevioussessions CopiesoftheStoryboardForm(Page70oftheFacilitatorsGuide)

StepstoCompleteActivity
1. ReferthegirlstoYourHeart,YourArt,YourPartonpages4445ofthegirlbook.The information they find here will help them know their strengths so they can work togetherasagrouptodecidehowtotelltheirstory. 2. OncethegirlsdecideHow,thentheycangetstartedoncreatingtheirstory.Tellthem its time to call on their creative energy, and teamwork, to turn their stereotype bustingstoryintoaworkofart.Havethemreviewthestorylinetheysettledonearlier intheJourney. 3. Their story can take on any form: Musical Performancemaybe a song or rhythmic poetry or a dance; Picture Book or Graphic Novelstart with a sequence of scenes drawnwithstickfiguresandroughimages,thensketchtheillustrations,writethetext, and design the pages; Storytelling or Puppet Showthey can start thinking of their storyasaseriesofsceneswhereeachgirltakesaturntellingapartofthestory;Mural, Story Quilt, or Story Cloththe girls might work together to create the storyboard, thenworkasindividualstofillinthestorybasedontheirdesign. 4. Pass out copies of the Storyboard Form, and invite the girls to use the materials availabletobegincreatingtheirstory.

Followingthissession,theTeamswillmoveontoTheRoleofaLifetime

TimeRequired:45minutes

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aMUSEingSnack&Motion
Objective
DuringthisSession,GirlScoutJuniorswillhaveahealthysnackandgetmovingforafewminutes beforegettingbacktoworkontheirprojects. Format:WholeGroup

Materials

HealthySnacksGreenGoddessDipandVeggies(p55ofGirlBook)

StepstoCompleteActivity
1. Set out the snacks for the girls, and invite them to enjoy this snack inspired by the Musesintheirbook. 2. Afterthegirlshavefinishedtheirsnack,bringthemtogetherforafunactivity 3. Thisisanexerciseactorssometimesusetopracticeworkingwellasateam,calledThe Blob. The girls will huddle together shoulder to shoulder facing any direction they like.Theteambecomesonecreature,theBlob.Askthegirlstostandquietly,without speaking and sense how the Blob wants to move. Then invite everyone to move together,goingwiththemovement,withnooneactuallyleading. Ask:WherewilltheBlobgo?Letssee! 4. AnotheractivitythegirlscandoiscalledWackyWarmUp.Havethegirlsformacircle. The first girl to start shouts something silly (wacky, wacky, wacky woo or googly, googly, goo for example), while repeating some movement such as marching or spinninginplace,touchinghertoes,etc.Thenextgirlrepeatswhatshesaysordoes andthenaddsaphraseandmovementofherown.Thenextgirlrepeatsboth,adding her own phrase and movement. The girls continue adding to the phrases and movementsuntileveryonehashadaturn.(Asthephraseandmovespileup,letthe girlsknowitisoktoforgetsomeofthem!)Theninviteeveryonetorepeateverything inunison. Followingthissession,theTeamswillmoveontoSharingOurAccessories

TimeRequired:15minutes

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TheRoleofaLifetime
Objective
DuringthisSession,GirlScoutJuniorswilldecidewhowillplayeachrolewhentellingtheirstorytothe audience Format:WholeGroupworkinginTeams

Materials

Paper Pencils CopiesofSpeakOut!ProjectPlannerandSignupSheet(p.7172oftheFacilitatorsGuide) TheTeamStories

StepstoCompleteActivity
1. Have the girls read pages 5661 in the girl book and complete the activities found there.Thesetoolswillhelpthemdecidewhatrolestheyarebestsuitedtofillintheir lives. 2. Getthegirlsthinkingabouthowtheydecidedtopresenttheirstoryandtherolesthey wouldliketoplaywhentheypresentit. 3. Pass out copies of the SpeakOut!ProjectPlannerandSignupSheet and ask each girl to writehernamenexttotheroleshechooses.Suggestthatthegirlscouldtakeonmore thanonerole,iftheylike. 4. Iftheyhaventfinishedcreatingtheirprojects,givethemtimetocompleteit. Followingthissession,theTeamswillmoveontoSharingOurAccessories

TimeRequired:30minutes

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SharingOurAccessories
Objective
DuringthisSession,GirlScoutJuniorswilldiscoverhowaccessoriesarejustasimportantastheoutfit whencreatinganimageofwhoyouare. Format:WholeGroup

Materials

Assortmentofhats,scarves,bangles,andotheraccessoriesthegirlscantryon

StepstoCompleteActivity
1. Have the girls read pages 6271 in the girl book. Briefly discuss what you read, then givethegirlssometimetocompletetheactivityonpage67. 2. Then,havethegirlsselectanyaccessoryfromtheselectionavailable.Iftherearenot enoughforeveryone,havethegirlstaketurnschoosingtheaccessories. 3. Next,havethegirlswalkupanddowninfrontoftheothergirls(pretendingsheisona fashionrunway)showingofftheaccessoriesshechosetotryon.Encourageeachgirl tohavefunmodelingtheiraccessories. 4. After each girl has had a turn, have the girls record their experience in the space provided on page 69 of the girl book. If the girls want to share their reflection, encouragethemtodoso. 5. Ask the girls if they understand the lesson this exercise was supposed to teach. Did wearingtheaccessorygiveyouanyextraconfidence?Wouldyouchoosethisaccessory again,ifgiventheopportunity? DirectGrouptoproceedtoListeningToYourInnerCritic

TimeRequired:15minutes

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ListeningtoYourInnerCritic
Objective
DuringthisSession,GirlScoutJuniorswilllearnabouthowtheyfeelaboutthemselvesinfluenceshow othersseethem. Format:WholeGroup

Materials

GirlBook Pencilsorpens Photosofwomenandgirlsofvaryingsizes,shapes,ethnicities,andagesdoingsomething active(playingsports,dancing,cooking,gardening,ondutyasapoliceofficeorfirefighter, leadinganorchestra,orinotherworksituations)

StepstoCompleteActivity
1. Havethegirlsbeginbyreadingpages7273intheGirlbook.Havethemcompletethe activitiesfoundthere. 2. Afterthegirlshavecompletedtheactivities,beginbyaskingeachgirlshareoneofthe threethingherinnercriticmightgiveathumbsuptoandoneofthethreethingsher innercriticmightgiveathumbsdownto. 3. Once all of the girls have had an opportunity to share, pass out the photos of active womenandgirls.Encouragethegirlstodiscussthem. 4. Trytodirecttheconversationtoletthegirlsknowthatitisnicetobeattractivebut mostrolesinlifecallforbodiesthatarehealthyandskilled. Wevespentalotoftimetalkingabouttheroleswomenandgirlsplayinlife. Do you see how all of the bodies in these pictures are different, but their bodies are helpingthemwithwhattheyaredoing? Howcanyoutellthewomeninthesepicturesareconfident? Howdoyourbodieshelpyouinalloftherolesyouplayeveryday? Howdoyoufeelwhenyouarerunning,playingsoccer,dancing,ortakingpartinsome otheractivity? Whatdoesyourbodydothatmakesyoumostproud? Howdoyouthankyourbodyfordoingthat? Followingthissession,theTeamswillproceedtoTellingOurStorySession.

TimeRequired:15minutes

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aMUSE JOURNEYFORGIRLSCOUTJUNIORS

TellingOurStoryofChange
Objective
DuringthisSession,GirlScoutJuniorswillpresenttheirStereotypebustingStoryProjectstotheinvited audience. Format:WholeGroup

Materials

Music&CDPlayer Artprojectgirlscompletedearlierintheday Anyotherpropsavailableforthegirlsuse

StepstoCompleteActivity
1. Ifguestsarepresentintheaudience,takeafewminutestointroducetheJourneyand alloftheothervolunteerswhohelpedthegirlsalongtheirway. 2. StartoffbytellingeveryonethatthisJourneyhadbeenaboutlearningandtryingon thevariousroleswomenandgirlsplayintheireverydaylives. 3. IntroduceeachTeamandthetitlesofthestoriestheyaregoingtopresent. Today these Juniors will be sharing with you their Stereotypebusting stories of change. 4. Invite the Teams to tell their stories. Help the transition from Team to Team go as smoothlyaspossible,fillinginwithexamplesoftheactivitiesthegirlsdidthroughout thedaywhilethenextTeamgetsready.. After all of the Teams have told their story, direct Teams and audience to from a large circlefortheClosingSession

TimeRequired:60minutes

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aMUSE JOURNEYFORGIRLSCOUTJUNIORS

ClosingSession
Objective
DuringthisSession,GirlScoutJuniorswillreflectontheirJourneyandreceivethe3Awardsthey earnedalongtheway:theReachOutAward,theSpeakOutAward,theTryoutAward Format:WholeGroup

Materials

JuniorAwards,oneforeachJunior SafetyPins,oneforeachgirl Markersorpens

StepstoCompleteActivity
1. Havethegirlstaketurnsnamingaroletheynowseeforthemselvesthattheywould neverhaveconsideredbeforestartingthisaMUSEjourney.. 2. Present each girl with the Three Awards she has earned along the Journey: The Reach Out Award, The Speak Out Award, , and the Try Out Award. These awards representshowyoureachedoutintothecommunitytofindyourselvesagreatgroupof muses,youinspiredotherstospeakoutagainststereotypes,andthatyouhavetriedout newrolesandpromisetocontinuetouseyourconfidenceandcouragetotryoutnewroles throughoutyourlife. 3. After all of the Junior awards have been presented, ask the girls to autograph each othersbookbeforeleaving.Encouragethembysaying:Youvecheeredeachotheron thoughtthisJourney,andsharedyourstorieswitheachother.Sotakeafewminutes toautographonanothersbooksbeforeyouleavetoday. ThankGuestsforattending,thendismissgroup.

TimeRequired:30minutes

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