Event: Guiding the Journey for Cadettes Desired Outcomes: At the end of the workshop, participants will be able

to: 1. Explain how to use the first two sample lessons in the adult guide to lead Cadette-level girls. 2. Identify tips and strategies for creating healthy relationships and long-lasting friendships and share them with girls. 3. Incorporate the Discover, Connect and Take Action components that lead to the development of leadership skills in girls. 4. Design and lead the third Sample Session in the adult facilitator guide. 5. Assist Girl Scout Cadettes in completing activities and projects that explore positive and peaceful interactions with others. 6. Find tips in the adult facilitator guide to create a quality experience for Cadettes at each grade level and incorporate the three processes of Girl Led, Learning by Doing and Cooperative Learning. 7. Use the resources in the adult guide to identify journey helpers and have the girls reach out for assistance. 8. State how to expand the sessions with trips, speakers, events or other activities. Time Varies Content Set Up Method/Process Write and post Start-up instructions and learning objectives on newsprint Set up resource table with resources for participants to view Place evaluation sheets at participants places at each table Materials/Resources Workshop roster, evaluations, name tags, pens, markers Its Your World: Change It! journey books (girl and adult) Sample awards (badges, pins) for Cadettes Transforming Leadership, Focus on Ability*, Volunteer Essentials *discontinued by GSUSA Trainer

5 minutes

Start-Up

Welcome participants as they arrive Have them check name and information on roster and make sure it is all correct Write information at end of roster if not listed Create a name tag Direct them to the resource table and have them pick up a photocopied maze to complete (whichever one they choose). Instruct participants to sit next to someone they dont know yet. They should work on the maze activity until class begins. Photocopied maze activity (one per participant)

5 minutes

Opening

Use quiet sign. Welcome all participants.

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Content

Method/Process Note that there are currently two different journeys to choose from, and this class is an in-depth look at the Its Your World: Change It! journey. (The other is Its Your Planet: Love It!) GSUSA plans to roll out another journey in December 2010. Housekeeping items: Restrooms (feel free to leave and return), vending machines, turn cell phones off or to vibrate Class completes Knowledge Before on evaluation (Trainers give them a minute) Introduction of trainer(s) Keep intro short, such as: How long been in Girl Scouting, what you do outside Girl Scouting, something personal (optional). Read (or have a class participant read to the group) the Learning Objectives for the class

Materials/Resources

Trainer

Learning objectives on newsprint

10 minutes

Introductions

Say: Lets get to know each other and go around the room with introductions. I will begin, then each one of you will: 1. Introduce yourself 2. Favorite thing to do in your free time For instance: Hello, my name is [insert name], and my favorite thing to do in my free time is read. (Participants introduce themselves.) Thank you. This class involves an exploration of the wonderful content in the adult and girl books, specifically reviewing in details how to lead sessions one and two. A group activity near the end will have you leading session three to practice and also to see if you have any questions.

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Content

Method/Process

Materials/Resources

Trainer

5 minutes

Session 1: First Impress ions in the Maze

Say: Please turn to page 10 in your adult guide. You will see that pages 10 and 11 have a brief overview of each of the sessions included in this journey. Over the course of a year, you will have an opportunity to incorporate trips, activities, outdoor experiences, the Girl Scout Cookie Sale Program, guest speakers, and other events to complement and strengthen the content of the journey materials. Ask: Can I please have a volunteer to read Session 1 Review? (Pause while volunteer reads.) Say: Thank you. Now lets turn to page 30, where Sample Session 1 begins in detail. The goal of this session is Girls explore relationship obstacles and the impact first impressions make on relationships. Say: Look at Advance Prep on page 31. In order to prepare for the activity Beneath the Surface, you will need to review the recommended preparation steps. As stated in Inflatable beach ball or other inexpensive ball marked with

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Content

Method/Process the adult guide, this activity will require that you have a ball ready by inflating with air and writing Beneath the Surface questions (from page 31 in adult guide and/or page 20 in the girl book) on the ball. Then cover the questions with masking tape. When determining what size ball to purchase and how large to write the questions on the ball, keep in mind that enough room is needed for at least 8 written questions on the ball selected. This activity can be completed without a ball. If no ball is available, use a bag with the questions on scraps of paper. Have the girls pass the bag and pick questions out of it. We will act this out later in the training, since this activity comes near the end of the first session.

Materials/Resources Beneath the Surface questions (or bag with questions written on slips of paper)

Trainer

20 minutes

Whats In Your Maze?

Say: Page 32 in our adult guide begins our first interactive activity for Session 1 called Whats In Your Maze? This activity gets girls thinking together about relationship issues and helps them get to know each other. Take a moment to review paragraph three. (Trainer pauses so participants can read.) You can see that this is how we opened this session. We go even further with the girls by having them draw their own maze in small groups, then have them brainstorm the ways in which their lives are like a maze. Group Activity Break out into groups of three per group and pretend you are your girls. Each group will get a large piece of paper and markers. Take a few minutes to draw a complex or simple maze, and add drawings or text to show challenges, resources, and positive aspects of their lives that contribute to the maze. Newsprint and markers

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Content

Method/Process Say: Note the bullet points on page 32. These are great questions to ask the girls to give them ideas for their maze drawing. The last three are especially important for girls in these middle school years. Ask: If the girls have some problems with deciding what to sketch, what could we suggest? (Wait for responses from group) Possible example: If you wanted to make the cheerleading team, you could draw a pair of pom-poms in the maze. As groups are finishing, tell them to think of a phrase or slogan (that could be on a bumper sticker) to complete the sentence, Our lives are like a maze because... Give the teams five minutes to do their maze and drawings. Add a couple of minutes for them to create a slogan and prepare to present their maze. Say: It is time to share our mazes and slogans. Please select someone in your group to share: Their maze and some issues they illustrated on it. Share bumper sticker slogan. As you select someone, note that I have created a newsprint sheet with the heading Our life is a maze because... As your group presents your slogan, we will add it to the newsprint, forming a team poem as we go from group to group. As you lead this activity, you will let the girls know that their mini-mazes and the team poem they just created represent a giant maze that you are all entering together. Presentations will take up to ten minutes. Great. Thanks for sharing. Let the girls know that it is okay to share general ideas and not specifics when presenting some of their issues. They can just say pass or something brief.

Materials/Resources

Trainer

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Content

Method/Process For instance, general statements like True friendships are a great resource to get out of a tangle in the maze are okay, instead of sharing a specific statement like My friends [Joanna] and [Kelly] are great because they [are always there for me]. All of the details regarding this are on page 33 of your adult guide, and you will see that a lot of helpful information is given to you in boxes on the sides of the pages. After the girls have completed this activity, we can begin discussion with them on the purpose of this journey using the bullet points at the end of page 33. We might say: Along the passageways of the aMAZE journey, well explore how to have the best and healthiest relationships we can and how to be really confident about how we navigate them. We can ask the girls to look at the cover of their book to see some of the topics they will explore along the journey, such as Betrayal, Trust, Peer Pressure and Cliques.

Materials/Resources

Trainer

5 minutes

Ceremonies and Awards

Say: Lets turn to page 34 in your adult guide. You will often invite the girls to form a circle. Circles are an important part of the Girl Scout tradition. Forming circles of friendship and sharing helps the girls relate to each other, as everyone can see one another, everyone is equal, and they can focus their energy together as a team. While in their Girl Scout Circle, invite the girls to participate in creating a great experience, which will keep the decisions Girl Led and allows them to make choices. There is a note in the green box about helping the girls make the journey their own and plan additional activities. Ask the girls if they would like to work toward earning the awards

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Content

Method/Process associated with this journey: Interact, Diplomat, and Peacemaker. This is on page 9 of the girl book as well as page 24 in the adult guide. (These award shapes form a cube, and they were developed and selected by girls.)

Materials/Resources

Trainer

Be sure to mention that the Take Action activity encouraged in this journey can be a team effort. If the girls are not interested in obtaining the Diplomat Award or any other awards, ask what they would like to do instead for session 5-7? Are there any topics in their book they want to talk more about during this time? Do the girls want to plan these sessions themselves?

Holding ceremonies helps to mark the Cadette gathering as special and separate from the rest of the day, and ceremonies are also a fun way for the girls to connect and relate to each other. Ask the girls for ideas for opening and closing ceremonies, and emphasize their role in planning these. Circulating a sign up list can help identify planners and leaders. Some sample ceremonies to suggest to the girls are located on page 35 in your adult guide. You could also take the Ceremonies and Traditions workshop through the council to learn more about ceremonies. Information about creating a Team Agreement appears on the second half of page 35. Lets take a minute to work through this. As we travel through AMAZE, its important that we trust one another. What do we need to promise each other, so that we can have a really positive experience relating to others along this journey? (Trainer writes ideas given by the participants and labels newsprint Cadette Team Agreement.) What other statements would be helpful to have on this team agreement? Do we have a complete list?
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Newsprint and markers

Time 10 minutes

Content Beneath the Surface

Method/Process (Trainer adds any additional ideas.) Say: Next we will look at the Beneath the Surface activity. This activity is featured on page 20 of the girl book and page 36 in the adult guide. The activity gets the girls to think about first impressions and how assumptions might hinder relationships. Lets form a circle, as you would have the girls do for this activity. In my hand, I have a ball which I will give to the first participant. I can toss the ball or pass it. As each girl holds the ball, we explain: When the ball is passed to you, remove one piece of tape and answer the question underneath. After answering the question, toss the ball to a girl who has not yet had a turn. Lets complete this activity. (Give the participants about 6 minutes to run through the game. You can also use paper slips in a bag if no ball is available.) After each girl has had a chance to catch the ball and respond to a question, we will start a conversation with the girls regarding first impressions. Some meaningful questions to ask to start these discussions are listed on page 36 in the adult guide. We can return to our seats and take a look at some of those sample questions. Ask: Can I have someone volunteer to read the first two questions? (Pause while volunteer reads.) You can scan the rest of the questions and see that they would lead to interesting discussions, especially the last three. Say: After we have completed these activities and held some meaningful discussion, we will close our meeting with a Ceremony called Going for Goals on page 37 in the adult guide. This can be done in small groups. Each girl is given a slip of paper, and you can explain the activity by saying,

Materials/Resources

Trainer

Inflatable beach ball or other inexpensive ball marked with Beneath the Surface questions (or questions on paper slips in a bag)

5 minutes

Closing Ceremony

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Time

Content

Method/Process Today weve been exploring how, when solving a maze, you rely on certain strategies or techniques. The same is true when youre striving toward a goal in life. Your goal is much like the end point youre trying to reach when you navigate a maze. Then we will ask the girls to brainstorm in their circle about relationship issues that most affect them, such as improving a friendship or standing up to a bully. Each girl selects an issue or two to solve for herself, writes them on the paper, puts the paper in the envelope and addresses the envelope to herself. Collect the sealed envelopes and let the girls know that you will return the envelopes to them at the end of their journey, so they can reflect on how far they have progressed toward their goal. Let them know this activity is just for them individually and does not have to be shared unless they want to. Note the orange box with For the Next Session. Ask the girls to bring in a small, empty box or any other container and some craft materials for decorating it (wrapping paper, ribbon, beads, glue). Also, ask the girls if anyone is interested in volunteering in: planning a simple opening or closing ceremony, leading a brainstorm session about friendship qualities (pages 31-32 in the girl book) or acting as a host for the Ask the Expert Talk Show (page 45 in the adult guide) that is a part of Session 2. Say: Before we continue with the next sample session, lets explore the beginning of the adult guide. Turn to page 8 in the adult guide. We mentioned the awards briefly earlier, but here is more information about them that you can review later. Interact Award - girls must complete 3 of 9 challenges listed in the Interact Challenges Chart on pages 12-15 in the girl book. Diplomat Award - girls must demonstrate they can pass their relationship skills on to others through a Take Action Project. Peacemaker Award - girls review all the relationship tools they
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Materials/Resources

Trainer

10 minutes

Back to the Beginning Trainer note: Pause long enough for participants to absorb what is on the page, so they will be

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Content able to find and review it later.

Method/Process have recorded and collected after each session/chapter and make a commitment to use them throughout their lives. Turn to page 14 for Understanding Cadette-Age Girls, which discusses common characteristics of sixth, seventh, and eighth graders and how to best work with them. Review on page 15 the importance of communication and reaching out to the network of family and friends connected to our Cadettes lives. They could suggest guest speakers or field trips, assist with a Take Action activity, have craft expertise to share, want to assist in planning ceremonies or celebrations, or support the team with transportation and snacks. On pages 16-17, do the processes look familiar from when you were introduced to the Girl Scout Leadership Experience? (Pause for responses. You may have to do a quick review of the leadership engine, focusing on how girls are engaged.) Girl Scout Traditions and Ceremonies on page 18 talks about friendship circles and SWAPS. Who can show us the Girl Scout sign? What is the Girl Scout handshake? If you are new to Girl Scouting and need information about teaching these to girls, please let me know at the end of this workshop and we can practice. Trading SWAPS are introduced to this age group. It is the beloved tradition of exchanging small keepsakes. Each swap offers a memory of a special event or a particular girl. Health, Safety and Well- Being on pages 20-21 includes information about welcoming girls with disabilities. It is important to include the girl and parents in helping her have a successful experience, so you may want to have a confidential conversation with them. A publication called Focus on Ability is also useful and available from the Resource Center for check-out. There is also a short section on aMAZING healthy snacks.

Materials/Resources

Trainer

Focus on Ability (show copy if available)

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Time 5 minutes

Content Session 2: Navigating Friendships

Method/Process Say: Please turn to page 39 in your adult journey guide. You will see it is the overview of Sample Session 2, Navigating Friendships Who would like to volunteer to read this goal for me? (Pause while volunteer reads.) Thank you. As we discussed previously, it is important to be organized and prepare in advance for upcoming sessions. Look at the Materials section, which advises bringing some empty containers and odds and ends for decorating for girls who do not bring their own. Under Advance Prep, we see the girls will be using these items to make Peacemaker Kits. The kits will be a collection of tools and tips they can use to create peace, one interaction at a time, in their lives and the world around them. We could think of these kits as a scrapbook of memories and ideas each girl finds most meaningful. As suggested at the end of Session 1, if girls volunteered, have them prep at home and be prepared to lead an opening ceremony. This is optional and could be as simple as making a circle and having each girl state one quality of a great friend. You could use the opening ceremony as a starting point to discuss Friendships and Stereotypes. See the orange box on page 40 of the adult guide for more detail. If the girls show no interest in opening ceremonies, then continue to the next activity. Peacemaker Kits Say: Since this is a craft activity, playing some background music may make this activity more enjoyable. As part of your prep, have some starter supplies available for the girls, so they can start quickly on the craft project. Try to limit the making to 10-15 minutes, and girls can finish on their own. If you observe that the majority of the girls really enjoy the craft

Materials/Resources

Trainer

An assortment of small empty containers (for display) Odds and ends for decorating the containers and glue

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Content

Method/Process project, ask if they would like to build time into a future session to make something else. What else would they like to make? Say: Next the girls begin to explore how stereotypes negatively influence first impressions and relationships. Take a look at page 42 of the adult guide and pages 22-23 in the girl book. We start with a discussion about what a stereotype is. You can use the information on page 22 in the girl book and page 40 in the adult guide to work through this with me. Ask: What does it mean to stereotype other people? (Wait for responses.) Ask: How do stereotypes influence who we choose to interact with and how we interact with them? (Wait for responses. Bring up additional points and facilitate further discussion as necessary.) Can you think of a TV character that reflects a stereotype? What about a movie or cartoon or music video? (Wait for responses) After the girls have identified some stereotypes used in television, we can ask the girls Is it wrong for the show to use the stereotype? Who does the stereotype hurt? Turn for a moment to page 12 in the girl book and look at the third activity. Note to the girls that these conversations are one of the Interact Challenges they can choose to earn the Interact Award. Are they interested in taking this challenge? Stereotypes and You Lets go back to page 23 in the girl book for the next activity, which can be done on their own or in pairs. There are two components to this activity. Take a minute to read over this page, and then well

Materials/Resources

Trainer

5 minutes

How Do You Know?

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Content

Method/Process discuss the two components. (Give the participants a minute to read.) Okay, who can describe the first part? (Drawing small circles with a characteristic of themselves in each.) And the second part? Noting a stereotype of one of the groups that is not consistent with who they are.) Thank you. Next steps for this activity are noted on page 43 of the adult guide. Girls can move around (as pairs or individuals) to trade stories about a stereotype that has impacted them. This could also be done as a team discussion if the group is small. Have the girls share their views on stereotypes and some insights they have gained. Some conversation prompts will include questions located on page 43. Weve had a lot of great activities and discussion points for stereotypes. Now lets take a look at the next activity.

Materials/Resources

Trainer

5 minutes

Circle of Friends

Say: Lets review the Circle of Friends Activity on page 44 of our adult guide and page 31 of the girls book. With this activity, Cadettes recognize the characteristics they look for in a friend and identify the qualities they bring to a friendship. I am passing out paper and pens to everyone, just as you will do with the girls. What are the qualities you look for in your friends? Make a list, and you may want to use some words from page 32 of the girl book. (Give participants a minute to make a list.) Now draw a circle to represent your circle of friends, and put the words that describe what you look for in friends in the circle. Paper and pens (trainer provides to those who need it)

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Content

Method/Process Around the outside of the circle, write the words you feel describe the qualities you bring to friendships. Take a minute to write those. (Give the group a minute.) Now draw an even bigger circle around the outside of the qualities you bring to a friendship, and this circle will encompass all the qualities. (Demonstrate the circle within a circle drawing on the board as a reference for the participants.) Invite the girls to share what they wrote, either in a large group or in smaller teams. Wrap up the discussion or invite a girl volunteer to wrap up by asking some of the questions that appear in bullet points at the end of page 44 in the adult guide. (You can meet with the girl and prep her with some sample questions during a break after the activity.) Take a minute to review those. Who has questions about leading this activity? Note there are a lot of other great activities in the girl book that can be incorporated if you have time and the girls are enjoying this topic.

Materials/Resources

Trainer

5 minutes

Talk Show: Ask the Expert

Say: Next we have a girl led activity called Ask the Expert. We will quickly summarize this activity and not act it out. Girls take turns acting as a talk show host or guests, and they ask for advice on different friendship issues. Some sample scenarios appear on page 46 of the adult guide to get them started, and they can make up their own as well. Each volunteer guest will take a turn onstage with a host to present her dilemma. The host can ask the audience (the girls) for assistance to get other solutions to each question. After the Ask the Expert show is concluded, start a discussion using the guiding questions at the bottom of page 45 of the adult guide.

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Content

Method/Process The last question to ask is if there are any skills or tips learned in this session that they would like to add to their Peacemaker Kits. Distribute small pieces of paper and ask the girls to jot down some skills and tips they thought about in the session that they can use in their lives and share with others. Remind them about the topics covered: first impressions, stereotypes, choosing friends, and qualities we seek and bring to friendships. You can have the girls share their specific ideas with a group session or as part of a closing ceremony as they place their ideas into the Peacemaker Kits. There are several other optional activities that you can read about and suggest to the girls as time allows. As in the previous session, if you discover that the girls like arts and crafts projects, the Masking Feelings activity might be fun for them. Girls decorate masks to compare the outer self and the inner self. The orange box called Extras at the bottom of the page has two more activities: Friendship Pickup Lines and Celeb Pals. Say: Please turn to page 49 in your adult journey guide. You will see it is the overview of Sample Session 3, Cliques and Conflicts. Who would like to volunteer to read this goal for me? (Pause while volunteer reads.) Here is your chance to practice using your adult facilitation guide to lead a session. Lets divide our group in half to make two teams. The first team will lead pages 50 to 53. Choose a few people to be leaders and lead (or describe how to lead) their parts, with the other team members role-playing as girls. You will act out your assigned part of session 3 for the class. Team 2 will lead pages 54 to 57. You should have at least three leaders taking a role in leading an activity with the other team members acting as the girls.

Materials/Resources

Trainer

30 minutes

Session 3: Cliques and Conflicts

Team 1 - Paper and markers

Team 2 - Newsprint and markers

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Content

Method/Process You have 10 minutes to plan and practice, then you will take 10 minutes to lead us through your Sample Session pages. Please be creative and give clear instructions, just as you would with the girls. Your trainers are here to assist you in putting your plan together. Presentations of third Sample Session (20 minutes). Ask: Are there any suggestions we want to add to our presentations? How do you feel now about guiding your girls through these journey materials?

Materials/Resources

Trainer

5 minutes

Stretching Out the Journey

Say: Page 28 gives us some ideas on potential trips, activities, retreats, movie nights and creative things to do with our girls if we wanted to expand the journey beyond eight sessions. The detours or add-ons include: 1) Visiting a real maze or labyrinth in your area to add life-size richness to the journey. Note one nearby 10-acre corn maze is located at : Cagle's Dairy Farm, 362 Stringer Rd., Canton, GA (770.345.5591) and you can find others by going to http://www.pumpkinpatchesandmore.org/GApumpkins.php (2) Create a maze-like obstacle course with common objects; have girls go through it blindfolded, working together in pairs or teams. (3) Field trips related to relationship or conflict challenges. (4) A weekend retreat with activities engaging the girls in discussion and role playing. (5) Movie nights with relationship themes. (You will want to send home a permission slip for this.) Ask: Can you think of a movie that would be good to rent or is

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Content

Method/Process currently in the movies that would be a good choice? (Ideas may include: American Girl movie, Princess Diaries, Princess Protection Program, Nancy Drew (new version), Aquamarine, A Cinderella Story.) (6) Ask community members who are experts on conflict mediation or relationship-building skills to present their insights. Older Girl Scouts are also great candidates for giving their perspectives. (7) Encourage creative girls to share their skills in making crafts, food, videos, etc. They will enjoy sharing their talents with others.

Materials/Resources

Trainer

5 minutes

Q&A

Use this time to review Learning Objectives. Have all the objectives been covered? Trainer uses this time to answer remaining questions. Say: At the end of each meeting, activity, or trip, it is appropriate to evaluate the meeting briefly with the girls to help in future planning. The girl journey books give ideas for reflection and evaluation of their experiences and activities. Since we also believe in the importance of evaluation, lets complete evaluations of this workshop. Things to do: Collect evaluations (have a box or basket) Pass out training cards and stickers Workshop Evaluations Training Cards and Stickers

2 minutes

Evaluation

3 minutes

Closing

Friendship Circle and Friendship Squeeze (Trainer demonstrates for those who are new to these traditions.) Have each participant give a short phrase about how they feel about working in the Journey materials with their girls.

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