ALeadershipJourneyWorkshopforGirlScoutJuniors

aMUSE
ThisProgramBroughttoyoubyGSCNCandR.E.A.C.H.

Buildinggirlsconfidence
GirlScoutJuniorstryonwhateverroles
theychooseforthemselves.
GirlScoutJuniorsgetcreative
GirlScoutJuniorstellstoriesandinspire
otherstotryonnewroles,too.
Andsomuchmore

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JOURNEYFORGIRLSCOUTJUNIORS

WorkshopSchedule
January22,2011

ProgramBeginsat9amandcontinuesuntil5pm

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

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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FlurryofRoles

Objective
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.

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.

Followingthissession,theTeamwillmovetothenextsession:BreakingtheMold .

(afterthe4thTeamallmovetotheGroupSession:AGoodYarn)

TimeRequired:15minutes

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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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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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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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