GETTING TO KNOW EACH OTHERIntroductionAny work that asks people to look at topics of a controversial kind or to use imagination and explore feelings can onlysucceed if people feel comfortable with each other. So, time spent on getting to know each other, even if it seemswasted (not on the topic), is actually vitally important. A variety of activities can be used. Only a few of them arementioned here.Activities1. First NamesAsk each person in turn to come and write their name on the board or paper and tell something about it - the origin; whythey are named it; whether they like it; if they prefer. shorter or longer versions etc.2. Talking in PairsPeople are asked to speak with one other person that they dont know, or dont know well, to introduce themselves toeach other. They are encouraged to spend five minutes each. It is possible to give more specific questions to talk about.Afterwards each person in the pair could introduce the other to another couple or to the whole group.3. Ball of woolPeople stand in a circle. The first person throws a ball of wool to another (anywhere in the circle) saying their first nameand where they are from (or any other single thing that you decide on). The next person does the same. The wool shouldcrasscross the circle. A point could be made at the end about the fact that everybody in the group is connected in someway by the wool and their being together right now.4. What I would rather doSitting in a circle each person says their name and what they would do with their life Oob perhaps) if they couldchange. For example: llaria - Actress. The next person then introduces their neighbour, saying their own name andwhat they would rather do. This continues until the last person introduces everybody and then themselves. This is notonly a way for people to learn the names of others but to discover something more about them at the same time.5. I AM...Each person is given the I AM... sheet (copy attached) and asked to write largely and clearly three things aboutthemselves that are not obvious. So not, I am female or wear spectacles or have red hair. They can be as revealing orordinary as each person wants them to be. Then they attach the sheet to their front. Stand. Walk around and introducethemselves to all the other participants by shaking hands; exchanging names; looking at the sheet of the other personand briefly commenting or asking a question. This allows a real personal connection between each person at the start.ConclusionThe Personal Shield and Human Bingo, also in the pack, can be used as getting to know each other exercises or later asre-connection ones. The value of all of them is that they stress that each individual matters and is being valued forthemselves, before anything is done in groups or on the content. This is essential for this work that looks at respectingothers and accepting difference. It sends a very clear signal right from the start.PERSONAL SHELDIntroductionA short exercise for people in a group who do not know each other very well or who have not seen each other for awhile. To encourage easier communication between -group members.A BC D...There is no path. Take the chance and make your own"
MOTTOEach person draws - or makes - their own shield including the following:A - 3 Favourite things to do in leisure time (drawn);B - 3 Ambitions (drawn);C - 3 People you admire (drawn);D - 3 Places you like or would like to visit (drawn);Alternatively: A Three depictions of your family, personal life.B Three depictions of your work or study life.C Three spare time activities.D Three places you like or would like to visit.Other variations are possible.They also adopt a phrase thats applicable to them which will be their motto.Once complete, with a partner each person talks about their shield and motto for ten minutes and then listens as theirpartner explains theirs for ten minutes.They can then be put on the wall of the meeting room for people to look at and guess which belongs to each person orwith names on the top.HUMAN BINGOIntroductionA game best used as an energizer, after lunch or a break away from each other. Not advised as an icebreaker. A short,fun inter-active exercise to help re-establish a sense of being in the group.Process1. Each person is given a copy of the sheet with the Bingo grid. It is suggested that twelve boxes form the grid, withstatements that group members must find the answer to. Therefore, statements like is a woman or is wearing a watchare not appropriate, as these things can (usually) be clearly seen.The statements should cover a variety of topics,suitable for the group you are working with. See enclosed sheet as an example.2. Ask the group to stand, push chairs away and retain only the Bingo sheet and a pen. The object of the game is to get afull house (all twelve boxes completed) by funding one other person from the group for each box. They should do thisby mingling, forming pairs quickly, to ask one question each way. If they get a positive response they put the name ofthat person in the box and circulate to find the next positive response.3. 7he winner is the person who fills all twelve boxes first. It is not allowed to put your own name in any box. At theend, have a show of hands to test responses to each statement. The leader of the group should usually join in.ConclusionVariations are possible. There can be more boxes or less. The statements can be on a theme. They can be deliberatelycontroversial, provocative or risque. If this latter option is chosen, then you may need to allow more time to de-brief theexercise afterwards. In other words, although the main aim is as a group-bonding exercise, it can also be used as adiscussion starter.FIND SOMEONE WHO:KNOWS WHO BARBARASTANWYCK WASIS A CAR-DRIVER HAS BEEN ON HOLIDAY INTHE LAST MONTH...There is no path. Take the chance and make your own"
IS A VEGETARIAN IS A SPORTS FAN HAS A PETLIKES THE SAME MUSIC ASYOUIS A PARENT HAS NEVER SMOKEDIS WEARING WHITEUNDERWEARLIKES SCIENCEFICTION FILMSWEARS CONTACTLENSESTHE TREASURE, THE PIRATE AND THE KEYIntroduction: Show a picture of a Treasure Chest being locked by a Pirate. Inside, treasure shouldbe seen.Explain that some treasure is going to be locked inside and that only one key will then be able to openthe chest. Show some copies of keys drawn on paper (all with seven different sized teeth). Give eachperson a copy of the key and tell them that they will have to design a key that will open the chest.The treasure: Could be one of the following -1. Future generations of young people with an understanding of, and sympathy for, the work of theRed Cross and Red Crescent Movement.2. Human contentment.The key: In these two cases it would be:1. In our dissemination work, the seven main things young people need to be educated about.2. The seven main things that a human being needs to be content.The clues: Some clues can be written on stickers and placed around the room. These are possible answers.Participants can look at them, or not, as they wish.The exercise: 1. Alone, each person comes up with the seven most important things that would unlock the treasure.They must put them in order of priority (largest tooth = top priority).2. Small groups should be formed (at least three, preferably not more than seven). Each group is givenone different coloured copy of the key. They are told to somehow, someway, reach a group consensusof the seven in order of priority.3. The keys can then be put on the wall or theseven priorities written on a grid on a large sheet ofpaper. Each group should be asked:- Was it easy or difficult to reach consensus?Did everybody get to express their views?Why did your first choice have top priority?4. Either the large group should then be encouraged to discuss and come to a large group decision or ageneral discussion should take place on the issues that arose.Conclusion: The discussion will largely depend in the nature of the treasure and the key that you originally chose.Some points may well apply in every situation:...There is no path. Take the chance and make your own"
- Is it necessary to have a large group key? Or, are the individual and/or small groups ones enough?Will any key work?!- Is it useful, or not, to prioritize in this way?- Are there cultural differences of perspectives involved?- How did people feel during the various stages of the task?- Can anything be learnt from this exercise about difference and communication as well as the officialcontent?Under no circumstances should the person running the exercise tell the group at the end that they havethe one and only correct key to the treasure. This would rather ruin the point of the whole exercise.Note: Depending on the topic and the structure you choose and the group and the level of discussion thisexercise can take a short time (45 minutes minimum) or it can provide the material for a 1/2 daysession.An example of the treasure, key and possible clues that could be used follows:The Treasure A world without violence and war.The Key The seven main things that individuals can do to achieve this.The Clues Learn to accept differences;Gain wider knowledge of people and the world;Show tolerance and respect;Develop empathy and understanding for the views and actions of others; Read widely;Challenge prejudice and discrimination - even in friends and family;Write to, and lobby, politicians and other leaders;Actively encourage more equal distribution of the worlds resources; Consume less, so that othersmay consume more;learn to deal with our own anger and fear in a constructive way;Talk about problems rather than hiding from them;Live non-violently and non-aggressively - be a good example;Pretend it is the problem of everyone else but you;Use your own knowledge and skills to convince others in your own life;Support - by membership, fumce or promoting them - organizations working towards conflictprevention and peace;Complain, campaign, march and demonstrate if necessary;Boycott companies and governments which actively encourage violence and war;Support the death penalty for violent criminals and the assassination of religious and political leaderswho encourage violence;Protect yourself and those you care about - and ignore the chaos and suffering elsewhere;Feel it as all hopeless and rum to sex or drugs or materialism or career or...These clues should be placed on slips of paper all around the room. People should be told that, like all clues, some maybe helpful and others not. Nobody has to look at them, they can choose whether to look at them, before doing their ownkey, or after, or not at all.THE TEN SYMBOLS OF THE PACK METHODOLOGYThe methods used in the pack are very simple. They are mostly not difficult and not dangerous. They are, though,harder work for those running them and those participating. They will be for some people a change from what they areused to. (For a description of peoples varying reactions to change, see the exercise Change). The following tensymbols explain something about the methods and their rationale.1. The lecturer or expert style of telling people what they need to know is not encouraged. Nor is sitting in rows orbehind desks. Sitting in circles, so that everyone can see each other with no barriers, is encouraged. Also, breaking up...There is no path. Take the chance and make your own"
into smaller groups of two, three or five people gives everybody the opportunity to contribute, as well as providingvariety.2. Any activity or session or workshop or pack cannot provide everything for people. It is, rather, like building blocks.It can add some more blocks to whatever the individual is building (a wall, a house, a palace etc). Some things can beoffered which some people will find useful and others may find less so. Some people may reject any kind of blockswhich are different shapes to the ones they expected. Others can transform blocks into shapes suitable for their ownbuilding.3. Although strengths and positive aspects are concentrated on, weaknesses and more negative things should not beignored. All people can learn new things if they are open to do so. By facing difficulties and problems and less pleasantthings about ourselves, we can learn and develop.4. Any activity/session/course/pack can stay on a safe, secure level and people will, of course, learn and move forward.If, however, things move beneath the surface a little... if some risks are taken.… if participation and dealing with realissues and feelings are promoted, then difficulties and some unhappiness can occur. The chances are much greaterthough, that real learning and development will take place at a much higher level.5. If the left-side of the brain only is engaged then learning can only possibly reach a certain level. This side is thelogical, rational one that controls reading, writing, number, tasks. If, however, the right-side is also engaged (the side ofimagination and feelings and creativity) than the whole person is involved and learning can reach a much higher level.So colour; visual, musical and dramatic aspects; emotions and creativity, should be used and stimulated.6. The educational theory underlying this work is based on Dales Cone of Experience. This suggests that people onlyremember 10 to 20% of what they read or hear. If they see and hear then it approaches 50%. To get higher they needto see, hear, say and do. If they are actively involved they can integrate up to 90%. These methods all involve activeparticipation and experiencing to encourage the greatest learning possible.7. Sharing and equality are two of the key elements of the approach. Not the patronizing Adult telling Child; Mantelling Woman; North telling South; West telling East or Geneva telling everybody, what to do and how to do. Instead,a belief that everybody can learn from each other, if they are open to receive as well as to give.8. Accepting difference, in the world at large and within the group, are stressed. It means accepting people fromdifferent cultures and backgrounds; those with different lifestyles and opinions; those who want to be a part ofeverything and those who sometimes want to withdraw; that people are individuals as well as members of a Society. Itmeans giving quite a lot of responsibility - including for their own learning or lack of it - to people themselves and nottrying to lead, control or shape too much.9. The hope of this work is that people will feel motivated to do something about it themselves in their ownlocal/personal situation. It can then have a snowball effect. gathering pace and momentum and increasing in size. Firstcomes some awareness and sharing together and then can come some action with solidarity. Like light, weaksnowflakes joining together until they form a formidable snowball.10. People - whether on a course; in school; at work; in a refugee camp; in a relationship etc - can be treated like one ofthree vegetables.The Green Bean: the grower tightly controls its growth, to make it perfect. The grower knows what size, shape, colourand texture it should be to make it marketable. It becomes perfect but at a cost: no freedom.People treated this way are controlled to ensure that they have the right/best information, skills, etc.The Mushroom: the grower places them in a dark place (a dungeon, under a box) and leaves them to grow. They mightoccasionally be given some manure. They grow or they dont.People treated this way are given nothing. They are ignored, not told anything, except on occasions, something useless.The Tomato: the grower prepares the ground well; protects them from birds, waters them and cares for their growth,especially at first. After a while some may grow smaller/larger; greener/redder; sweeter; different shapes etc. All areconsidered worthwhile.This way of treating people, is to offer some things, especially at first, but then they are free to grow and developthemselves....There is no path. Take the chance and make your own"
The whole ethos of this pack is that it is better to try to treat people like tomatoes, rather than green beans ormushrooms. Neither perfection nor total freedom are the goals. The goal is to offer something, to share and toencourage real awareness and responsibility.IDENTIFYING NEEDSASSESSING: COMMUNITY NEEDS EXERCISEPurposeThis exercise is designed to help us see how the priorities set by professional workers and newcomers to a communityare not always those that the community members would choose.QUESTIONNAIREPriorities of Mathari Valley PeopleThe Nairobi City Council recently made a survey of over 2,000 families in Matliari Valley. They asked the people whatproblems the people saw as most important in their lives in the valley. They then asked the people to rank thoseproblems in order of priority.Instructions: Rank in order of what you think the people in the Valley answered as their first, second, thirdpriorities etc. Place a number 1 by the one you think they ranked first, a number 2 by the one you think they rankedsecond, etc. up to 10.Write your numbers in the left hand column.Your Ranking----------- Land----------- Clean water----------- Shelter----------- Clothing----------- School Fees----------- Money to expand business----------- Educational facilities----------- Food.----------- Better standard of housing----------- SanitationTaken from "Health Care Together" by Mary Johnson and Susan Rifkin (1987), published by Macmillan Publishers,London.HUMAN SCULPTUREIntroductionAn inter-active activity to demonstrate cooperation and acceptance of difference. This is often the hidden aim. Theintroduction can state this or it can be billed as a warm-up activity or one on a completely different topic.Process1. Ask people to form groups of three or four. Then ask them to demonstrate, by forming a human sculpture,something on the topic you give them. The topic can be:the benefit of cooperationaccepting the difference of othershow this group or class worksconflictnightlife in the areacats...There is no path. Take the chance and make your own"
(Clearly almost any topic can be chosen, depending on the group, situation and your aim).2. The group are told they cannot talk at all during the exercise. They are given a set amount of time and told theywill then present their sculpture to all the other groups. Only after this will talking be allowed.3. One person in each group is given a disability by the leader. They must keep their hand behind their back or intheir pocket. Alternatively they must stand on one leg or stay bent over. Other variations are possible. No reasonsare given for this, however they must stay this way until the end of the presentations.4. After each group has made their presentation, allow each group some time to talk about what they achieved, howthey felt about it and what, if anything, they learnt from it.5. Open this out to a general discussion. Some specific questions should also be posed:What did it feel like working without words?How well did the group work together?What helped or hindered this working together?How did the individual wish the imposed disability feel?How did the group react to this person and how did they feel about them?What did you learn about: human sculptures; the topic you were asked to sculpt; cooperation; difference?(Many other questions could be posed depending on the group, the time and the nature of your work. Forlarger groups, or even for smaller ones, these questions could be raised with small groups first before the largegroup discussion).ConclusionSome difficult issues could arise during this exercise and time will need to be allowed to look at them properly. Theleader will probably need to make choices about which questions to focus on.MY HEROIntroductionThe world of fantasy can be a useful tool in helping young people discover and express their thoughts and feelings. Forthis exercise, we will use the notion of the hero figure as another tool for helping young people to look at their personalvalues in more depth.In order to have a clearer understanding of the nature of the activity, the following remarks should be taken intoconsideration:1. Consciously or unconsciously, almost everyone has one or more hero figures;2. Hero figures play an important role in the lives of young people since they normally serve as a centre ofattraction or as a figure with which to identify and in this way they help young people to adopt a number ofvalues;3. It is therefore important to realize that hero figures are not neutral, they have a certain image and convey anumber of values;4. Viewed from a collective dimension, hero figures can also play a very important role in the life of largercommunities, such as a racial or ethnic group or a country....There is no path. Take the chance and make your own"
For this reason, a hero figure can be a most important factor in national unity (when it is shared by the whole populationof a country), but it can also cause division when it is shared by a particular sector of the society, community or ethnicgroup and not recognized by other sectors of the population.This aspect must be carefully taken into account for this exercise. Only the general setting is given here, but it can andshould be adapted to local circumstances.The main aim is to encourage people to realize that other people in the same country, community or city may have otherheroes and to understand and respect their choices.Process1. A few volunteers should be asked to give their definition of a hero. It is not important to give a dictionarydefinition. Some of the following aspects may possibly emerge:A hero is: a noble person admired for his or her achievements of noble qualities, someone with superhumanqualities, someone who has special talents, someone who has dedicated his or her life to the service of others,etc.2. Give out the MY HERO form. State that:a) A hero (for the purposes of this exercise) could be a real or fictitious character. It could be a patriotof the country, a religious figure, a popular character from a TV series or commercial, an historicalfigure, a hero from a book or film, etc;b) Each person may have one or several heroes, but for the purpose of the exercise participants are askedto concentrate on only one hero. They should therefore select the hero who is the most important tothem.3. Each person completes their form individually. There should be no communication between people.4. Having completed the form, each person finds a partner and shares their answers with them. It isrecommended that each partner gives their answer to question No. 1 before going on to question No. 2 and soon. This will make any comparison easier and keep the dialogue between partners flowing.People should be ready to answer questions asked by their partner, e.g. At what age did you chose your hero?Have you changed your hero figure many tiines? What were the reasons for your choice of hero figure? etc.Questions that appear critical or threatening should not be allowed, e.g. Dont you think it is wrong forsomeone to have a war hero? etc.5. Back in the large group ask people to name some of the qualities that their hero has. These can be written on aboard. Striking similarities between the qualities of very different heroes, both historical and fictitiouscharacters will probably be seen.The names of heroes can be shared. If this happens, criticism of the choices should not be allowed.6. Comments can be made about the positive and negative qualities of heroes in general and questions raisedabout their influence. Discussion can also take place about the value of having hero figures for individuals andcommunities. Points could also be made about the dangers of blindly accepting everything about somebodyyou admire as opposed to keeping some kind of critical distance from them.ConclusionThis activity can prove quite thought-provoking for people as it asks them to reveal a great deal about themselves andtheir personal values. It then links this with the effects of hero identification on groups of people and communities.The power of these personal and shared values can then be seen. Further work on these aspects and the need torecognize and accept different values can follow.MY HERO...There is no path. Take the chance and make your own"
1. if you were asked to select ONE hero, who would you chose?2. a) What qualities of your hero do you admire the most?Why?b) Are there any qualities/characteristics of your hero that you dislike?Why?3. a) Which of your heros actions gives you the most joy?Why?b) Which of your heros actions disappoints you the most? Why?4. Has your hero taught you what you consider to be a very valuable lesson as far as your own life is concerned?If YES, briefly describe the lesson.ME AND MY ENEMYIntroductionAn activity that looks at links between our "enemies" and ourselves and how our view of our "enemies" can tell us a lotabout ourselves.Process1. Ask all participants to write down three things that they hate or fear about their enemy. They should try tothink of someone or a group of people that they really dislike, either for themselves or for what they represent.If they find it impossible to think in those terms, they can use as an enemy someone or a group of people theywere taught to hate or fear as a child. (5 min).2. Then participants should draw up a list of things they dislike.about themselves. Ask them to find things thatthey are genuinely uncomfortable about, or would really rather not acknowledge. They then add to the listthings that they feel they are not, and would like to be. This list will not be shared with the whole group. (5min).3. In pairs, partners look at their lists, stating the three things that they dislike about their enemy. Ask them to seehow many links they can make between the two lists. What do their enemies have in common withthemselves? Can they see in them anything they reject in themselves, or anything they would like to be andare not? Make sure that pairs spend time on the lists of both partners - five minutes each. (10 min).4. Back in the large group, people are told that they do not have to share all the information they wrotethemselves or discussed in pairs. However, open out the discussion by asking questions like:Did people find links between what they do not accept in themselves and what their enemies represent? Doesthis tell them anything about themselves or the nature of "enemies"? What can we learn from facing up to ourown fears and hates?It might prove useful to reform the pairs to consider these questions or to ask two pairs to join together to form smallgroups of four. Some general comments or discussion in the large group should draw out some of the main learningpoints from the exercise.ConclusionSome self-awareness and empathy for others are the main aims of this exercise as is an introduction to the nature ofprojection.Cari Jung, an influential psychologist, suggested that we project what we dislike or fear about ourselves onto others anddisassociate ourselves from it, thereby creating enemies. It is a tough concept to apply to ourselves because it requiresus to see ways in which our enemies and we are the same. A good starting point is to look at what we have in common...There is no path. Take the chance and make your own"
on a practical level, such as families, lifestyle, expectations, dreams and children. These links can be a goodintroduction to breaking down some psychological barriers.Further exercises on the results of projection, in the form of hate and fear and prejudice and discrimination couldfollow.HUMOUR AND STEREOTYPESIntroductionA few activities to encourage people to consider the nature and power of humour and to look at the necessity anddanger of humorous stereotypes.Process1. In small groups, investigate some of the following:- What makes each of us laugh/smile?- Are there many different things?- Does it depend on mood? situation? company?- Do we laugh at things we are afraid of or dont know anything about?- Is it easy/difficult to make others laugh?- How do you make others laugh?2. Ask each group to prepare something for the other groups. The aim is to make them laugh. They may preparea story, a drawing, a drama, anything as long as it makes people laugh. After some planning time, give eachgroup the opportunity to make the others laugh.Following this, have a discussion on how each group made decisions about what to do and whether they weresuccessful. Get people to consider what factors they took into account, for example, type of audience, howwell they know each other, etc.3. Ask people to form pairs. Firstly alone, using a sheet of paper, get them to think of a time when they foundsomething really funny. Ask them to analyze it. Why they found it funny? What was it actually about? Theyshould then turn the paper over and think of a time when they didnt find something funny at all, but they stilllaughed or smiled or joined in with the joke. This time they should analyze: why didnt they find it funny?why did they still laugh/smile? who else was there? Encourage people to be honest with this, even if it quitedifficult. (Many people may well claim.at first not to be able to think of any situation like this. If they cannot,ask them to think of a situation where they found something funny and others clearly didnt). They should thenshare these two situations with their partner and discuss them a little further.Back in the large group, ask people not to share the situations but any general reflections on what this showedabout humour.4. Many jokes and peoples abilities to find things humorous depend on knowing the person or understanding thesituation or belonging to a certain group of people. Much humour makes little sense to those who are not inon them.In small groups, ask people to do the following:Firstly, consider:What are in jokes? How people not in react to them?What do the mass media have to do to make us laugh at the same time at the same thing?(Consider studio audiences, canned laughter, stereotypes, etc.)...There is no path. Take the chance and make your own"
Secondly, ask people to watch some TV entertainment programmes or listen to radio DJs. Read somecartoons. Look at advertisements. Then list some of the stereotypes that are frequently used.Thirdly, ask groups to consider that stereotypes must be finstantly recognisable and allow for no individualdifferences. Think about hospital nurses, upper class women, radical trade union leaders,. gay men andlesbians or any other groups that you have thought of. Then encourage them to discuss the following:• How real are the stereotypes?• Why do you think that they started?• Why are stereotypes sometimes very useful?• How would you feel if you were a member of the group talked about in this way? Or, if a member of yourfamily was?• How would you be affected if you didnt know anyone who was a member of that group?• How might you react if you met or heard of someone in that group after years of listening to thestereotype?• Why are some groups singled out for more jokes than others?• Why is it more worrying when jokes are directed at a whole community, rather than rich people or thosedoing a specific job, like politicians?Fourthly, ask groups to choose one group who are shown in a fairly negative, stereotypical way. Ask them tocollect examples of these stereotypes together. They should consider how these stereotypes happened. Theyshould think about how members of this group might feel about it. They could even ask members of the groupor read things from members of the group to see how they feel. They could think about whether anythingcould, or should, be done to try to alter the stereotype.After some time working on this in small groups they should present/demonstrate their findings to the largegroup.Some discussion should take place comparing the types of stereotypes, and reactions to them, as well aspossible strategies for changing them.ConclusionOne or all of these activities could be used. Their purpose is to get people to think a little bit more about whether someharmless fun really is so harmless if it is directed at certain individuals or groups. It also highlights how humour canbe used as a propaganda weapon. Becoming conscious of it, and trying to minimize its harmful effects, is somethingvery practical that all individuals can do. Any work on vulnerable groups, respecting difference and conflict can benefitfrom some attention to humour.THE MEDIA AND OUR LIVESMass Media: Means (especially newspapers, radio, television) of imparting information to, influencing the ideasof, enormous number of people.Oxford DictionaryThere is no doubting the power and the influence of the media on most of our lives. Many of us live in a media-saturated society. From the moment we wake, our day is penetrated by pictures and sounds from the audio-visualmedia. At night our dreams are touched by the images of the day.It has been suggested that the average adult of some countries spends approximately 75 hours per week in contact withthe mass media, however casual that consumption may be - a glance at a poster or a half heard radio programme. Manygovernments have statistics showing that children spend more time with the mass media than they do in the classroom.Only sleep takes up more time.YOU AND THE MIEDIAKeep a diary for one week of your own contact with the media.Note the type of media and the length of time you were in contact with it.(Remember you could have contact with several types of media at the same...There is no path. Take the chance and make your own"
time).At the end of the week discuss in groups the type and length of mediaconsumption.Design a bar graph illustrating the results.As we spend so much time in contact with the media, it naturally provides us all with a potent source of information,values, pleasure and meaning. This helps shape our attitude to ourselves and the world in which we live."The mass media do not determine attitudes but they do -structure and select information we may use on which to basedecisions about what attitude is appropriate... (this) means that it tends to maintain, cultivate and exploit beliefs andattitudes already held, rather than undermine or alter existing perceptions.Gajeara VennaThe Black and White Media BookThe selection procedures used by the media to determine what we read, hear and see are critical to our ownunderstanding of the reality around us.THE FAMILY ALBUMIn pairs or smafl groups:Look at your own, or your familys photo album.Talk about some of the events shown with your partner or group.Consider:What are the photos of ? (Parties, marriages and holidays?) How many arethere of fights, everyday drudgery, divorces, funerals, bad times?We are very selective in what we choose to take a photo of initially. Wethen select what to put in the album or on display.What you are likely to take pictures of - where and when.Which you choose to display or put in an album.Which you reject - and why.For a few photos, try to remember what happened before and after the photo-was taken.Is the album a true record? Does it reflect reality?Why do we rarely keep a record of unpleasantness?To a person that did not know us, how might our selection process for ouralbum affect the way we are viewed?Our own photography is probably conservative and follows a set pattern. The kind used by the mass media is no lessso. All the visual images we see in the media have been chosen to express a particular point of view and to conform toset patterns. Just as we dont display the photo where we were caught picking our nose, so the media carefully selectsthe visual images it provides us with. These selection processes will affect the opinions of those receiving the images.It will influence our opinions about: politics, possessions, wealth and poverty, strikes, demonstrations, the worldgenerally.The power of visual images and of the selection processes used by the media will be better understood by attemptingsome of the following activities:ANALYSIS...There is no path. Take the chance and make your own"
Using a photograph, slide, or still, start by showing a small section of it. Thenincrease to a larger section and finally the whole of it.The group should call out what they see and must decide whether they aredescribing the image (objective) or interpreting it (subjective).Individuals or groups could prepare their own photographs for analysis. Thisexercise indicates how photographs can be % used, how responses to imageshave been learned collectively and how they might be variedPHOTO ANALYSISEach person has a photograph and a piece of paper. They write a briefcomment about the image, fold the paper and pass it on. When all the grouphave commented the group should discuss their responses and the reasons formaking them, noting similarities and differences.CAPTIONING"The photograph of a couple locked in embrace may be captioned Love or itmay be captioned Rape". Harold EvansUsing a selection of photographs students should write a caption toaccompany the image. The photograph and text should then be passed toanother member of the group who is asked to write a caption interpreting theimage from a different point of view.A CHIILD ON TELEVISIONIntroductionAn activity showing the power of the selection of images and words for television. Allows consideration of somepractical, creative and ethical issues about the Media. It is also about the importance of education and upbringing inearly childhood.ProcessStart either by introducing the topic of the child or by the method of television story-boarding (a plan of the words,images and timing of a television broadcast).1. The child"Childhood is a time of innocence" "Give me a child until he is seven and Ill createthe Man"Say or give out these old quotations about children, (You can explain that it is about women also, but in older timesthey were not mentioned). Say that they may seem contradictory to some people and complementary to others.Split people in small groups of, perhaps, four or five. Give some groups the Six Statements and some the SevenStatements. Ask them not to talk with, or show their statements to, other groups....There is no path. Take the chance and make your own"
Six StatementsA child who is criticized - learns to condemnA child who is punished - learns to fightA child who is insulted - learned to be shy Achild who experiences shame - learns to feelguiltA child who is abused - learns self-loathingA child who sees loved ones killed - learns tofear and hateSeven StatementsA child who meets tolerance - learns patienceA child who is encouraged - learns confidenceA child who experiences security - learns trustA child who experiences fair play - teams justiceA child who feels friendship - ]cams to showkindnessA child who is accepted - learns self respectA child who receives care and love - learns to loveAsk each group to discuss the meaning of their statements and what they think about them.2. Television story-boardingExplain that story-boarding is a planning grid. People working on a television programme or advertisement usestoryboards to organize themselves. (Show them the Picture, Time and Sound diagrams). The storyboard shows whatpictures the viewer will see at any point during the progrannne or advert and the words and sound effects that will gowith the images. A useful tip is that it takes about 1 second to say 3 words. Images and sounds should match.3. The taskExplain that each group needs to create a two minute news item, advertisement or small feature for television abouttheir six or seven statements by story-boarding. They can either have many copies of the Picture, Time and Sounddiagrams from you or create their own. They need to sketch the images, estimate the number of seconds and write inany words or sound effects.The following points need to be discussed:• What do you want to communicate with the audience?• What are the three main points you want to make?• How are you going to explain what is happening?• Are there any images or words you cannot or will not use?• How are you going ten keep your audience interested?• How can you compete with an action-adventure film, a football match or a prize-winning show?Give a time limit for the group to discuss and prepare. An hour or an hour and a half at least. Explain that at the endthe groups will display their storyboards for others to see and will give other groups a brief description.4. The showPut all the sequences on the wall. Ask people to look at the storyboards of all other groups. They should try to notice ifthere are similarities and/or differences. They should see if each one makes an impression on them. After some timefor this, ask people if there are any questions they have for a certain group. What something means? Why they choseit? (Ensure that questions are directed at all groups, not just one or two). Ask if differences can be seen between thegroups who had the six statements and those that had the seven? Consider why this might be. You may need to asksomeone from each group to read the six and seven.Ask each group whether they were able to agree on their storyboard easily and about their discussion on which imagesand sounds could be used and how they were going to interest their audience in this topic.There can then be a broader discussion on whether any of these sequences would be likely to be broadcast; thedifficulty of interesting people in topics like this; the need for television to be entertaining and whether it is possible toremain true to your principles and to compromise with the reality of the Media.5. VariationsYou could make a competition between the groups. This would clearly reflect the reality of the media. The best onebeing judged on how it grabs and holds the interest of the viewers. A small prize, of some kind, could be offered....There is no path. Take the chance and make your own"
Such an exercise can be done with any topic. Refugees. Gypsies. Disaster relief. Famine. In each case some visual orverbal input needs to introduce the topic.Instead of television story-boarding, a front-page of a newspaper could be laid out or a cassette recording of a two-minute radio spot made. The structure of the exercise would be the same.ConclusionHumanitarian work needs the Media and vice versa. The relationship between the two is not always easy because theyhave very different goals and practices. Some understanding of this reality can prove useful and illuminating.VICTIMSIntroductionAn exercise exploring the ways of the Media, and peoples reactions to it, especially in relation to vulnerable groups.Process1. Have a large and varied collection of newspapers and magazines and/or ask participants to gather sometogether. Ensure that some of them have some clear reference to your chosen topic. Scissors, sellotape, glue,colored paper, crayons and pens should also be available.Split people into small groups, with four to six in each. Give each group a large sheet of paper. Ask them tocreate a collage of words and images that show how the Media portray "victims". It might be a good idea toask people to start with what they understand by the word first. It could be victims of disaster or conflict orcircumstance. In groups they should look at, and think about, how the Media shows the ”victims".As well as creating the collage, they should discuss their reactions to the word "victims" and the media attitudetowards "victims and why this might be so.After a set amount of time, maybe thirty minutes, ask each group to show and explain their collage to everyoneelse.2. Open up a general discussion by asking how people reacted to the task, the word, the media messages andothers in their group. Encourage some analysis of the Media: its ways of working; its views of vulnerablegroups; its reasons for being as it is; how influential and powerful it is; how it could be changed or modified.Some strong feelings may also be stirred up. Allow time for them to be expressed but also time for someanalysis and positive as well as negative aspects to be considered.ConclusionThis is a deliberately provocative exercise to stir up some thoughts and feelings about the influence of the Media onpeople and the world. It also provokes people to consider their own attitudes - and those of Society in general - towardsvulnerable groups. Similarly provocative variations would be to change the title to: vulnerable groups or helping theneedy. More specific, and perhaps less controversial, would be to have the name of a specific group as the title ordisasters or conflict or, even, the Red Cross.IN EVERY CASEIntroductionAn activity about basic human rights. which asks whether there are ways of treating people which are always wrong, nomatter what the situation..Process1. People should be split into small groups of four or five and given three cards marked:IN SOME CASESIN MOST CASESIN EVERY CASE...There is no path. Take the chance and make your own"
They should be placed next to each other with plenty of space underneath them to place other cards.2. Each group should be given a set of cards with some statements written on them. Some suggestions follow.Six or eight for each group. They should be shuffled and placed facing down. In turn they should be turnedover and the group should discuss where to place them. They then put them underneath one of the threeheadings.3. Once completed - or when a certain amount of time has passed - give each group member two blank cards.Ask them now to write two of their own statements about topics that could be categorized in this way. Theyshould place them face down and shuffle. They are then read out, discussed and classified as before.4. Once completed - or again, when a certain amount of time has passed - ask the groups to leave their statementson view. They should all move round to look at a neighbouring groups responses. Within their group theycan discuss whether there are any things they would not agree with. They should not move any of this newgroups cards, but make a note of any points they want to question.5. If there are only two or three groups, each group can in turn ask the other any questions they have. The groupwho placed the cards should explain their thinking. The questioning group can then give their viewpoint.(If more than four groups, then pair up groups for this part of the exercise).6. Allow time for groups to look at the responses of remaining groups. However, there will be no discussion onthis.7. Back in original places, some questions can be asked and comments made. Groups could be asked:Was it easy or difficult to reach group agreement?Did they feel that each group member had an equal amount of speaking time?What does this have to say about what are essential (i.e. in every circumstance for every person) basic humanrights?Does there seem to be agreement about what should be a right in every case?Does this teach anything about the task of defining and promoting human rights?8. Variations are possible. People could be asked to do their own cards from the beginning, for example.ConclusionThis activity could be used as an introductory one to the theme of human rights. Clearly, the exercise could be used insimilar ways about many other topics also. Its value is in encouraging people to think and talk about an issue in anactive, participatory manner.Possible StatementsKilling is wrong People should be allowed to criticise thegovernmentTorture is wrong.People should be allowed to talk to and meetanyone they wish.It is wrong to keep someone as a slave. It is wrong to force a person to work.After a certain age people should be able to marryor live with anyone they wishA person accused of crime should be tried bysomeone who has nothing to do with the case.People should be allowed to say or write whatthey wish.People should be allowed to travel and leave theircountry if they wish.All people should be treated equally. It shouldnot depend on such things as their sex, appearanceor the country that they are from.Private letters and telephone calls should not beintercepted.People in prison should be told why they arebeing held.People should be allowed to have, or not have,whatever religious beliefs they wish....There is no path. Take the chance and make your own"
COMMUNICATION WITHOUT WORDSIntroductionSeveral exercises exist which can help people to consider some of the ways of communicating without words. Non-verbal communication can be powerful at any tirne. It becomes all the more important when working in an inter-cultural or multi-cultural context. Also, when working with those for whom language is difficult. Some people arevery aware of it and for others it is quite unconscious. It can be a real revelation for some people to see the usefulnessand power of such communication.Activities1. Birthday lineAsk people to stand. They are then told to form a line, from one end of the room to the other, based on theirbirthday. At one end is January and the other December. They have to do this without speaking in anylanguage. (Variations can be: first letter of first name, place of birth or living place: north to south, etc).2. Star sign actPeople should form groups based on their astrological sign. They are given a set amount of time - maybe threeto five minutes - to prepare a ten to twenty second demonstration of some characteristic of their sign. Theymust prepare without words and demonstrate without words also. (Variations are possible: people from thesame region perhaps).3. Walking togetherAsk each person to find a partner. Then ask them to stand at opposite sides of the room from each other. Theyshould concentrate on their partner and not on any other people. They should not speak. Tell them to walktowards each other and stop at a point that feels comfortable in relation to each other. Ask them to stay in thatposition for 15 seconds to see how it feels. Then ask them to take one step back from that position. Theyshould stand for 15 more seconds to see how that feels. Then ask them to move forward to where they werebefore and then take another step closer to each other. Stand in that position for 15 seconds and see how itfeels. Then ask them to sit with their partner and discuss what it felt like; if it was comfortable or not andanything else that they noticed. Do not ask too many other questions at this time.After some time, come back together as a large- group and ask for any reflections. Many issues will probablybe raised, if not you may like to raise them. For example:• Were both people comfortable with the first position?• Did height, gender, friendship, culture affect the feelings?• What was the eye contact and body language like?You should then make some comments based on what you observed. Further discussion can take place onwhat has been leamt about eye contact, body language, individual and cultural differences and whether one canobserve and interpret correctly.4. The Three Minute StoryAsk people to form pairs. One person in each pair is person A and the other, person B. Explain that you willgive a card to each person, they should read it but not show or tell their partner. They will then do what is on the card.Give person A card 1 and person B card 2.CARD A CARD BPlease talk for the next three minutes toyour partner about your most recentholiday.While your partner speaks to you for thenext three minutes, please show non-verbally (without speaking) these twothings:...There is no path. Take the chance and make your own"
1. 2.that you like them very muchandthat you are sad(About half the time showing each one)3.Please talk to your partner for the nextthree minutes about a film, or a book,that you like very much.4.While your partner speaks to you for thenext three minutes, please show non-verbally (without speaking) these twothings:NervousnessAndAnger(About half the time showing each one)At the end of the three minutes ask people to stop and talk with each other about how they both feltand whether they could work out what was happening. Then give person A card 4 and person B card3, so that the positions are reversed. Follow thesame procedure. Three minutes, then discussion.At the end, back in the large group, ask for any general reflections and comments. Some points todraw out include:• Is it easy or difficult to correctly see how another person is feeling?• Can things be expressed non-verbally, without words?• Does gender or culture affect any of these things?• Can people learn to be more observant of non-verbal signals or is it intuitive?Some people may well still be stuck with some of the feelings they had during the exercise, so youshould get people to de-role (talk about something from their own life; move around and sit in adifferent place; do a light-hearted exercise and/or talk to a partner about these feelings to clear them).These cards can, of course, be changed. However less dm three minutes is not advised as realfeelings cannot then arise.ConclusionThese are just four exercises amongst many on communication without words. They can raise many thoughts on theusefulness - and limitations - of this form of communication. They do highlight the impact that non-verbal signals haveon people and therefore the importance of striving to understand them.HEARING AND SEEINGIntroductionAn exercise designed to consider how much we really see of another person or hear from them and how much we areinfluenced by our own preconceptions and preoccupations.Process1. Do not alert people at the start to the nature of the exercise or they will not behave in a natural way.2. Ask people to form pairs. Ask each person in turn to talk for TWO minutes, without interruption, about thesame topic. You should chose the topic and tell them what it will be. It could be: your last holiday; what yourjourney was like today; your favourite film; refugees; drugs, your childhood etc....There is no path. Take the chance and make your own"
3. Ask each pair to sit away from other people. Time the exercise. Tell them when two minutes has passed andwhen to finish after four minutes.4. At the end, ask them to turn back to back and give them the Observation Sheet. Allow time to complete theform. Do not allow people to turn around or to talk.5. Ask people to stop writing and either stay back to back and tell each other how they have answered eachquestion or turn and face each other and do the same. (No further writing is allowed). They can correct somethings and discuss.6. Back in the large group ask some questions:How many correct answers did most people get?Were some things generally easier for people to see than others?Do they think they noticed more or less than they usually do this time?If so, why might that have been?Was it easy to talk for two minutes without interruption?Was it easy to listen for that long without interrupting?What does the exercise say about the value of real listening and real seeing? What conclusions about personalinter-actions could be make?ConclusionThis exercise is a good introduction to any work on conflict or communication or any other topic relating to people andinter-actions. In a simple way it makes some very strong points about what we see and hear and what we dont and whythat might be so.OBSERVATION EXERCISEWHAT DID I OBSERVE WHEN LISTENING TO MY PARTNER?Fill in the answers to the following questions, do not turn around and look at your partner, do this on your own.1. What colour was your partners hair?2.· What length was his/her hair?3. Did you notice anything about what your partner did with his/her hands? If yes, say what.4. What colour were their eyes?5. What kind of shoes were they wearing?6. What colour were their socks?7. How were they sitting? Did they change position? If so, describe the change as well as how they were sitting.8. Describe any jewellery your partner was wearing.9. Did you notice any facial mannerisms?10. Describe the tone of voice and anything you noticed about their use of voice.LOOKING THROUGH FILTERED EYESIntroductionAn activity to get people thinking about and questioning some of their own perceptions....There is no path. Take the chance and make your own"
Process1. Explain that the purpose of the activity is to draw a mental map which will generate discussion about why wehave different impressions of places.2. Split into small groups of three or four who should complete the task together.3. Depending on the-group, ask each group to draw a map from memory of:a) a named country in the world;b) the area within a kilometre of the room you are in;c) the country you are in;d) a named place that people have some knowledge of.All groups should be given the same task, not different maps. You may choose to show them an example, likethe one enclosed here or one of your own making.4. Once completed, get groups to circulate to look at the maps of other groups. They should then discuss whatdifferences they noticed and why there were such differences.5. Back in the large group, use the experience of doing these drawing to discuss why different people see thesame things differently. Some of the possible reasons are:experiencefamilybackgroundculturebeliefsprioritiespersonalityagemedia etc..6. Then it may be possible to ask each person to draw an individual pair of glasses on large sheets of paper.Within the lenses of the glasses they should write what affects their own point of view. This acknowledges thefact that we each have our own perceptions. Our eyes are our filter through which we see the world.7. Variations are possible, for example, instead of doing the maps in groups, they could be done individually andthen shared in small groups.ConclusionThis exercise can be used as an introductory one or after doing some other work on images and perceptions. It couldalso be used on its own as a trigger for people to consider some of the ways in which they view the world.THE BRIDGEIntroductionA complex and interesting exercise that asks people to do a practical activity in groups to explore some issues ofcommunication and group dynamics.Process1. The Building:Ninety minutes is needed for the exercise and sixty minutes for the feedback and discussion. One personshould lead. People are split into two teams, preferably four to seven people in each. Volunteers are asked for,...There is no path. Take the chance and make your own"
to be observers, one or two in each team. Two separate rooms are needed and a third neutral place. Each teamor room is equipped with:One rulerOne pair of scissorsOne roll of sellotapeOne stick of glueSeveral sheets of White PaperSeveral small sheets of card (varied thicknesses and colours)An old newspaperSome coloured crayons or pencilsTwo or three buttons (or other round objects)A pencilA small piece of coloured materialJust before giving the instructions, explain that there is no right or wrong; good or bad way of doing this andthat people will not be judged. The observers will be there to observe how the task is completed and howpeople inter-act. Explain the rules.The rulesYou will work in two different teams. Together you must build one bridge, each team will build one half of it. At theend of the exercise we will put the two halves together to make the bridge.The two teams will work in two separate rooms and will not see each other.Contacts between the two teams can be made by a delegate of each team. The two delegates will meet in a neutralplace for 3 minutes maximum. They can have 3 meetings in total.The two halves of the bridge must meet in the middle of the bridge span.The bridge span must be at least 15 cm long. When the two halves are put together it will not be possible to use glue orany kind of material to stick them together.The quality of the bridge will be judged according to its STABILITY, BEAUTY AND CREATIVITY. It shall hold apencil laid in the middle.You can only use the materials which are on your table.You can not put questions to the observers or the leaders of the exercise.You have 90 minutes to do this exercise.When a delegate wants to meet another he/she must announce him/herself by knocking at the door or at the wall of theother team or by asking the leader of the exercise to arrange the meeting. Only the leader may attend this meeting. Itshould be strictly timed.The observersYou will observe one team.You shall not talk to the participants or anyone else or answer any questions they may put to you.It is recommended that you take notes.Observe in particular the following:- How did the group start its work?- Who took the initiative?- How was the delegate chosen?...There is no path. Take the chance and make your own"
- How does the group manage time? Who keeps track of the watch?- Is there a facilitator in the group, or someone who moderates the discussion,proposes solutions or consensus?- How are the tasks shared?- Is everybody doing something? Are there people who are not interested or havenothing to do/to say?At the end of the ninety minutes announce that the Bridge will be put together, in the neutral place, in two minutes. Putit together and test with a pencil. A thirty minute break is recommended before proceeding to the feedback anddiscussion.2. The Feedback:At the start stress again that judgments of good/bad and right/wrong are not the aim. This feedback needs tobe fairly tightly structured. Start by asking one team to speak, then their observers, then the other team andobservers. Finally open to a broader discussion. The questions should follow this kind of pattern:Individuals in each teamHow did it feel? (Being asked to do;Doing;Working together)Do you think you were a good team?Did you each share?Did someone lead?Did anyone withdraw? Say nothing?Did different people have different roles? and tasks?Who started things?How was the delegate chosen?Did anybody watch time?Who proposed solutions/compromises?Was anybody bored or disinterested?Did you focus on task all the time or ever talk about relationships?Was communication good? Were there arguments?Were you pleased with the end result?Was it a success? Why, do you think?ObserversHow did you feel as observers?What did you observe about group dynamics, communication, working as a team etc?Eye contact? Body language?Did you try to be involved and a part of things even though you couldnt speak?GeneralHow much time was spent planning?How much time was spent constructing/doing?How much time was spent evaluating/assessing?...There is no path. Take the chance and make your own"
Have you learnt anything about:yourself?others in your group?group dynamics?exercises like this?being observed?ConclusionEncouraging people to be honest about their reactions to the exercise and to others will not only make the feedbackmore interesting but will bring to life the whole point of the activity. about the diversity of individual needs and skillsand reactions and how these can be blended together or not - in a team, a group or a society. Different people havedifferent roles. Some may become leaders, others followers, others outsiders. These may change over a period of time.Really accepting difference, even if it is difficult is vital in the exercise, but also in Society at large.Variations are possible. The task can be different. With larger groups, thirty maybe, two groups should be formed witha leader for each and then two teams created within each group. More than seven working as a team and two observingis not recommended. The time should not be shortened, otherwise it becomes just a task and the relationships andgroup dynamics cannot develop.Much may well be stirred up by this exercise, providing people with motivation to explore some of the issues further.SILENT WALL OR FLOOR DISCUSSIONIntroductionA way of getting a group to consider some issues by interacting with each other without talking. This exercise can beespecially helpful for people who take some time to consider their reactions or for whom speaking in a large group isdifficult. It can be a very useful introductory exercise to a topic.TaskEverybody sits in a U-form in front of the paper on the wall or in a circle around the paper on the floor. An image orcartoon or photograph is placed in the centre. People are told to react to it in any way they wish to.After the explanation everybody is silent. If you want to express an opinion you have to do this in writing. All yourideas, opinions, etc. have to be put on paper. You can also respond to something that has been written by somebodyelse. You can give counter-arguments, make links, ask questions etc.It is alright if two or more people are writing at the same time. The ground rule is: NOBODY SPEAKS!Material- large pieces of cardboard or paper;- thick markers or pens;- paper tape;- slogan, photograph, cartoon or some other stimulus to discussion.Task of facilitator- Explain the aim and the method;- Indicate that the discussion ends after ten minutes or at the moment that nobody is writing any more;- After the silent session it is possible to continue by a verbal discussion;- Put the image/cartoon/quotation in the centre.For example: CHILD SOLDIER PHOTOGRAPH.or INTEGRATION CARTOON...There is no path. Take the chance and make your own"
ConclusionSome questions can be posed, and a verbal discussion could take place, afterwards. These can explore the topic of thesession and peoples thoughts and feelings about it and/or their thoughts and feelings about the silent discussionapproach.STEREOTYPESIntroductionAn activity designed to allow people to consider the power and influence of stereotypes as well as their legitimacy.Also to consider something of the feelings minority and majority groupings may have in relation to these stereotypes.Process1. The group should be asked to take a sheet of paper each and divide it into four squares.Participants are then asked to write down four items relating to Cultural Differences, Stereotypes andMinorities....There is no path. Take the chance and make your own"
a) Stereotypes of majority people(s) in your home country;b) Stereotypes of Minorities in your home country;c) A time where you felt as a minority and how did it make you feel;d) A thne when you felt like a majority (and there were minorities present) and how did that make youfeel.2. Ask people to form small working groups of 3 or 4 people to share and discuss their answers to thesequestions. Suggest that maybe each person should do part a) first, then part b) etc, to encourage a flow ofopinions in the group. People can ask further questions of each other if they wish.3. Back in the large group some general feedback can be taken and/or a few questions could be posed. Forexample:- What might be the root of stereotypes?- Do they have any validity?- What are the positive and negative results of them?- Can minorities and majorities learn anything from the way the other group feels?- How can communication between groups be improved?ConclusionSome further investigation of the power of stereotypes and the feelings of a minority group can follow, perhapsfocussing specifically on one minority group as an example. It is important to draw out positive aspects and to developideas for improvements as well as looking at the difficulties and problems.BLAMETwo participative exercises, that link together, exploring the consequences of blaming others.IntroductionAn example, perhaps from a family, school or youth group situation, could be given to introduce the topic of blame.This may involve blaming an individual continually, or a group of people repeatedly, for things that go wrong.Activity 1: The silent ActSmall groups - of 3 to 5 people - should be formed. Each group is asked to prepare a short presentation - or act - toeveryone else of a situation from ordinary life that shows something of a person or group of people being blamedunfairly. They will have to give a 1-2 minute presentation with no talking. They, therefore, must act out the situationclearly enough for people to see what is happening. Ten to fifteen minutes should be enough for the preparation time.Following the presentations some points could be made about the type of situations shown. Some links could also bemade to the larger-scale problem of blaming in the national or global context. Group members themselves should beencouraged to do this.Inter-linking discussionSome questions could be asked:Which groups of people are most likely to be blamed for problems in this locality/region/country/othercountries?What might be the consequences of constant blaming?...There is no path. Take the chance and make your own"
This could be done in the form of a brainstorm. All answers are written down on a board or sheets, without discussion.Alternatively, it could be done in the form of an open discussion in the large group or smaller ones.A poster or image - such as Us and Them - could be shown for pair or small group or large group discussion.Activity 2: The story of blamePairs should be formed and given five or ten minutes to prepare a one minute story, to be told to the rest of the group.The story should describe a situation in which someone or some people are blamed for something. It should focusmostly on the consequences of the blaming. A sheet of images like the Sheet of Blame, from the Federation YouthDepartment pack: What have 1 done to deserve this?, as clues to the type of consequences that could result, may alsobe given out at this time.Each pair should be allowed to make their presentation of their story in turn. Time should be available for all pairs todo their one minute. Some pairs may,wish to dramatize their stories.Afterwards, some points could be made about the types of consequences illustrated by the stories.ConclusionThese two activities could open the way for some further exploration about the treatment of minority groups and theroots of conflict. Images like Us and Them could be used to stimulate further discussion.CAR PARKIntroductionThis exercise is designed to explore the ways in which prejudice affects our options ineveryday life. In this context it addresses issues specifically related to HIV infection andsexual orientation....There is no path. Take the chance and make your own"
MethodsIn a large room or car park (hence the title) ask participants to line up, and give eachparticipant a card on which is written one of the following roles. They are not to disclosethis until the end of the exercise.- a gay man who is HIV antibody positive- a gay man with AIDS- a 34 year old male white wealthy occasional cocaine user- a 32 year old white female prostitute who is HIV antibody positive- a heterosexual married man- a heterosexual married woman- a 24 year old black female prostitute- a lesbian- a pregnant HIV antibody positive woman- a pregnant woman- an IRV antibody positive bisexual married man- a single woman with AIDSWhen they are lined up and in role, read out each of the following questions explaining thatif they can answer "yes" to that question they are to take one step forward. If "no" they areto remain where they are. They must answer "yes" or no.Suggested questionsAre you able to:• join a health insurance scheme?• become a political candidate?• obtain life insurance?• expect sympathy from your doctor when you are ill?• lead an active social life?• adopt a child?• go abroad on holiday?• work abroad?• obtain a loan to buy a house?• expect fair treatment from the police?• work in a childrens nursery?• have the sex you want when you want it?• kiss your lover in public?• plan 20 years ahead?• get medical help when you need it?• feel safe walking the streets after dark?• get support from society?• get free condoms if you want them?• have a home help if you need one?• expect sympathy from your family?...There is no path. Take the chance and make your own"
• be honest with your colleagues?• have security in your employments plan a family?• get dental care when you want it?• marry your partner?• expect to die where and as you would like?Stay in role and in place. One by one ask participants to disclose the role they had assumed and totalk about how they felt. About themselves and about the people in front of, and behind, them.You may also ask if there were any particular questions which struck them or made them feelsomething in particular.Allow some tirne to de-role (see Communication without words) and then, back in seats, open to abroader discussion. The following could be discussed:• How different people react to similar circumstances and why.• The restrictions imposed on them by those roles defmed in terms of sexual orientationand HIV infection.• What they have learned about the restrictions imposed on individuals by sexualorientation and HIV infection.ConclusionThis can be a powerful awareness-raising exercise on disadvantage and discrimination. Variationsare possible: the characters and questions can change according to the group and what you aretrying to achieve. This one focuses on HIV/AIDS, it could focus more on racism or disability forexample.CREATURES OF CONFLICTIntroduction:The word conflict means many different things to different people.This exercise will help to see what it means to people here.The Exercise:1 . Each person should be given a large (flipchart size) sheet of paper. Various paints, crayons, pens, pencils,newspapers, magazines, glue, etc, should be placed in the middle of the room.Encourage people to use their imagination, creativity, feelings to create an image of a creature that representshow they see conflict. It can be a real or imaginary creature. They should try not to think too much about itbut just do something and see what happens. (They do not have to be artists and they will not have to showtheir creations to everyone).2. Once complete, form pairs. People can choose whether to show their creature to their partners or not. Theyshould, however, discuss what images came to mind and what feelings it brought up for them. They can thengo on to discuss what thoughts this leads them to have about conflict.3. Back in the large group, some general questions can be asked:- How did it feel being asked to do the task?- How did it feel doing it?- How did it feel talking/sharing about it?- How many had positive and negative elements in their creatures?- What insights do you now have about conflict and yourself.)...There is no path. Take the chance and make your own"
(People can show their creatures if they so wish).4. Show the group the other creatures and ask them whether they can see how each creature might say somethingabout conflict. (This can also be done in pairs or maybe small groups of three or four people).ConclusionSome of the issues to raise include: the broad meaning of the word; personal and global conflict; positive as well asnegative forms of conflict; how we each respond to conflict situations and what can reasonably be done in a conflictsituation.This exercise should precede an exercise looking at strategies for action. It should not stand alone.UNDERLYING ANGERIntroductionA written exercise about what underlies anger. To encourage participants to consider and express what lay beneath aninstance of personal anger.Process1. Ask everyone to write down (in one sentence) a situation in their life where they felt really angry. Forexample: I felt angry when my contribution in a meeting was ignored. (2 min).2. Explain that a layer of hurt very often underlies anger. Ask everyone to write a sentence about the hurt behindtheir anger in the instance they have thought of.Example:I felt hurt because it seemed that nobody valued my opinion. (2 min).3. The reason for the hurt is often an unmet need. Ask everyone to write a sentence covering their needs in thesame instance. For example: I need to be accepted and valued by my colleagues. (2 min).4. Alongside the need are often fears. Ask participants to think about what fears might have been behind theiranger and write a sentence about them. For example: I have a fear that 1 wont be able to win my colleaguesrespect. (2 min).5. Participants turn to a partner and share their sentences with them. If anyone has had difficulty with theexercise, their partner can help them unravel their feelings. (10 min).6. Some questions can be posed afterwards: What is the value of understanding the substructure of anger? Inwhat ways could it help you? How might communities or groups have the same sub-structure of anger? (15min).(Anger and hurt are often two sides of the same coin. It is an important step in facing the anger of others toknow what lies beneath our own anger. This exercise is a way of discovering some of the hurt, needs and fearsunderlying a personal experience of extreme anger. If we can identify the fears that lie at the roots of anger,either our own or that of others, we can begin addressing those fears rather than remaining caught up in theoutward emotion).ConclusionExercises, like this one, that link personal reflection with broader issues can be a useful tool in developing someempathy for the situation of others as well as offering people a chance to look a little more deeply at some of the rootsof conflict.STATES OF TENSIONIntroductionIndividual, pair and group work exploring how situations are influenced by personal energy levels. To explore therange of energy levels any individual can utilize, and how these levels can change the way people respond to us. Tolook at ways of using the energy we have, and exploring levels that we find difficult to reach....There is no path. Take the chance and make your own"
Process1. Introduce the purpose of this exercise and describe the six different levels of tension:a. SLOTH/COLLAPSE. A state of no energy, just about awake but unable to move or speak clearly.b. LAID BACK/VERY COOL. Using the least energy possible for the situation: slow speech and movement.C. EVERYDAY/ONE OF THE CROWD. A "normal" energy level: you wouldnt be noticed walking down thestreet - nothing unusual about you at all.d. BUSINESSLIKE/ORGANISED. Slightly unrelaxed, slight tension: going about a task that needs to becompleted.e. WORRY/TENSION. Unrelaxed and tense, slight panic creeping in: things are not going according to plan.f. PANIC/HYPERACTIVITY. Growing into real panic - pulling out all the stops.Ask each participant to explore for themselves what their idea of each level is. Using all the space, get the group tostand up and give them a specific task such as walking to the station to catch a train. Start from level a. and remindthem of each level as you slowly take them through to f.In groups of six or as the whole group, depending on confidence levels, ask two volunteers to role-play to the rest. Thegroup decides what level of tension each character is at and gives them a situation in which to interact, such as standingin a queue hoping to get tickets. During the role-play, the group can freeze the actors and change the tension levels,then unfreeze them and observe what effect the change has.In groups of six, the participants are given a line on a card - for example, "what do you think you are doing?" In turnthey enter the space and say the line, each using a different energy level.2. Feedback and discussion: What moods came across using the same line six times? What effect could energylevels have on a specific situation? When are certain levels more appropriate than others?Try to find out which levels people found easiest to use, and why they found certain levels difficult to reach oruncomfortable to use. Different people will have different ideas about each energy level and what it means tothem. There are no rights or wrongs.3. This exercise can be developed further by considering, or acting out, how peoples response may be differentaccording to the energy level used. Small groups could be asked to prepare and show a situation wheredifferent energy levels produce different reactions and end results.ConclusionThese states of tension are often noticed subconsciously by people and they can produce remarkably different effects.Any communication between people can be improved by some understanding of theseforces.UNDERSTANDING CONFLICTA short introductory exercise to the theme of conflict, looking at some of the underlying causes; some of the positiveand negative aspects and possible ways of reacting.IntroductionThis activity combines some imaginative elements with other more theoretical inputs as a way of getting a group to startunderstanding conflict, including some of the broad dynamics of conflict, whether on a personal or local level or on agroup or international one.MaterialsColoured paper; envelopes; large sheets; scissors; sellotape; the Iceberg; little creatures and conflict statements. (Thelast three are included in the pack)....There is no path. Take the chance and make your own"
Process1 . An-example should be given - or asked for from the group - of how an individual conflict can escalate fromvery small beginnings. It should show how silent dislike, lack of understanding or disrespect can graduallydevelop, from ignoring someone, to talking about them or arguing with them, to physical attack, to drawingothers in on either side, to solid, set attitudes and behaviour. An imaginary example could start fromsomebody disliking someone based on the clothes they wear or the colour of their hair.2. The Iceberg of conflict should be shown. The iceberg represents the fact that for every incident of conflict thecauses are often hidden beneath the surface. The group should be asked what the causes might be. A listincluding the following will probably result: anger, hurt, fear, lack of knowledge, jealousy, etc. someexplanation should be given that only if the things beneath the surface are looked at will there be a real chanceof resolving the conflict.3. An envelope should be given to each person. It should contain: one sheet of coloured paper; one of thethirteen little creatures (these should be used in pairs - if there are 12 participants, six creatures should be used;if there are 30 participants, all thirteen should be used and four extra ones) and Statements 1 and 2 in twodifferent languages (the mother tongue of, and languages commonly used by, the participants should not beused). People are asked not to open the envelope until all the instructions have been given. At least two spareenvelopes should be casually placed on the front table.4. The three tasks are explained. These are:1) to create a shape with the piece of paper (by cutting, folding, tearing, drawing etc) that sayssomething about one of the things that are beneath the surface of conflict. This should then beattached to a sheet on the wall;2) to choose Statement 1 or--2 and sign your name under 1 or 2 on a sheet with these numbers written onthe wall;3) to look at your little creature and think what it says to you about conflict. Then to find the other oneor two people with the same creature and explain to them your thinking about it.5. Then the three rules are explained. They are:1) there is to be no talking, in any language, at any time, during the exercise;2) all three tasks must be completed in ten minutes;3) everybody in the room must take part.6. Ten minutes should be allowed for the exercise. You will need to time it and ensure that the rules are kept.Please note that task 2 will prove difficult because nobody has the statements in their own language and task 3because they must find their partner(s) and explain their thinking without talking. Watch carefully howpeople react and behave.7. At the end of the time, ask each person in turn to come and show their shape and in one sentence explain itsmeaning for them. Then show Statements 1 and 2 in their own language(s) - and explain their meaning, ifnecessary - and ask why people signed for each. (You could also comment on whether people looked at theStatements of others or shared them or just struggled on their own. Also, ask whether anyone thought oflooking in one of the extra envelopes at the front? Remind them that there were only three rules - nothing saidthey couldnt look at each others statements or in the spare envelopes!). Finally, ask whether people were ableto understand their partner(s) explanation of the creature and whether it was easy or hard to connect it withconflict and explain it without words?8. Ask for some reflections on the exercise and make some yourself. These could include comments on thevariety of shapes (and reasons for them). The ease - or not of communicating without words. The feelingsassociated with not understanding words/statements/tasks. The usefulness of using imaginative processes aswell as more rational ones. Whether any positive aspects of conflict emerged. If any ways of reacting toconflict were highlighted. A broader discussion on some of these issues could follow.ConclusionMany issues could be raised here that could be developed further, especially in the areas of...There is no path. Take the chance and make your own"
conflict prevention or conflict resolution.IMAGES OF WARIntroductionAn activity to stimulate thinking and discussion about some of the things that could happen in a war situation and someof the ways an individual or an organization can react to them.ProcessHave a selection of pictures or photographs, like the ones shown here or others that you have gathered, ready to use totrigger some thoughts. Either ask people to form pairs or trios and give each group some different images to look atand discuss. Alternatively, you could use the Silent Discussion technique explained earlier, this time with peopleworking silently in small groups or allowing people to move around the room looking at five or six images anddiscussion sheets.Whichever option you choose, ask people to consider some of the following questions:What is happening in the image?What do you think happened before?What do you think should happen now?Imagine yourself in the situation of one of the characters involved, what might your feelings and thoughts be?What might an individual or an organization be able to do to ensure fair treatment?Other questions could be raised depending on the image, the group and the nature of the issues you are trying to dealwith.After some time in pairs or small groups ask each group to explain something of their image and their thinking to therest of the group. (They should have been told at the start that they would be asked to do this). They can do this bydescription, story, writing on a board or something more dramatic or creative. The choice is theirs.A broader discussion on the issues raised can follow.This could lead into getting people to consider what rules or regulations might be helpful in this situation. This shouldnot be a test of their knowledge of what already exists but should arise from the discussions that have already takenplace.ConclusionAn activity like this has the advantage of allowing people to connect themselves with a situation or some individualsbefore investigating legalities and rules. If they come to see that legalities and rules might be necessary, and even cometo start thinking what they might be for themselves, before learning which rules already exist, then they will feel farmore connection with, and interest in, them.BOXING MATCHIntroductionA variation on the Four Corners activity, to stimulate discussion on specific issues.Process1. Write each of the four roles of characters, concerned with Boxing, on flipchart sheets and place one in eachcorner. The four are:RefereeSecond (man who mops the brow of the boxer between rounds)Cleaner (who washes and cleans the ring afterwards)Anti-boxing agitator...There is no path. Take the chance and make your own"
2. Explain the roles to the group in simple terms if necessary. Ask everyone to stand in the middle of the room.Then ask them which of these four characters most represents the role they think the Red Cross should take ina time of conflict. Although elements of all four may seem relevant, they must opt for one of the four as themost appropriate. Nobody can stand in the middle or hover between positions. They must make a decision.3. When everyone has selected their corner, ask them to form pairs, preferably with someone from anothercorner, though if this not possible, someone from their own corner. Get them to discuss with their partner whythey think their choice of role to be most appropriate. Mey can also consider why others may have opted fortheir corner, but should focus on their own decision).4. It is possible, back as a whole group, then to ask one representative from each corner to explain briefly theirchoice to others. Further discussion at this time is also possible.5. This trigger to thinking on the issue can be followed by supplementary statements being read following theusual Four Corners format. (his has as the four choices: Agree strongly; Agree a little; Disagree a little andDisagree strongly). A variety of statements can be used on the theme of the role of the Red Cross. However itis suggested that four to six statements are more than enough for a session.Other statements could be:The Movement should much more actively try to prevent wars and disasters as well as react to them.The ICRC should go public if it knows horrific war crimes are being committu and nobody else knows aboutthem.The ICRC should speak out to get prisoners released if it feels they were wrongly imprisoned.The ICRC should concern itself with conflicts and leave the Federation and National Societies to do disasterand development work.The public should be made aware of the differences between the ICRC, Federation and National Societies andnot to be allowed to think of the Movement as one.The most important work of the ICRC is promoting the rules of war (i.e. Geneva Conventions, Protocols,emblem protection etc) more than any of its other actions (tracing, messages, visiting and relief).The ICRC - and the whole Movement - must change according to needs and circumstances or the times, or itwill become a relic of the past.6. The statements can, of course, be on any topic or range of topics and should be adapted for the particular groupthat you are working with.ConclusionThe Boxing Match analogy adds another - creative and imaginative - element to this exercise. Some further reflectionon the usefulness of thinking more creatively about issues or the appropriateness of the boxing analogy specificallycould also take place.SCARECROWHave an image of a Scarecrow for all to see.Translate into other languages to have a collection of words describing the Scarecrow.Some cultures may not have scarecrows, so some explanation will need to be given of its basic function.1 . Individuals are asked to consider what comes to mind for them when they see a scarecrow. They should thenbroaden and think how it could be linked to humanitarian education work....There is no path. Take the chance and make your own"
2. Each person should take small cards with the letters of SCARECROW printed on them (or the word in theirown language). They should then split the letters up and find words, starting with each letter, that describeimportant elements of the work of the Movement or of humanitarian education work in general.3 . Form pairs to discuss their images and thoughts and explain their words.4. Some sharing of this could then take place in the big group, maybe putting words on paper on the wall. Thisshould bring out points about the essential elements of humanitarian education work and/or the work of theMovement.Variations are possible1 . Another creature, not a Scarecrow, could be chosen. Examples could be: Owl; Phoenix; Teddy Bear; Dove;Lioness, etc.2. The topic they are asked to think about could be one of many. For example: conflict; knowledge; prevention;rights and responsibilities; the world etc.CHANGEIntroductionAn exercise that provides a short, active demonstration of the effects of change on people.Methods1. Ask people to form pairs. They should put down papers, pens etc and move to an open space. They are told tostand opposite each other to look at the other person and notice things about them.2. They are told to turn back to back, so that they cannot see their partner. They are asked to change five thingsabout their appearance. Allow enough time for all individuals to complete this.3. Each person turns back to their partner and has to discover the five things the other person changed.4. Once complete, ask people to turn back to back again in the same pairs and to change five more things abouttheir appearance. Allow enough time for each person.5. They then turn to face each other again and discover what their partner changed.6. Once complete, ask people to turn back to back again in the same pairs and to change five more things abouttheir appearance.7. Stop the exercise and tell them that you were only joking about changing yet again! Allow everyone to returnto normal and their seats.Follow upTell people - if it is true, and it usually is - that they demonstrated within the exercise the seven dynamics of change. Socalled, from a 1970s psychological/sociological study. These state that in any circumstance where people are requiredto change (whether in their personal life or within an organization) they will go through seven reactions. Some peoplewill, of course, react more strongly to some parts than others. They also wont necessarily happen in any order.The seven dynamics are:1. People will feel awkward, ill-at-ease and self-conscious;2. People will think about what they have to give up (more than they will about what they might gain);3. People will feel alone even if everyone else is going through. the same change;4. People will be concerned that they dont have enough resources (time, money, skill, etc);5. People are at different levels of readiness for change;...There is no path. Take the chance and make your own"
6. Too much change at once and people will rebel or give up;7. Take the pressure off, and people will revert back to old behaviour.Further DevelopmentIn pairs or small groups, people could be encouraged to thirik about their own "patterns of reacting to change. Thismight simply be to recognize their own behaviour. It might also be to develop strategies for developing alternatives.People could be encouraged to think about their own organization or group and consider how people may be reacting inthese ways. Strategies could be developed that could help people to manage change.Discussions could take place on other exercises that get across complex processes in simple, light-hearted and activeways. These could be demonstrated or developed.STOP! LETS START AGAIN!IntroductionAn activity that recreates some situations from real life and explores how we see things from different perspectives. Itthen goes on to look at how some changes of behaviour could completely change the end result.Process1. This exercise can either be done in small groups or in one big group. Three or four people should be asked -maybe in advance - to make up a short, simple sketch (or play) of a situation from their own experience toshow something of the way people who are different, are treated. (Alternatively, you can suggest in some waythe situation, though not the exact words and actions, and then they can create from there).2. The sketch should be presented to the others in the group. It should only take a minute or two. Then it stopsand you, or somebody in the group, says that we can start again if you did not like the words or actions in thesituation of some of the characters. A member from the audience can volunteer to take the place of one of theactors. (Only one should change at this time). The same situation is then re-played with some changes by thenew actor.3. After this another person can volunteer to take the place of an actor. After a few times it is possible to changetwo or three actors at the same time. The situation however needs to remain the same.4. At. one point you, or someone else, can add one small change to the situation. The sketch then has to beplayed with this change.5. After a certain amount of time or after enthusiasm fades away, stop the play and open to a general discussion.The following questions may be helpful:Were there changes to the end result each time? If so, what do you think happened to cause that?Did any particular behaviours change events?How do you think each character behaved?Would you have behaved like that in this situation?Are there any learning points from this about individual perspectives; the way people inter-act or anythingelse?6. Variations are, of course, pos!jble. A brief sketch can be presented first, with one or two changes and then onefrom the lives of the participants developed. Small groups could develop their own sketches and present themto the other groups, who become the audience. A particular topic could be stressed. Topics outside theexperience of the participants could be used. Many other adaptations are possible....There is no path. Take the chance and make your own"
ConclusionThis type of drama or theatre, developed from the ideas of the Argentinean Augusto Boal, originated from a desire toshow the behaviour of the oppressed and the oppressors. It is, therefore, very suitable for work on any topic connectedwith the vulnerable or accepting difference. It can really help people to start viewing things from the perspective ofothers and to encourage them to look at the effects of their own actions.Taking a Stand Role PlaysPurpose: To make young people more aware of instances in daily life in which childrens rights may need to bedefended; to encourage young people to practise the skills of standirbg up for their own rights, aridthe rights of others.Materials: Copies of the Taking a Stand role cardsProcedure:Step 1: Have young people form groups of six. Assign each group to one of the three role-play scenarios.Step 2: Within each group of six, three people receive the Role A card to read, and three receive the Role B card (fromthe same scenario). As and Bs read over their cards separately, discussing the situation and what the characterdescribed might do and say.Step 3: Have yourbg people select someone from their group of three to play the role described. The chosen actor mayrequest one or both of the remaining members of the group to play a supporting role, d necessary.Step 4: Each scenario is acted out. one at a time, for the entire group to see.Step 5: After each role-play, discuss with the wide group:·• (For the person whose role was to deny a childs rights) What was easy or difficult about your role?• (For the person whose role was to defend the childs rights) What was easy or difficult about your role?• What ways of defending rights seemed to work best?• Were any strategies used that did not seem to work very well?• Have you ever encountered situations like these in your own lde?• ln real life, would it be possible to stand up for your rights as in the roleplay?• Was it easier to defend your own rights, or those of someone else?Variation: Young people can be asked to write their own role-play situations relevant to their own lives. Be awarethat some situations of rights denials which young people may be familiar with will be too sensitive todiscuss or role-play in a group (for example sexual abuse or torture).Follow-up: When planning an action project, role-plays can be used to practise how young people might respond toopposition to their project.Role Play Scenario No.l: The Computer ClassRole A:You are the director of a youth group that has programmes for boys and girls. You have arranged to bring a group ofyoung people to a six-session class on using computers at a local college.Everyone in the youth group is very excited about the class, and wants to go. The college has only five computersavailable, so only five youth group members can go. You must decide who goes.You feet that boys should be given first chance to go to this class. In your community, few teenage boys have jobs.The boys who come to your youth group need skills that will help them get jobs. This course would give them bothskills and self-confidence.You know that some girls are interested in learning about computers, too....There is no path. Take the chance and make your own"
But girls in your community are far more likely to get married while in their teens, have children, and work in thehome. Besides, some of the parents might feel that using computers is not the kind of work girls should do. Maybe inthe future you could organize a computer class for girls.Role B:You are a member of a youth group that has programmes for boys and girls. Five members of the group will have thechance to go to a computer cjass at a local college. Everyone is excited about the course. It is difficult for teenagers tofirbd jobs in your city, and having a special skill would be a big help.You have just found out that the director of the youth group is going to let boys sign up for the class first. You thinkthis is unfair. Both boys and girls need job skills to be able to support themselves and their families. While most of thepeople who work with computers in your community are men, more and more women are doing this type of work.Unless girls get the same training as boys, they will never have an equaj chance of getting jobs that pay well.Note: Role B may be played by either a girl or a boy.Role Play Scenario No. 2: DifferencesRole A:You are a student at a secondary school. Recently, some students from another country have enrolled at your school.They speak a different language from the language of your country. They have a different religion, and sometimes missschool because of their religious holidays.You dont like these students. Their customs seem strange to you. You think that if they want to live in your country,they should try to be like everyone else here.You especially dont like it when they sit together at lunch and speak their own language. You cant understand themand you think that they might be talking about you.You try to get some of your friends to make these students sit separately at lunch; you want them to join you in teasingthese students about the way they speak, and telling them they should go back to where they came from.Role B:You are a student at a secondary school. Recently, some students from another country have enrolled at your school.They speak a different language from the language of your country. They have a different religion, and sometimes missschool because of their religious holidays.You would like to get to know these students, to learn about their country, and maybe even to learn a few words of theirlanguage. But one of your friends wants you to join in teasing them, interrupting them when they are eating lunch, andtelling them to leave the country.You want to get your friend to stop acting this way. You dont want to spoil the friendship, but you think that theteasing isnt fair. You think that it is interesting to have students from another country at your school, and you wouldlike to find a way to become friends with them.Role Play No. 3: Selling DrugsRole A:You are a drug dealer. You are trying to convince a teenager to sell drugs for you. You explain to this person that youwill give him a certain amount of drugs to sell each day, and at the end of the day, he is to bring you all the money.You will then give him a percentage of the profit. You will also give him drugs to use from time to time.Let this person know that you have asked him because you feel he is honest and will not run away with the money.Remind him how difficult it is for young people to find jobs in this poor neighbourhood. The amount of money to bemade selling drugs is far more than he could make by working at a low-paying job, even d one could be found. Get himto think about the things that he could buy with the extra money, or how he could help to support the family with themoney made from selling drugs....There is no path. Take the chance and make your own"
Promise this person that you will protect him from other drug dealers in the area, and from the police.Role B:You are 16 years old. A drug dealer is trying to convince you to work for her selling drugs to other young people inyour neighbourhood. You need the money, but you donl want to start using drugs or selling them. You have learnedabout how dangerous they are for your health. You also know of people who have been lolled in arguments over drugdeals.You want to say no to this drug dealer, and get away from her as quickly as possible. But you are also afraid of whather reaction will be if you say no. You are afraid that she might get angry, threaten you, or hurt you in some way. eithernow or later.You are also worried about what your friends will say or do if you refuse to sell drugs. Some of them already work forthis drug dealer. Even if you can get out of this situation right now, you are afraid and might need protection in thefuture.THE NINE YEAR OLD CAROUSELIntroductionAn activity to get people to consider how they can explain difficult concepts to younger people. The exercise alsoallows for one to one communication with a large number of different people in a short space of time.Process1. Chairs should be placed in two circles facing each other. An inner circle facing outward and an outer circlefacing inward. People should sit facing opposite another person. Each pair should not be too close to theothers, so that they can concentrate on their partner and not on other people. If there is an odd number ofpeople one chair is put slightly outside the circle for a person to sit on.2. The inner circle people are told that they are to be nine year olds. The outer circle are themselves. They aretold that they will move around, so they will not only speak to the person opposite them now. They will havetwo minutes each time to speak to someone.3. Each time the inner circle child will ask the older person to explain something to them. You will call out thequestion each time. The questions can vary according to the topic you are working on and the age and level ofthe group. The following are some suggestions:• Why do people fight and kill each other?• What is racism?• Why does it say Blacks go home on the wall?• Why is that man kissing another man?• Are gypsies really dirty and dangerous?• Why wont my parents let me have a toy gun?• Are we better than those other people) (or the name of a group could be given).• Why are girls different to boys?• That strange boy hates me! I dont understand why.• I wish I could be like you. Will you help me to be?• My sister says drug addicts are sick and we should feel sorry for them. Is that right?• Why does everybody say (name a group) are our enemies?4. After each question and two minute conversation the people on the outside are asked to stand and move to theright. Then they do the second question there. After five or six questions like this, ask the inner and outer people toswop places. Tle outer ones move inside and become the nine year olds. Another five or six questions, withchanges of place, should take place....There is no path. Take the chance and make your own"
5. For the last one or two question ask the inner circle child to make up their own questions to get an answer. By thisstage they have an idea of the game and the type of questions. Ten to twelve questions altogether are probablyenough.6. At the end ask people generally whether it was easy - in the outer circle - to answer the questions? And if theycensored anything? Also, ask if it was possible - in the inner circle - to understand? Then ask people to considerwhat sort of answers children usually receive to these kind of questions and what the effects of that are? Somegeneral discussion on what we - as individuals and society - might do about that, could take place.7. Variations are possible. It could be five or seven or twelve year olds instead. All questions could be on one topic.Only one question could be given to start the carousel and then inner circle children think of their own questions.ConclusionThis exercise can be good as a starting point to consider the complexity of some issues or it can also be useful near theend, especially if people are planning to spread their ideas further, by conversations or peer education or other kinds ofaction. It is a very useful way of showing the strong influence of messages received in childhood - from family, media,friends, stories, heroes etc.THE FIVE SENSESIntroductionAn activity that gives the whole group, or smaller parts of it, the responsibility to design, and arry out, an activity.Process1 . Explain the five (physical) senses: seeing, hearing, touching, smelling and speaking. Describe also thatalthough most of us have these five senses, not everybody does. Continue with these questions:Do you see what I see?Do you hear what I hear?Do you say what I say?Do you smell what 1 smell?Do you feel what I feel?Make the point that not everybody who hears something hears the same as their neighbour for a variety ofreasons. (Dont however, explain the reasons).2. Split the group into five smaller groups. Give each of them one of the senses and the corresponding question.Ask them to design two short activities, which they will demonstrate on the rest of the groups. The first shouldbe about being without their physical sense. The second should get people to consider how others mayperceive things and react in different ways. For example, hearing something quite different to their neighbour.The activities should be short and creative. Give all groups a set amount of time to prepare. It may also be agood idea to give them a tiine limit for their two activities. Perhaps thirty minutes or less,depending on yourgroup and your time constraints.3. The activities by each group can be followed by some discussion on what they leamt: in the preparation anddemonstration on their sense; from the other groups on their senses; about themselves and working in groupsand generally about how different people or groups of people experience the world in different ways.ConclusionVariations, like choosing a different topic to prepare the activities on or only asking for one activity to be developed,are possible. The advantage of this topic is that it can clearly draw out some issues of understanding, and accepting,that peoples perspectives can vary for a multitude of reasons. The advantage of the method is that people learn this bydoing and experiencing, rather than. being told. Some will be more involved than others, but this practicallydemonstrates that the same situation will produce different reactions on different people for different reasons. Theactivity mirrors itself!...There is no path. Take the chance and make your own"
ANALYSIS AND PLANNINGIntroductionThere are many different ways of getting individuals, groups or organisations to assess their current situation in orderthat future plans can be made which are realistic and, therefore, achievable. The S.W.O.T. Analysis is one suchmethod.ContentS.W.O.T. stands for:StrengthsWeaknessesOpportunitiesThreatsIt can be used by individuals to consider their professional or personal situation especially at points of crisis or decision.Similarly, groups of people, whether social, community, temporary or work based can explore their position. It canlikewise be used within organisations to assess circumstances and assist in future planning.MethodEven when used with groups or organisations, ideally the analysis should first be done by individuals.1 . Each person is asked to think about or write or give visual or physical expression to the four aspects of theanalysis. This could he done based on their individual S.W.O.T.s or those they see affecting the group ororganisation. (It is possible, of course, to consider both).2. Then get people in pairs or small groups to share their thoughts and feelings on this, trying to spend an equalamount of time on each of the four aspects. It should also be timed so that each person has a fair share of thetirne available.3. Large group discussion should then take place with all pairs or small groups sharing their perspectives. Thisshould be on the S.W.O.T.s affecting the group or organisation, rather than those of the individual.4. Either at this point or later, after some other work has taken place, this S.W.O.T. Analysis can form a usefulbase on which to build strategies for future development.ConclusionThis is a good method for really getting people to think about themselves and what they can achieve and what they mayneed to help them. Groups and organizations can similarly benefit from this.THE PLANNING TREEIntroductionTo help people anticipate the consequences, both positive and negative, of potential action projects.ProcessYou will need a large sheet of paper and pens for each group of four; blue, green and yellow cards, glue.1. Explain to the group that carrying out an action project can have many consequences, both positive andnegative, on a number of different groups of people. They are about to create a "Planning Tree" to look moreclosely at those consequences. A tree diagram is used because the impact of a project can grow in manydirections, like the branches of a tree.2. Form working groups of four. Ask each group to select one possible action project that they would like toconsider carrying out.3. On the large paper, have the groups sketch the trunk of a tree. On the tree-trunk, they write a few wordssummarizing the action project they are going to consider....There is no path. Take the chance and make your own"
4. Next, brainstorm a list of all the possible impact groups - people who might be affected by this project. Thesecould include:children business peopleparents religious leadersteachers local media producerselected officials health care personnelpolice social workers5. Have them select the four impact groups that they feel would be most significantly affected by this project.They draw four short branches radiating from the trunk of their tree, and write the name of one of these groupson each branch.6. Give each working group twelve green cards. Ask them to focus on one impact group at a time and think of atleast one, or as many as three. immediate consequences of the action project for that group. Stress that theconsequences can be either positive, negative or neutral. When this is done, the cards should be placed on thepaper at the end of the appropriate branch.7. Then distribute a number of blue cards to each group. Tell them to look at each immediate consequence (thegreen cards) and decide on at least one secondary consequence that would arise from it. Each secondaryconsequence should be written on a blue card. The blue cards are then laid on the paper with a branching lineconnecting them to the corresponding green cards.8. Once this is done, distribute the yellow cards. These represent third order consequences. Have the youngpeople follow the same procedure, this tiine looking at each blue card, deciding on a third order consequencethat could arise from it, and laying it on the planning tree with a branching hm connecting it to a blue card.9. Give the working groups time for reflection and discussion on their planning trees. They may stick down theircards with glue if each group member is satisfied with the arrangement. They may draw dotted lines betweenconsequences from different branches that seem to be related to each other.10. Allow people to move around the room to look at all the planning trees.11. Finally, open up for general discussion if you feel that useful points could be made about some of the thingsshown. Sometimes however, the work in the small groups and the observation of the other trees is enough byitself.12. Variations are possible. Small groups can be assigned only one branch of the tree (parents, teachers, healthpersonnel, elected officials, etc.) to work on. Groups can then combine their work to make one largecollaborative planning tree. The number of branches of the tree need not be limited to four. If cards are inshort supply, they can simply draw the consequences onto the large paper. The planning tree can extendindefinitely, beyond three levels of consequences.ConclusionA Planning Tree is a complex activity to describe and carry out. Its value is in getting people to consider what mayhappen with their plans, so that they are prepared and may already have planned some strategies for dealing with thesituation. It can help ensure that idealistic ideas have a practical and realistic root.The Games Compendium- Wide GamesBlack SpotFrom: Andrew Burt• Pen per leader• Scrap of paper per playerThe cubs are issued with scraps of paper which they must not lose. Leaders (bad pirates) will paint...There is no path. Take the chance and make your own"
a Long John Silver style spot on their scrap of paper to curse the cub if they can catch and tagthem. Any cub without a spot, or with the least spots, wins.Brass Rubbing Race• Heavy duty paper or brown wrapping paper• A Thick wax crayon per teamOn the command go, each patrol leaves the hut in search of roadsigns to rub. They have to make upthe phrase "BE PREPARED" on the sheet of paper. They have to brass rub the letters onto thesheet of paper with the wax crayon, from the road signs. The first patrol back with the completedphrase are the winners. This is an excellent game as it makes the scouts think of all the road names intheir locality that might contain the letters they need. You can of course use other phrases forrepeated use. It is also a good idea to supply each patrol with a damp cloth, this is to clean the roadsign of wax crayon should the paper split.Capture The FlagFrom: email@example.com (Rick Clements), Credit to: Joe Ramirez - Life Scout• 2 flags orFor night play 2+ lanternsFirst you pick out two even teams. Once you have the teams you set boundaries for the game. Theboundaries can be wherever you want them. What you should end up with is a large rectangle orsquare. Once you have decided on the boundaries, you should draw a line through the middle ofyour playing zone. This line is divides the two sides. Each team should be able to choose where theywant their flag and jail but they have to show the other team where they are and both teams have toagree on the placement of the flags and jails.Once this is done, each team goes to their own side of the playing field. Once the game begins, theteams are free to go at the others flag. If a team member is caught on the other teams side, (To becaught you must be "tagged" by a player on the opposite side on his own territory), he will be sent tojail. This player must sit in jail until either the game ends or he is freed by a member of his own team.To be freed, you have to be touched by a "free" member of his own team. The freed player gets afree walk to his own side of the playing field. The person freeing the player is on his own, he may stillbe tagged and put in jail. To win the game you must capture the other teams flag and return it to yourown side with out being captured.It is up to the team on how they want to place their members. When we play, we usually have twoplayers guard the flag and one player be the jail guard. Two or more players stick around and helpprovide the defence. The rest go for the flag.Variation:From Mike StolzOur troop plays this on every overnite campout. For night play, we use 2 or 4 lanterns. Two areused to mark the center line, while the other two can be used to show the approximate area wherethe teams flag is. Our flag guards MUST remain at least 15 feet (5 meters) from their own flagunless chasing someone, and the flags must be completely exposed (no stuffing them into holes in theground, or tying them to trees). When the teams are small, we do away with the jail. Instead, wecreate Check Point Charlie at the centerline. Captured prisoners can be exchanged for a point. Incase of a tie (equal games won, or no winner at all), the team that earned the most points is declaredthe winner.Variation:From: firstname.lastname@example.org (Doug)This game, played at night, is a variant of Capture the Flag that we just call "The Candle Game".Two small pots are placed at opposite ends of a field (with trees or bush down the sides of the field)and lids for the pots are placed on the ground, just beside the pots; a small, lighted candle is placedin each pot. Each team tries to put out the other teams candle by sneaking up on their opponentscandle and putting the lid on the pot without being caught. The rest of the rules are pretty much thesame as Capture the Flag.Double Your MoneyFrom: Andrew Burt• Set of monopoly/trading post moneyThis is a game similar to Mixed Up Names and Merchants. Each player is given a $1 note at thestart of the game. The players must then find the very generous leader with the $5 note who will...There is no path. Take the chance and make your own"
swap a $1 for $5. The players can then go on to find and swap their currency with other generousleaders going from $5 to $10, $50, $100. $500 up to about $1000. You can award points to thefirst players with a $1000 note, or total the money held by a team after a certain time limit.It is easier to have one leader give one type of note but it is workable to have a leader give out 2different notes as long as there is a few steps between them eg. $5 and $100, or $50 and $1000. Itrequires much agility from the leaders who need to deal with several handfuls of notes coming andgoing but it is well worth while. The cubs who have played this game really love it. The idea of beinghanded large sums of cash for nothing really got them running around, even when the money wasntreal. A few cubs asked Why dont you use real money? - obvious really, you wouldnt see theleaders for dust.Elephant Hunt• Coloured wool to match up with sixs colours• 1 Tin Talcum powder• Plastic plant identification labelsTell story to the pack about the elephants who have escaped from the local circus, who have askedfor the cubs help in getting the elephants back. The circus tell us that each elephant is wearing acoloured mat on its back, each mat matches one of the sixes colours. So each six can look for theelephant wearing their sixes colour on its back.The cubs then follow a trail of wool, picking up their colours as they go. They must not pick up anyother colours. You could tell them how many pieces they should find. The trail divides and finally thecoloured wool disappears. All that can be seen is large (talcum powder) elephants footprints on theground. These all lead to one place where the elephants can clearly be seen, wearing tatty mats ontheir backs, (parents or leaders). But the elephants have been caught by a gang of thieves who willsell them back to the cubs for £200 no more, no less.The cubs are then told that they can gather this money from around a certain bush. This money is theplastic plant tabs, stuck into the ground around the bush. Each label is marked with an amount ofmoney. Each six must only take labels to exactly £200 and pay the thieves for their elephant . Theythen take their elephant back to the circus where there is sure to be a reward.Face PaintFrom: Andrew Burt• 1 Pack of face paintsThe cubs are looking for a job in the circus, but the make-up artists have gone mad! The cubs mustcatch the mad artists (leaders) who will add a little face paint before running away to hide. At te endof the game you can hold an audition for the best face and clown. Ideal for a cub camp - you can tellfrom 100ft which cubs havent washed the next morning!Game Of LifeFrom: email@example.com (H. James de St. Germain)I learned a game at national scout camp which I forget the name of, but basically goes like this. Allthe scouts save one (or a couple) start out side of the woods. They are considered the prey of theforest (deer, antelope, small game). In the forest you place a large number of objects (hats, chips,scarves, etc) which represent food. The prey must go into the forest and gather three items of food(and return them to the safety zone) or risk starvation during the winter.The one scout who is not prey is considered a predator (wolf, grizzly, eagle, etc). The predators jobis to capture the prey. he does this by simply touching the prey.The prey has three methods of defense:Run - Deer use it, (Be careful if you allow running at your camp.)Freeze - A prey that is totally immobile is considered to by camouflaged, and cannot be toucheduntil he moves (looks around, etc)Hide - Touch a tree to symbolize hiding in the tree.Each prey carries one object to symbolize themselves. If they are "eaten" by the predator, they mustgive their chip to the predator that got them. They then become a predator for the next year. If thepredator doesnt get three prey, he starves for the winter. Any predator that starves becomes preyfor the next year.Note, you should start with only a small number of food in the forest the first year (maybe 2 x...There is no path. Take the chance and make your own"
number of prey) (remember they need three to survive).The game is fun and shows how there must be a balance between the prey and the predators. Imsure you can adapt this game to many environments and change the rules where needed to make itmore fun and or educational.Haggis HuntFrom: Andrew Burt• 200 Small coloured cards or similar• 1 Big ball of aluminium foilA few days ago the queen haggis came into season as she does every 5 years. Last night the queenhaggis laid her first brood of eggs (the coloured cards) which are a delicacy akin to truffles andcaviare. The teams must collect as many eggs from around the wide game area as possible beforethe wee haggis hatch (despite the better environmental instincts of cubs) for points! A special rewardis made for the team who catches the queen haggis who looks uncannily like some scrumpledaluminium foil!Hunt & ChaseFrom: firstname.lastname@example.org (Robert W. Fulton)• Many different coloured flashes or flagsWe play a game called Hunt and Chase. We divide into an 5 teams. All the members on each teamhave personal flags of the same color they tuck into their belts. Each team can catch team membersof one other team, and can be caught by the team members of a different team. When you arecaught, you surrender your flag and are given the flag of the capturing team. There is no naturalending unless one teach catches everyone else. We usually play it for an hour or so, and then seewhich team is the largest. For "flags" we use things like pieces of twine, clothesline, manila rope,green garbage bags and brown garbage bags. Then the "twines" chase the "clotheslines," the"clotheslines" chase the "manila ropes," the etc. Some teams usually try to get other teams to helpthem. For example, the manila ropes could conspire with the twines to entrap the clotheslines. It ismuch more fun in that respect if you have 5 teams rather than 4 or fewer.Jail BreakFrom: email@example.com (Rick Clements)There are two "cops" and one "jailor". The rest of the people are "robbers". The number of "cops"and "jailors" can vary depending on the number of players. A fairly central location is designated as"jail", The jail should be fairly out in the open and the boundaries definite. A picnic table can workgreat as a jail (those in the jail would sit on top of the table).All robbers are given some designated time to go hide (like hide-and-go-seek maybe 30-60seconds). After the appropriate hiding time, the cops go looking for the robbers. The robbers usuallyare not in the same spot all of the time for reasons I will describe in a minute. The cops catch arobber by one of many methods (this is where the variations come into play). The robber may betagged, hit with a light beam, person identified correctly, or combinations of these. When a robber iscaught, they are taken to jail by the cop.The big difference between this and hide-n-seek is, if someone is quick and sly (someone being arobber), they can cause a "jail-break" and let all that are in jail get out of jail. This is done bysneaking up into jail (not being caught by the jailor), stepping IN the jail (or touching the table withboth hands), and yelling "JAIL BREAK!" At this point, all that are in jail are FREE. The jailor mustgive everyone that was in jail and the breaker some time to get away (maybe 15 seconds).Sometimes this game has gone on for hours for one game.Sometimes it is a fairly short game (but not too often). If you want, you can have the game continueon by having the final (in this example) 3 people to be the cops and jailor.Kims Wide GameFrom: Andrew Burt• Selection of common outdoor objectsBefore the game pick up a few 10+ objects which the players may find lying about in the area eg.beech nuts, holly leaves, berries, sweet wrappers and lay them out. The teams or individuals mustfind as close matches to the objects you have collected. You can either display or hide yourcollection so that the players can or cannot come back and refresh their memories. The team withthe display best matching the original wins....There is no path. Take the chance and make your own"
Lamp Chicane• 4 Lamps such as hurricane lampsThe game is played in the dark between two teams. Two lamps are placed about 100 metres apart.These are the home bases. Another two lamps are placed about 40 metres apart, and at right anglesto the first two lamps. They should be about halfway between the first two lamps. One team is splitinto two, one half going to each home base lamp. Their object is to get to the other homebase lamp,without being caught. They must go between the other two lamps to get there. There is no restrictionon how far out they go to either side to get to the other home lamp, but they must go between thetwo 40 metres apart lamps. For each member who reaches the other home base, their team wins apoint.Long Distance Chinese WhispersFrom: Andrew Burt• Long message written on piece of paper per team• Pen and paper per teamDistribute members of a patrol or six some distance away from one another. Give the patrol leader ascrap of paper with a message (around 30 words for Scouts). The PL must remember the messageand relay it to his APL who in turn relays it down the line to the final scout. The final scout writesdown the message when he returns back at the starting point. The team with the message mostresembling the starting message wins. The longer the distance the more breathless (and lessarticulate) and more forgetful the scouts become.MerchantsFrom: Andrew Burt• 1 Bag pasta shapes or macaroni• 1 Bag dried peas or soya beansSplit the pack or troop into 2 teams and give one team 6 macaroni (Gold) and the other team 6dried peas (Silver). Explain that the teams should try to make as much money as possible in the timeavailable. They may do this by trading with the 2 merchants (leaders) who will be roaming around.One merchant will give you 2 gold for 1 silver, the other will give you 2 silver for every 1 gold. Theteam with the most money by the end of the game wins (count silver and gold as equal value).Refinement:The merchants may swap their bags to confuse the playersRefinement:Player and/or other leaders may steal from other players using tagging or lives.Refinement:Introduce another trading stage and merchant (and possibly another team) eg. bronze or platinum.Merchants only trade bronze for silver, silver for gold, gold for bronze.Mixed Up Names• 1 Name card for each activity base leader and an activity for them to look after at thatbaseEach of the leaders or the people manning the bases is given a card similar to the ones describedbelow:1.You are Thunder Fist.Tell them they must find The Kraken.2.You are The Kraken.Tell them they must find Thorin.3.You are Thorin.Tell them they must find The Hulk.4.You are The Hulk.Tell them they must find Robin Hood.5.You are Robin Hood.Tell them they must find Thunder Fist....There is no path. Take the chance and make your own"
You can of course vary the number of bases that you have. Each person manning a base is alsogiven an activity that the cubs or scouts have to complete at that base. The base men are sent outand hide within a given area. The patrols are then sent out, each having been given a differentNAME to find. When a baseman is found, the scouts or cubs have to ask him if he is the name theyare looking for. If he is not then they have to keep looking. If he is then he asks them to complete asimple scouting exercise such as tying a bowline. He then gives them the name of the next personthey have to find. A point is given for completion of an exercise to the satisfaction of the baseman.The winning patrol is the one that finds all the basemen and completes the most tasks.Mr. Spongee manFrom: Andrew J. Higgins; Cub Scout instructor 315th Manchester St. Stephens cubs• 2 sets of watercolour paint• 2 spongesThis game is brilliant if played occasionally (like camp) The game consists of two leaders runninginto bushs and hiding. and two other leaders running as "Mr. Spongee Man" The cubs have to getabout 8 colours and get back to an allocated base. The problem is they have to take it in turn to getthe colours from the leaders, but Mr. Spongee man is on the look out for people. Mr. Spongee manis to rub off ALL the colours that the cub/scout has! So this is tiring the minimum leaders needed is 4but you can have more if you want. You can also increase the amount of colours of you have them!Naval Combat (Nigels Navy)• Coloured wool for lives• 6 Cards bearing the name "DESTROYER"• 4 Cards bearing the name "SUBMARINE"• 2 Cards bearing the name "BATTLESHIP"Instead of cards you could use coloured counters or plastic clothes pegs.This is best played with three or more teams. Each team is given a base which is their naval shipyard.Each player is allowed to take one card from their shipyard to take part in the combat. When theytake a card, they also take a length of their teams coloured wool to tie round one arm. A combatarea is marked off in the center of the field and combat may only take place within this area. Combattakes place in the following manner, a player will tag a player from an opposing team. Both playersthen compare their cards as follows:A battleship takes a destroyer, a destroyer takes a submarine and a submarine takes a battleship.The losing boy hands over his piece of wool to the winner and returns to his shipyard for a newpiece of wool. Combat can only take place between two players who are each wearing a piece ofwool. If both players have craft of equal status such as two submarines then it is an even match andthere is no victor, they then have to go and challenge somebody else. A boy can exchange ships onlyat his shipyard when he is getting a new piece of wool. The winning team is the one which hascollected the most pieces of wool at the end of the game.Postman Game• 3 plastic bags• 2 sets of differently coloured cards (2" squared is big enough)Three leaders are required for this game. The first leader is the postbox, the other two give out thethe different postcards. The troop or pack is split into two teams. One team collects and posts onecolour of card, the second team posts the other colour. Players can only hold one postcard at a time- they must post one card before collecting another. The postbox and distributors can roam and hideto evade the players. The team who has posted the most postcards wins.Refinement:Leaders can swap jobs so that players do not always know who to go toRefinement:Spare leaders can rob players of their cardsRockets And Interceptors• 1 Bucket or large tin• Large number of coloured balls or plastic clothes pegs all the same colour...There is no path. Take the chance and make your own"
• Skittles or rope to mark off the target areaThis is played by two teams. The attacking team are called the rockets and the defending team arecalled the interceptors. The target area is marked off and the bucket or large tin is placed in thecenter. Only rockets are allowed to go inside the target area. Up to four interceptors are allowed tohover around the target area. The rockets have a base at which they pick up their warheads. Eachrocket can carry only one warhead to the target area. If a rocket is tagged by an interceptor beforegoing inside the target area, they must hand over their warhead and return to their base. 20 warheadunits in the bucket or tin destroy the interceptor target area. All the coloured balls count for 1warhead unit. The five white balls are special multi warheads and count as 5 warhead units for eachwhite ball. If the interceptor target area is not destroyed after 20 minutes then change over the teamsso that everyone has a turn at attacking and defending. This game is best played where there is a bitof cover for hiding and creeping up on the target, or at night when visibility is reduced.Scout-Staff Treasure HuntFrom: M.S.Wileman1@lut.ac.ukA wide game that is popular in our scouts is to distribute various items of a trangia around our localvillage, on the Scout Leaders doorstep, and the Exec.s etc, and send the scouts off on a kind of atreasure hunt, with the aim to make a cup of tea for the S.L. and the A.S.L. at the end. The huntstarted with a note telling them where to find the next item of the Trangia, and then the next note wason the next item, etc... It also helped the scouts to learn who their Exec. were, as the notes told themit was in the Secretarys garden, and it helped immensely if they knew who the secretary was...Tragia: Swedish outdoor cooker, Im not at all sure if its known at all in the U.S., but it is verypopular over here. Its light weight, and uses meths to run, but Butane attachments are available now.Mine splits up into several pieces, and so was ideal for this exercise.Smugglers and SpiesFrom: firstname.lastname@example.org (Jim Speirs) - Games Galore, BSC publication• Pieces of paper with the following smuggled items with point values written on each:• 10 x Chocolate (50 points)• 8 x Sugar (75 points)• 8 x Animal pelts (100 points)• 6 x Gunpowder (150 points)• 3 x Designs for new secret weapon (300 points)• 1 x Map to buried treasure (500 points)Divide the group into two teams. Have each team put on its armbands. One team becomes thesmugglers - the other the spies. After the rules of the game are given, each team retreats to separateends of the playing area (3-20 acres with open woods is ideal for the game.)The smugglers each receive the tiny pieces of paper, which they are going to try to carry into enemy(spy) headquarters. The spies set up their headquarters inside a 10 by 10 square area that has itsdefinite boundaries. The scorekeeper sits inside spy headquarters.After each team has been given the opportunity to devise a strategy, play begins. The spies fan outaway from their headquarters and try to intercept smugglers as they attempt to take their goodsinside.When a smuggler gets caught (tagged), he must stand still and permit a one minute search of hisperson by the spy who caught him. If the spy cannot find the piece of paper within one minute(paper has to be hidden in external clothing layers), the smuggler is free to try to advance again intothe headquarters. If the spy does find the loot, he takes the piece of paper into spy headquartersand gives it to the scorekeeper, while the smuggler returns to his headquarters to receive anotherpiece of paper.If a smuggler penetrates inside the spy headquarters, he gives his goods to the scorekeeper, and isescorted back to his own headquarters by a staff person or leader supervising the game.The game continues for a set period of time. When it ends, goods (points) are totalled, and a winneris declared.Troglodytes (Burning Bridges, Murder In The Dark)From: email@example.com (Adam Edmonds) 1st Kanata Knights of the March Rover Crew, 5th BurnabyMountain Cub Pack, Secretary for Ontario Rover Round Table• 1 Candle• 1 Box of matches• Some torches...There is no path. Take the chance and make your own"
Here is a wide game that we call "Troglodytes" although I think that its common name is burningbridges. The premise behind the game is that Troglodytes have landed on our planet from anothergalaxy and are preparing to take over the world. The troglodytes have a faulty spaceship which willexplode if it is set on fire.The scouts job is to sneak up to the troglodyte ship and blow it up. However, The troglodytes aremore advanced than humans and have laser blasters that can kill the scouts.The game is played on a dark night in a large field with many hiding spots.The leaders place a candle and some matches at a designated location. The leaders then pick aplace near the candle but not right up close to it. Each leader carries a flashlight and is not allowed tomove from his/her location.The scouts start at one location and must sneak up and light the candle. If a leader hears a scouthe/she turns on his/her flashlight and blasts the scout. If a scout is hit with the flashlight then he is out.The game continues until a scout can light the candle or until all scouts are dead. Note that theflashlights can only be used for a short burst.Will-O-The-Wisp (Stalking)From: Scouting Games by Sir Robert Baden-Powell• 1 FlashlightThis game should take place across country at night. Two Scouts set off in a given direction with alighted bulls-eye lantern. After two minutes have passed the patrol or troop starts in pursuit. Thelantern bearer must show his light at least every minute, concealing it for the rest of the time. The twoScouts take turns in carrying the light, and so may relieve each other in difficulties, but either may becaptured. The Scout without the light can often mingle with the pursuers without being recognizedand relieve his friend when he is being hard pressed. They should arrange certain calls or signalsbetween themselves.Zorch (Much like Troglodytes)From: firstname.lastname@example.org (Rick Clements), Credit to: Joe Ramirez - Life Scout• 1 Flashlight• 1 PotThis game has to be played on a rather dark night. Playing this game on a hill is preferable. Oneplayer sits at the top of the hill with the flashlight, the rest of the people start at the bottom of the hill.The object of the game is to advance up the hill and touch the pot with out being "zapped" by theperson with the flashlight. If a person is zapped they have to go back down to the bottom of the hilland has to start over. The first person to get the pot is the winner. He then becomes the person withthe flashlight and the game starts over. My troop has played this game for hours on end. It is reallyfun and even some of the adults get in on the action.The Games CompendiumMaintained by Edinburgh Area Scoutshttp://www.argonet.co.uk/edinburgh.scouts/games/The Games Compendium - Quick n EasyGamesThe games in this chapter are all really easy to set up. Many of them needing no equipment othersrequiring equipment which you are likely to have at hand.Ankle GraspFrom: Games Galore, BSC publication• ChalkDraw a ring 6 in diameter. The contestants enter the ring, stoop over and grasp their ankles. Theobject of the game is to push your opponent over or to make him let go of his ankles. The player isautomatically disqualified if he steps out of the circle.Australian Circle GameFrom: Games Galore, BSC publication...There is no path. Take the chance and make your own"
• 2 Tennis ballsA player stands in the centre of a circle, holding a tennis ball. He tries to throw this ball to someonein the circle who will drop it. Another ball is also being passed around the circle from one boy toanother.The player in the centre may throw his ball to anyone, but he usually throws it to the boy about toreceive the ball being passed around the circle. If either ball is dropped, the one who dropped itchanges places with the boy in the centre.Bash the leader• Several soft ballsDivide the scouts into 4 teams. The object of the games is to hit the leaders with the soft balls.Scouters are situated in each of four corners of hall 4 teams of scouts, each assigned to different aleader. Scouts place themselves strategically in their quadrant to protect their assigned leader. Onceplaced, Scouts are not allowed move thier feet (they can twist and turn to intercept and throw balls).Leaders count each time they are struck by ball. Winner is leader with least amount of hits.Blind mans KnotFrom: Games Galore, BSC publication• A rope per player• A blindfold per playerThe squad is blindfolded. The leader passes down the line, holding a piece of cord knotted in one ofthe familiar knots. Each boy may finger it for ten seconds to discover which knot it is. The squad isthen provided with a cord. At the word "Go" each blind player makes the knot he considers the rightone. The quickest (if correct) wins.Bomb the Bridges• 2-4 tennis ballsThe players stand scattered around the hall with their legs around 2 feet apart. Each players legsform a bridge which may be bombed. To bomb a bridge, a tennis ball must be thrown between theplayers legs (hitting a players legs is not enough). Once bombed the player is out and must sitdown. However, they may still take part by continuing to throw the tennis balls to bomb otherplayers. The last player standing is the winner.To prevent being bombed a player may protect himself using his hands to catch or deflect the tennisball. Players may not move their feet or crouch to prevent being hit.Balls which are out of reach may be retrieved quickly by the nearest players so that play cancontinue. The greater the number of balls the harder and faster the game becomes.Capture The FortFrom: Games Galore, BSC publication• 1 Soccer ballDivide players into two sides: Attackers and Defenders.Defenders form a circle, holding hands and facing outward, with their captain in the centre.Attackers surround the fort at about eight or ten paces distant. They try to kick a soccer ball into thefort; it may go through the legs of the defenders or over their heads. If it goes over their heads, thecaptain may catch it and throw it out. But if it touches the ground inside the circle, the fort iscaptured and the players change sides.Cat and MouseOrganise the players into a rectangular grid, or maze, spaced so that they stand two arms lengthsaway from their partners in all 4 directions. If you have an awkward number of players you mayleave out up to 2 players - they will be given roles later in the game. Before the game starts it is bestto rehearse changing the maze:Start with all the players facing in the same direction with their arms spread to their sides - thisshould create a number of rows. On the command Turn everyone should turn round 90° - dont betoo worried which way just as long as it is a quarter turn. This changes the maze from rows tocolumns.Two players a cat and a mouse will run around the maze, the cat trying to catch and tag the...There is no path. Take the chance and make your own"
mouse. They may run around the maze and along the lines of arms but must not pass or stretchacross them. You can shout Turn at any point during the game to change the maze. Thus you maysuddenly prevent the mouse getting caught or put the mouse very close to the cat.When the mouse is caught start again with another pair or start with a new mouse and allow the oldmouse to grow to a cat.Chair Basketball• A ball• 2 chairsEach team has a boy standing on a chair at the opposite end of the room, the object of the game isfor the team to score a goal by having their team member catch the ball that is tossed to him while onthe chair. The ball must be dribbled to within throwing distance. The catcher must catch the ballwhile on the chair.Its best to have teams of around 6-8 players.Chinese LaddersFrom: G.J.HarewoodThis games only belongs here insofar as the boys are likely already arranged in the right format toplay it. The should sit down the length of the hall facing their partners, with their feet touching thoseof their partners....like so. Starting at the top end of the diagram, upon command, the boys jump up, and run downthe hall over the legs of their team (who may not move those legs!) and then touch the end of thehall. They run back around the outside, touch the top wall, and then make their way over any legsback to their place, whence the next boy may do the same. Its a race.Note the way I have described it so that each boy must sit down beyond the next person in his team;this helps prevent cheating by starting early.This game can be made more interesting by providing simple obstacles around the two outside edgesof the hall, eg car tyres to get through, turned gym benches to walk along, or chairs to go under.City, Town, CountryPlayers sit in two lines team A and Team B, each line numbered 1 to N. Player 1 in team A says toplayer number 1 in team B the name of a city, town or Country.We will suppose for example that he says GERMANY". Player 1 in team B must now say a towncity or country, beginning with the last letter of Germany. Let us suppose that he says "YORK".Player 2 in team A now has to say a city, town or country beginning with the letter K. This goes onall the way down the line. If a player fails to give a correct answer or duplicates a previous answer,then a point is awarded to the other team. When the end of the line is reached play begins at playernumber 1 again.Compass GameFrom: John HolemanA game I used to play in scouts was the compass game. Everyone stood spread out around theroom and was told to orient themselves to north. North could be real north or a convenient wall orcorner in the room. Everyone except for the caller and the referees closed their eyes (blindfolded ifyou dont think the honor system will work). The caller then calls out a direction, like east and theneveryone turns (eyes still closed) and points in the direction of east. The referee the goes around andtaps the shoulder of anyone not pointing in the right direction. They are out. The game continues untilone player is left. It gets interesting when you start calling headings and bearings.This is a good game as it only discriminates by your sense of direction, which improves as you play.Compass PointsFrom: Scouting Games by Sir Robert Baden-Powell• 8/16 Poles or a piece of chalkThis game will be found excellent practice in learning the points of the compass.Eight staves are arranged in star fashion on the ground all radiating from the center. One staff shouldpoint due North. One Scout now takes up his position at the outer end of each staff, and representsone of the eight principal points of the compass. The Scoutmaster now calls out any two points, such...There is no path. Take the chance and make your own"
as S.E. and N., and the two Scouts concerned must immediately change places. Any one movingout of place without his point being named, or moving to a wrong place or even hesitating, shouldlose a mark. When changing places, Scouts must not cross the staves, but must go outside the circleof players. when three marks have been lost the Scout should fall out. As the game goes on blankspaces will occur. These will make it slightly more difficult for the remaining boys. To make the gamemore difficult sixteen points may be used instead of eight. When played indoors the lines of thecompass may be drawn in chalk on the floor.Crabs, Crows and CranesThis is a running about game which is good if you are in a large hall or outside with a lot of boys.Split them into two teams, in two lines across the hall. There should be a gap of a few feet betweenthem. Near each end of the hall should be a home line. One team are the crows, the other thecranes.If you shout cranes, the cranes team must run to their home line without getting tagged by the crowsteam. Any member of the cranes that gets tagged has to join the crows team. If you shout crows, thecrows team has to run to their home line without getting tagged by the cranes team. Any member ofthe crows that gets tagged has to join the cranes team.If you shout crabs they must all stand still. Anyone that moves must join the opposing team. Youstart off each time with both teams lined up across the hall facing each other. The game ends whenone team has all the players. You can have a lot of fun rolling your RRRRRS with this.CRRRRRRRRABS, CRRRRRRROWS, CRRRRRRANES.Crab Football• 1 ball• 4 chairsThis is a version of football which can be played indoors using chairs as goal posts. The rules aremuch the same as normal football with the exception that players must be in the crab position. That ison hands and feet with back towards the ground.You may like to make additional rules to prevent the goal keeper throwing the ball too far across thehall. For example, the ball must bounce at least once on their side of the hall.Dodge BallFrom: Jack W. Weinmann• 1 ballDivide boys into two teams. One team makes a circle and the other team stands inside it. The boysforming the circle throw a large ball at the boys inside the circle, who are running around trying not tobe hit. The inside boys may not catch the ball. A ball hitting a boy on the head does not count. Onlyboys in the outside circle may catch and throw the ball. Boys who are hit below the knee join theoutside circle and try to hit the inside boys.Refinement:Enter a six or patrol into the centre of the circle and time how long a team can stay in for. Passing theball across the circle will help catch out the more agile players!Similar Games:See Sin-bin Dodge Ball, Zone Dodge Ball and Snake DodgeDog And PossumFrom: Games Galore, BSC publication• 2 different bean bagsThe Cubs form a circle. The Leader takes one bean bag (possum) which he starts on it way roundthe circle. A moment later he starts the other bean bag (dog). The dog must catch the possum beforeit reaches the starting point.ExhaustionThe pack or troop sits in a circle and are numbered in 4s (ie 1,2,3,4,1,2,3,4... ). When a playersnumber is called he must stand up and run around the circle clockwise trying to catch and tag theplayer in front. When tagged a player must return to his seat. The cub who is finally left wins. You...There is no path. Take the chance and make your own"
may need to terminate the round if two of the cubs are too evenly matched.Frogs and Flies (Wink Murder)More participants the better.A detective is chosen.She stands in the center of a circle of children, allwho are sitting down, indian style.Everyone closes eyes tightly while the adult goes around theoutside of the circle of children and secretly taps one of them.This person is the frog.Adult informseveryone to open their eyes. Now, the frogs job is to eat the flies; the flies being the other childrenin the circle. The dectectives job is to try to gues which one of the children in the circle is thefrog.The frog tries to "eat" as many flies by making eye contact with other children in the circle andsticking out his tongue at them without the dectective seeing him. Once he has stuck his tongue out atsomeone, they extend their legs straight forward, or they can lie down, indicating that they have been"eaten".The detective watches for the frog, while the frog tries to "eat" as many flies as he can beforebeing discovered.The dectective gets 3 chances to guess who the frog is.Then, the frog turns into thedectective, and the adult choses a new frog.Hide & SeekFrom: Travis LauricellaWe turn all the lights off in the entire church (including those intended to be left on permanently). Onescout stays in the meeting room and counts to twenty, the rest of the scouts hide anywhere (exceptfor pre-set off limits areas) in the building. "It" begins looking for the scouts. Once a scout is found,he joins "it" in the hunt. The last scout found is the winner. The scouts especially enjoy jumping out ofa dark corner and scaring their scoutmaster.Hop KnotFrom: Games Galore, BSC publication• 1 Knotting ropeAll the Cubs sit in a circle. With the exception of one who has the rope. On "go" he drops the ropeat the feet of one of the players, at the same time calling out the name of a knot. He then commencesto hop round the circle, while the knot is being tied. If tied correctly the tier becomes the hopper.Hot Potato• 1 HandkerchiefA scout is chosen as the IT. He stands in the center, while the others sit in a circle. The players tossa handkerchief to one another; making many false moves and gestures. The IT must touch thehandkerchief while in the air. If he does so, the last to throw becomes IT. The passing cannot bedelayed.In The PondFrom: Games Galore, BSC publication• ChalkMark a big circle on the floor. This is the pond. The whole group stands around the edge. Theleader is the referee. When he shouts "In the Pond," you all jump into the circle. When he shouts "Onthe Bank," you all jump out. But... sometimes he will try and trick you by saying "On the Pond" or"In the Bank." When he does this, nobody should obey. Anyone who moves, on a wrong order, isout of the game or may pay a forfeit and get back in.Kill the Rattlesnake• 1 blindfold• 1 set of keys or tin filled with pebblesThis is a similar game to Whompem. The snake is nominated and must stand within the circle ofplayers. Another player is the hunter. The hunter calls: Rattlesnake! and the snake must reply byjangling the keys or tin. The snake may move within the circle to avoid the hunter but doing so maycreate enough noise for the funter to find him.After the hunter has managed to find the snake (or after 2 minutes) a new hunter is nominated andthe old hunter becomes the snake....There is no path. Take the chance and make your own"
KabadyFrom: Mark & Sue; 6th Seaford St.Lenards East Sussex England.You get two equal teams, one on each side of the line. The teams link arms, one person is sent overthe and has has to touch one of the pairs of the people on the other side of the line.The other teamcan stop them by bring them down to the ground.When a person is out they sit down at the side.Carry on until one of the teams are all out.WARNING: This game is very rough.Keep TalkingFrom Mike Stolz:This is a knockout competition, it is played in twos. Each person has to keep talking at the otherperson. It doesnt matter what they are talking about, but there must be no repetition or pauses. Youwill need a referee to decide the winner of each pair. We have played this several times and it hasproved very popular. Each time we have played it we have been surprised at the eventual winner.Often the younger scouts have walked all over the older scouts in this game.We played this with our Boy Scouts - they loved it. A likeable 8th grade motor mouth won easily,his only competition was our Jr. Asst. Scoutmaster, who was quoting plays, the Gettysburg address,etc, but eventually ran out of material. We needed to set down a few ground rules though. Thepauses had to last at least 2 seconds, common strings, like letters, numbers, months, etc. could onlybe a maximum of 12 in a row, you could not touch your competitor, and ONLY the (adult) judgecould call a boy out for repetition. This is a great I need it in a hurry game!Knotting BaseballFrom: Games Galore, BSC publication• 1 Rope• Markers for basesSame teams as baseball, but no bat or ball. Pitcher and batter each have a piece of rope. Pitchercalls name of knot and throws his rope to anyone in the field. If batter reaches first with knot tiedcorrectly, he is safe. If knot tied (correctly) by fielder, reaches first before batter, he is out. If battercannot tie knot called, he is out. If fielder cannot tie knot called, batting side scores one run whateverelse happens. Fielders can then return ropes to second, third or home to "force" base runners. Makesure pitcher throws rope to all fielders and not too frequently to first base.KnottyFrom: Dan Mott - Great Salt Lake Council• A rope per pair of playersThis is a game which is played by the the American Indians of Pueblo.1) Each scout is provided with a thin rope that is a foot and a half long.2) Two players sit face to face with about 8 feet between them. One player holds his rope in front ofhim and the other scout is the guesser. When the scout who is the guesser says "Ready!" the otherscout puts his cord behind him and makes any number of simple, single knots on it, from one to four.The knots are made as fast as possible and when done, the player brings his empty hand out in frontof him. His opponent guesses how many knots there are on the cord. The guesser only has onechance.3) Immediately upon the guess the rope is held out in front of the player who made the knots, inorder to prove the guess right or wrong. The scout making the knots tries to fool his opponent byonly making one knot, none, or several knots in the time it should take to make one, in order to foolhis opponent. His face can give the expression that his hands are idle when they are actually busy orvice versa.4) When playing this game as a den competition, each player on each team has a turn at knotting andguessing before the winning side can count coup. A team can have a brief conference beforeguessing the number of knots made by the opposing den. In den competition it is best to have areferee such as the Cubmaster or other leader to keep track of the score made by each team.Lighthouse (Shipwreck)From: Lynne Axel FitzsimmonsThis game comes from a Games book published by the Bharat Scouts and Guides (India). It is...There is no path. Take the chance and make your own"
attributed to the Catholic Boy Scouts of Ireland.Blindfolds (neckers) for half your group.The Leader is the lighthouse. Half the troop (pack, company) are ships, and put on the blindfolds atone end of the room. The other half are rocks, and distribute themselves on the floor between theships and the lighthouse. Please ask the rocks to keep their hands and feet in to minimize tripping.The rocks also should not clump up.The lighthouse goes "WOO WOO" to guide the ships. The rocks go "SWISH, SWISH" quietly towarn the ships of their presence. On go, the ships navigate between the rocks to the lighthouse. Ifthey touch a rock, they are sunk and must sit on the floor (and go "swish, swish" also). When all theships have made it to the lighthouse (or have been sunk), the rocks and ships switch places.Lights out FootballFrom: Jacob Procuniar; Troop 767• A football• A dark hall2 teames line up on 2 walls they should be directly facing each other with about 20 ft. in between.One person called the switcher (not on any team) must be in control of the lights turning them on oroff about every 20 sec. or whenever they choose. The teams are to try to grab the ball when it isthrown in by the switcher (the first time the lights are turned off the ball should be thrown in) andtaken in hand to the other teams side and touch the ball to the opposing teams wall this will give theteam with the ball one win. The teams can only move when the lights are off, if a team member iscaught moving at all while the lights are on, then he is out(it is best to have the switcher call who is inor out). The team members must crawl at all times. WARNING: This game is very rough.MaraudersFrom: Games Galore, BSC publication• A small object for each member of one team (eg. a woggle or pen etc.)Divide the Pack into two teams. One team to stand with legs apart in a straight line (feet touchingthose of the next Cub). In between each Cubs legs is a small object. The other team are the raidersand have to try to steal the objects, without being caught. They can take them from any direction.The defender is not allowed to move his feet, but can try to tag the raider below the elbow.Motorway Crash• A bean bag or a similar sized objectBoys sit in sixes in a circle. One boy from each six is given the name of a car (eg. Ford, Nissan,Rolls, Jaguar, etc.) When that name is called out those boys get up and run round the circle Variouscalls are made that the boys have to react to:Join the M1- Change directionSteep Hill- WalkPuncture- HopFog- Pidgin StepsAccelerate- Start runningCrash- Collect objectWhen Crash is called the boys run back through their own place and into the middle of the circle topick up some item placed there. Once Crash has been called the boys cant change the directionthey were running in.Multiples (Buzz)From: Games Galore, BSC publicationThis is a game from Taiwan. Players sit in a circle and start counting round the circle from "one." Ifthe agreed figure for the game is seven, each time the number being called includes the figure sevenor is a multiple of seven, the player keeps quiet and clasps his hands together. If anyone makes amistake the leader records a point against him.When the boys become good at this game, add one or two other numbers, so they will have to keepvery sharp not to get caught with numbers four, six and eight going on at once.For one number the player clasps hands. For the second number he will put both hands above hishead. For the third number he can nod his head. Most players will find thinking of two numbers at...There is no path. Take the chance and make your own"
once difficult enough.My Secret FriendFrom: "Weasel"; Volzhsky, Volgograd region, Russia.• Slip of paper per player• A set of pens• A bag or boxEvery member of the group puts his or her name on the scrap of paper and put it in the bag.Wheneverybody has put his/her scrap of paper in the bag and shake it carefully. Then let your scouts takeone of the scraps & secretly read the name.This person will be her/his secret friend during the game(it may last for several days). During these days everybody is to please his/her secret friend, topresent him/her with any present & smth. like that.At the end of the game all players are find outwho the secret friend of hers/his is.One, Two, ThreeThis is a game similar to Port and Starboard. Start with all the players in one corner. When One iscalled the players must run across the width of the hall. When Two is called they must run acrossthe length. When Three is called players must go to the diagonally opposite corner. Allow theplayers a little practice before you start to send off players who are the last into the correct cornerand who are standing in the wrong corner.To make the game more complex shout strings of numbers. For example One, One and Two,Two brings players to the same corner they started in. Three, One, Two, Two in the end bringsplayers along the length of the hall. The brighter players will try to work this out to avoid running allthe way.Push CatchFrom: Michael Edward McFee 13e Rockland and 51e Clarence leader for the Louveteaux (Cubs) and theEclaireurs (Scouts) in Association des Scouts du Canada• A ballHere is an interesting game that has become quite popular with the various groups I have beenassociated with over the years, starting with the one I was in as a kid. The rules are simple.Everyone is in a circle except for one person in the middle (usually a leader to start). The person inthe leader has a ball which the leader throws to those in the circle. The leader must shout out eitherPUSH or CATCH. The person to whom the ball is thrown must DO THE OPPOSITE ACTIONthat was shouted out. That is if the leader shouts PUSH, the Cub must CATCH the ball. If theleader shouts CATCH the cub PUSHES the ball. If an error is committed by either not doing theopposite or stumbling with the ball, The Cub must sit down or step back and is eliminated fromplay.To start, it is wise to give one practice shot each to each player, then randomly select players,shooting the ball at them more than once. The game may sound simple but if the Thrower is cunningit can be quite difficult. The last one standing in the circle is the winner. You can then proceed tofind out how many throws this person can handle before he/she is eliminated, and keep a record.VariationIf the group gets really good at the game, is that the shouter must shout out 3 words (such as PUSHCATCH PUSH) and the Cub must do the opposite of the middle one (or the first or last).Row BallFrom: Alastair Honeybun• 1 Large ballPack is divided into two teams, who sit in parallel lines about four feet apart, but facing in oppositedirections. The feet of each Cub should just touch the seat of the Cub in front.A mark is made halfway down the aisle between the two teams. The ball is placed on this mark.When the Leader calls "row" the players use their inner hands only and try to drive the ball to thefront of their respective teams. If this is done a goal is scored. The ball must stay on the ground. As avariation turn the teams around and use the other hands....There is no path. Take the chance and make your own"
SardinesThe opposite of hide and seek. A few players go and hide in separate locations. After a delayeveryone else sets off to find the hidden scouts. When one scout finds another he must hide in thesame place, until all the players are hidden.Signals• Various noise makers such as whistles, rattles and bellsThis game is similar to the game where you shout out Port and Starboard. The players are told whataction they must perform when a certain sound is heard. Play this a few times with nobody being out,then start taking out people who do the wrong action or who are the last ones to do the action.Sin-bin Dodge Ball• 1 ball• 6 chairsThis is yet another adaptation of the dodge ball game. A player tries hit another player under kneelevel with the ball. Once a player is hit he goes into the sin-bin for a short time. Players may moveanywhere in the hall to avoid the ball, but may not travel with the ball.The sin-bin is a row of 6 chairs which the scouts stand (or sit) on. At the start of the game the sin-binis empty. When the first player is hit he sits on the foremost chair, the next player out sits in the nextchair and so on until the sin-bin is full. When a player enters a full sin-bin he pushes everyone along achair. The player at the front of the queue is pushed out and goes back into the game. Thus 6players need to hit before a player who has just entered the sin-bin can return to the game.RefinementUse more than 1 ball.RefinementPlay in patrols - ask scouts to remember how many times they were hit and award points to thepatrol with the smallest total number.Snake Dodge Ball (Indian File Dodge Ball)• 1 ballThis is a continuous game with no winners or losers. Five or six players stand in a line in the center ofa circle formed by the rest of the troop or pack. Each player in the line puts his arms round the waistof the player in front. The object of the game is for the players around the circle to hit the player atthe end of the line or snake, below the knees with the ball. The snake can move around inside thecircle to make this more difficult. When the player at the back of the snake is struck by the ball, heleaves the snake and moves into the circle of throwers and the player who threw the ball, joins on asthe front man of the snake. The game carries on for as long as you wish.Variation:One patrol is in the middle of the circle at a time and the patrols compete to stay in the circle for thelongest time.Similar Games:Dodge Ball, Sin-bin Dodge Ball and Zone Dodge BallSpeak And Do The OppositeI couldnt think of a better title for this, but it is fun to play both for kids and adults. Each team sendsa person to challenge a member of another team. The person challenging says something like I AMPATTING MY HEAD but in fact they are rubbing their tummy. The person being challenged has tosay in reply I AM RUBBING MY TUMMY and at the same time be patting their head. If they failto do it properly in a given time or get it the wrong way round, then the challenging team wins apoint.Spots• 1 Felt-tip pen (non-permanent!)The pack sits in a circle and are given a number from 1 to n. (n=total number of players). It is easierfor the cubs if the numbers are in sequence and not random. One cub (number 5) starts by saying Iam 5 spot and I have no spots, how many spots does number 8 have?. Cub number 8 replies in thesame manner and nominates another cub. If one of the cubs takes too long or makes a mistake he isawarded a spot which is painted on his chin or cheek. He will then have 1 spot. This game is...There is no path. Take the chance and make your own"
particularly good at cub weekends or holidays since you can tell which cubs have washed properly!Refinement:Use lip-stick instead of felt-tip pen - it gives an extra incentive for the cubs to get things right.SpudFrom: Travis Lauricella• 1 BallEach scout is assigned a number between one and x, x being the number of scouts. In a circleoutside (we circle around a flagpole) one person throws a ball (tennis, racquet, or similar) as high ashe can, straight up, and calls out a number. The scout whose number is called catches the ball as therest of the scouts fun away from him as fast as possible. Once the called scout catches the ball, heyells "STOP!" at which time all retreating scouts are supposed to stop dead in their tracks. (This iswhere the most argument comes in in this game...) The scout with the ball is allowed to take threereally long steps (more like standing long jumps) so that he can get as close to the nearest scout aspossible. He then attempts to hit the scout with the ball (not in the head or other vital organs). Thescout being shot at is allowed to twist and bend, but may not move his feet. If the scout is hit, he getsto retrieve the ball while the rest of the scouts get back in a circle. He is also given a spud or apoint. If the scout is missed, the throwing scout chases after the ball and gets a spud. Once the ball isretrieved, the game begins again, with the number called and the ball thrown. The scout with the leastnumber of spuds at the end of the game wins.Steal The Bacon• 1 Hat, scarf or some other baconDivide the troop into two halves (not three halves, nor one half). Number off EACH half separately.If there are 30 boys in the troop, then you would have two groups, each numbered from 1-15. Linethem up facing each other, about 30-40 feet apart. In numerical order. Place your bacon betweenthe lines. Now the field will look kinda like this:1 2 3 4 5 6 7 8 9 10X O <== SPL or Scoutmaster10 9 8 7 6 5 4 3 2 1The idea is for a scout to go out and retrieve the object. The SM calls out a number, and each scoutwith that number runs out and tries to get the object and go back behind his line.Once the object is touched, the scout that touched the object can be tagged by the other scout.There are two ways to win a round: Either get the object and bring it behind your line without beingtagged, or tag the other scout after he grabs the object and before he makes it past the line.Variation:Tell a story instead of just calling out numbers: "Once, THREE scouts went on a hike. They sawTWO deer and FIVE trees...".Refinement:Call out more than one number: It usually ends up with two scouts circling the object, waiting for anopening, with the other scouts shouting, etc. If nobody makes a move, call out another number sothere will be four scouts instead of two out there. As for physical builds, strength is NOT a factor inthis game, but speed and planning is.Variation:From Mike StolzWe also play a variation of this game. We put 2 Bacons out of different colors. We then read outTrue/False questions (often on First Aid, or from the Tenderfoot or Second Class rankrequirements). When we call out a number, the boys have to make a choice - one Bacon is True, theother is False. If you grab the wrong color and take it across your line, you lose. Naturally, if yougrab the wrong color and your opponent tags you, HE loses!...There is no path. Take the chance and make your own"
Variation:From:John Castaldi chairman - troop 55 - Tuckahoe, NJ, USA)Instead of calling numbers, ask questions that result in a number like:How many leaves on poison ivy?How many scouts are there in the Buddy system?How many first aid hurry cases are there?How many minutes can someone survive without oxygen?The possibilities are endless - and its not just another meaningless game that is a waste of time.Variation:Vance Kochenderfer (Eagle Scout, Asst. Scoutmaster Troop 967, Baltimore Area Council)We made it interesting by doing math problems (2 plus 4 divided by 3 or some such).Variation:>From: Stan Bimson - ASM Troop 4063 4 5 6 7 8 9 (n) (team A)21F T O <--- SPL or Scoutmaster123 4 5 6 7 8 9 (n) (team B)No numbers are called, True/False questions are asked of the next person in line. Good type ofquestions deal with First Aid, Scouting history, use of knots, just about anything dealing withScouting, like "how far can you go into the woods?"Questions can slow scouts reaction time leaving the starting position as the idea is to know whetherthe answer is T or F. The idea is to take the bacon of the correct answer, color of the bacondenotes the T and the F bacon. A Scout taking the correct answer bacon and returning to Homegets a point, if he is "tagged" then the other team gets the point. If a Scout takes the wrong answerbacon then the Scout from the other team doesnt have to try and tag him. Taking the Wrong answerbacon gives the other team a point. But if the Scout takes the wrong answer bacon and IS tagged bythe Scout from the other team then the Scouts team taking the bacon gets the point even though heselected incorrectly. Two wrongs dont make a right but I have seen older boys take the wrong oneand then "slip" so that they can get caught.This opens up many more chance to win even if your team members are the fastest, it adds theelement of knowledge into the game.Steal the Treasure• 1 Set of keys• 1 Blindfold• 1 Chair (optional)The cubs sit in a circle around a chair. Place the keys under the chair and sit a blindfolded cubguard on the chair. Nominate a cub to try to steal the keys without the guard noticing. If the guardhears him approaching he can point straight at the cub. He is detected and must return to his seat....There is no path. Take the chance and make your own"
Nominate another player to nominate him (pointing to nominate is best otherwise the guard mayknow which way the cub is approaching from). Once a cub successfully picks up the keys the guard(without blindfold) chases the villain round the circle once and back to the villains seat. If the villaingets back without getting caught he becomes the guard.To make this game work the guard must point directly at the moving cub waving an arm around inthe general direction is not enough.Refinement:Use two guards seated back to back, and more keys if group is large.Stiff CandlesFrom: Games Galore, BSC publicationAppoint 3 boys to go "HE". The chase the rest of the Pack around trying to tag them. If tagged thena boy must stand still, with legs open and arms out. They can be freed by other untagged players, bythe other player crawling through their open legs. If however the player is tagged while crawlingthrough then there are two stiff candles at that spot. Vary the number of chasers according to thenumber playing.Stool KickingFrom:Scouting Games by Sir Robert Baden-Powell• Several ChairsHere is the description of a good game for you to play either in your clubrooms or out of doors.There are about six or nine players, and they all join hands and form a ring round some object,which will fall over if touched, such as a footstool stood upright. The players all swing round thestool and each one has to do his best to make one of the others knock the stool over as they swinground, at the same time avoiding knocking it down himself. When a boy knocks over the stool hestands out, and the game goes on until only one player remains.Refinement:We normally play this game so that anyone who touches a chair is out. Additionally, if the circlebreaks the 2 people responsible are out. It is quite a good idea to build 2 chains, one of smallerscouts and one of larger, taller scouts so that the small scouts have a better chance.SubmarinesFrom: Travis LauricellaA troop 53 favorite. In a large, pitch black room, with light switches on each end, the troop is split inhalf. Each half gets on their hands and knees near the light switch that they are protecting. On theScoutmasters signal, the scouts, staying on their hands and knees, attempt to turn on the light on theother end of the room while protecting their own. Like British Bulldog, this game can get a bitviolent, what with kids fighting in the dark to get to the switch. This game would probably have to bemodified for other meeting areas (especially those with hard floors!)Submarines and Minefields• Blindfolds (neckers) for each member of the minefieldYou split into two teams teams, one forms a line across the playing field. They are blindfolded andstanding close enough together to touch hands. Each hand is a mine that will destroy a ship (amember of the other team.) that team quietly tries to sneak along the line weaving in and out of themines, (i.e. between their feet, or between two scouts). We once had someone go fetch a utilityladder and climb over the minefield. After a minefield team member uses one hand and hits a ship,that hand is out of play for the round. Thus later ships may go through an unprotected area. Smallerscouts usually win this one. When the whole team has gone through or not as the case may be,change over. At the end of the game, the winning team is the one that managed to get the most shipsthrough the minefield.Tadpoles• 1 ballSplit the pack evenly in two and assemble one team in a circle and the other team in a line. A leader...There is no path. Take the chance and make your own"
positioned in the middle of the circle throws a ball to each boy in turn and counts the number ofconsecutive catches made. If anyone drops the ball counting starts again from zero.Meanwhile the team in a line runs relay fashion around the circle and back to the line to tag the nextplayer. This acts as a timer. Once all the cubs have run the teams swap over. The team with thehighest number of consecutive catches wins.Variation:Mark the teams by their final score when the running team has finished. This is more exciting sincefortunes can change quickly.Tail Grab• A rope or cloth tail for each patrol or sixEach patrol stands in a line behind their patrol leader. Each man holds the belt or waist of the man infront. The last man has a tail tucked into his trousers. On the word GO the patrol leaders have tomove around the room and try to get as many of the other patrols tails as possible. Any patrols thatbreak their chain are disqualified. The winning patrol is the one with the most tails.The Flying Doughnut• 1 rope (length around 15)• A doughnut tied to one end of the rope to act as a weight. An old cub cap orrolled-up hiking sock is ideal.This is an old playground game which used to played with a long skipping rope. It works very wellboth with small groups and large groups. Spectating can also be quite fun so dont worry too muchabout players which have been hit standing out for a few minutes.The players stand in a circle with the leader in the middle. The leader swings the rope and doughnutaround in a large circle at around foot height. The players must jump over the rope and doughnuteach revolution to avoid being hit. If they are hit (or hit several times) they are out of the game. Thelast people standing in the circle are the winners.To rotate the doughnut stand up and swing the rope, swapping it from hand-to-hand around you. Asyou spin the doughnut faster it may rise too high - some players may not be able to jump highenough. You can often help by crouching down or reducing the speed. Look out for players who tryto stay back from the circle slightly trying to ensure that the doughnut will never reach them.Three Coins at the Fountain (Pirates)• 7 Coins• 4 ChairsDivided the troop or pack into 4 teams, and number off each member of the team. Position 4 chairsin a square roughly 15 feet apart for the teams to wait behind. Place the 6 coins (of low valuesincase any get lost) in the middle of the square.When you call a number, a player from each team must try to get 3 coins onto the seat of their chair.They may only carry one coin at a time and must place the coins they retrieve on their chair to beeasily visible. Once all the coins have disappeared from the centre they may steal coins from otherplayers.Refinement:Call two numbers at the same time. You may need to reduce the total number of coins to 5 if thegame becomes too easy.Train Circle• 1 ballAll but one of the sixes from a large circle, and one member is given a ball. The other team form acrocodile, and starting outside at the same place as the ball set off running in an anti-clockwisedirection around the circle. At the same time the ball is passed around the circle and when it hascompleted two rounds, they shout Stop!. The train must immediately halt and the number ofcompleted laps and part laps are counted. If the train breaks, it must stop immediately to bere-connected.Turn Turtle...There is no path. Take the chance and make your own"
If your scouts or cubs like rolling around on the floor then they will love this quickie. I would adviseactivity dress, so as not to dirty uniforms. Pair the scouts off in size. One boy in each pair lies on hisback on the ground. On the word go the other scout has to try and turn him over onto his stomach.The scout on the floor tries to prevent this by spreading out his arms and legs and moving around onthe floor. No tickling or foul play is allowed.Whompem• 1 Newspaper or stuffed hiking sockScouts get in a circle facing in, with both hands, palms up, behind their backs. Scouts must belooking into the circle. One scout, with a rolled up newspaper, walks around the outside of thecircle. When he chooses, he puts the newspaper into the hands of a scout, who then proceeds to"whomp" the scout to his right. The scout being "whomped" runs as fast as he can (unless he enjoysbeing whomped) around the circle back to his starting position. The scout now holding thenewspaper walks around the outside of the circle, looking for a scout to whomp the person to hisright, as above. No winners, everyone wins.If you play this game a lot you may want to make your own baton.We use a hiking sock half stuffedwith foam and tied. This gives a good whop sound and is light enough to ensure players do not gethurt.Wink Murder (Kojak, Who Dunnit, Killer)This is a nice quiet game. All the players sit in a circle except one, the detective, who must leave theroom to allow a murderer to be nominated. The detective must find and reveal the correct identityof the murderer. The murderer can kill by winking at any of the other players in the circle who mustthen collapse - hopefully not making too much sound. He may win the game by murdering all theother players or by the detective incorrectly guessing the identity of the murderer. Once a round hasbeen played the murderer becomes the detective and a new murderer is nominated.Variation:From:Darin McGrewEveryone closes their eyes, and the leader picks one or more boys to be killers. When everyoneopens their eyes, the killers try to kill the other boys by winking at them. The non-killers try toexpose the killers before everyone is dead. If a non-killer announces that someone is a killer, then 1)if they are right, the killer is "dead", or 2) if they are wrong, the guesser is "dead". Killers can killother killers. Keep going until all the killers are dead (or until only one killer is left, but this is prettyrare).Variation:From:Darin McGrewThis is the same as the last variation, except that 1) everyone in the circle holds hands, and 2) themethod of "killing" other players is different. The killer will lightly squeeze the hand of one of theplayers next to him n times. That player will squeeze the hand of the player on the other side n-1times. That player will squeeze the hand of the player on the other side of them n-2 times. And soon. When the player on one side squeezes your hand n times, you squeeze the hand of the nextplayer n-1 times. If someone squeezes your hand once, you are "dead".Y is for YaleFrom: Dan MottThe cubmaster or den leader calls out a letter and what it stands for. Each team must rearrange itselfto form that letter.Variation:The letter is formed on the floor.Zone Dodge Ball• 1 BallSplit the troop into 2 or 4 teams and allocate each a zone. The teams should throw the ball atplayers in an opposition team, trying to hit them under the knee. When a player is hit he joins theteam which threw the ball at him. The team who has the most players (or all the players) at the end...There is no path. Take the chance and make your own"
wins. We use a hall with badminton court lines marked on it. Each of the 4 teams are allocated acorner each. The area in the middle is a no-mans land. Once only two teams remain we re-allocatethe zones so more space is used.Refinement:Use more than 1 ball.Similar Games:Sin-Bin Dodge ball and Snake DodgeThe Games CompendiumMaintained by Edinburgh Area Scoutshttp://www.argonet.co.uk/edinburgh.scouts/games/The Games Compendium - StrategyGamesMouse-Trap Attack• 4 Spring loaded mouse traps• An endless supply of rolled up paper ballsWe will suppose that there are four teams or patrols of six boys. They are spaced at equal distancesdown the length of the hall. Each team or patrol has its mouse traps cocked at one side of the hallon the fkoor. At the other side of the hall opposite each group of mouse traps are three attackingboys from each of the other patrols. These attacking boys are armed with rolled up balls of paper.Each patrol is allowed up to three defenders for their mouse traps. These defenders must sit on thefloor half way between their mouse traps and the defenders. The attackers must lob the paper ballsover the heads of the defenders and set off the mouse traps. The winning patrol is the one that hasthe last loaded mouse trap.Mouse-Trap Fishing Game• 1 Spring loaded mouse trap• 3 Bamboo canes• 3 Lengths of string• Some objects such as plastic bottles to be picked up, for each team.You will have to bore a hole or fit a screw eye in one end of each mouse trap so that it can beattached to a length of string. Each team stands at one side of the hall and the objects they have tocollect such as plastic bottles are on the other side of the river (hall). The only way that they can getthe objects, is to lash the three bamboo poles together to form a fishing pole and attach the stringwith the mouse trap attached to the end. You will have to show the scouts how to cock the mousetraps safely or you may have to do some first aid on bruised fingers.Trader• 4 Counters per person (red, blue green and yellow one of each colour.)When the game starts the boys are given a set time 5 to 10 minutes in which they are allowed totrade. They trade in the following manner. A boy approaches another boy with a counter in his leftfist, he does not show the other boy what colour he is holding. If they agree to trade then they giveeach other a counter taking care that they do not show the colour they are swapping (All trades arefinal). Any boys who do not wish to trade simply cross their arms, this indicates that they are notopen for trading. After the trading period is ended you show the lads the stockmarket chart shownbelow and get the lads to add up their scores.Stock Market Chart - Trading Chip Values4 Red counters 100 points4 Blue counters 80 points4 Green counters 60 points4 Yellow counters 50 points3 of any colour 40 points2 of any colour 15 pointsSingle Red 1 point...There is no path. Take the chance and make your own"
Single Blue 2 pointsSingle Green 4 pointsSingle yellow 5 pointsAfter they have added up their scores and you have found out which scouts have the highest scores,collect the counters in and hand out one of each colour again to the scouts. Now play it again withthe scouts knowing the values and see the difference in tactics. From time to time you couldintroduce jokers these are White counters. You place some of these on the table and the boys aretold they can take them if they wish. The value of these is unknown until they add up the scores. Youthen tell them that they either get 10 extra points for each White counter they have or minus 10 foreach White counter they hold, much like Bulls and Bears in the stock market.You can decide if it is going to be a plus or a minus by either tossing a coin or rolling a dice.Variation:Alternative points chartRed Chip 20 points1 Green Chip 30 points1 Blue Chip 40 points1 Yellow Chip 30 points1 White Chip 20 points4 Red Chips 90 points4 Green Chips 80 points4 Blue Chips 50 points4 Yellow Chips 60 points2 White Chips 50 points3 Any Colour 40 points2 Any Colour 20 pointsTrading Post• Sell Price list (1 per team + 1 per leader)• Buy Price list (1 per team + 1 per leader)• Raw materials• Paper CurrencyAt the start of the game, each team is given the same amount of currency. They then have to decidewhat they are going to buy from you in order to make something to sell back to you for a profit.Most things that you buy back should result in a profit, but you should put in some items thatproduce no profit or even a loss.For example the team should buy poles and a blanket to build a simple stretcher or pen, paper andcompass to produce a map of the locality, triangular bandage to demonstrate an arm sling.From experience, the best method to organise leaders is to allocate each leader a different themesuch as pioneering, first aid, navigation, etc. These leaders can then award money, or even refuse theitem, fairly depending on the quality.RefinementSell some items cheaply for a limited period, or buy back some items more expensively to encouragethe teams in some areas.RefinementMake the tasks fairly difficult and sell training to the teams. You could ask the PLs to do the trainingwhilst the leaders ran the trading post and the APLs led the teams.RefinementSome time back I helped organise a trading post in which we used a computer to act as a bank. Theteams started by registering their company and getting a small loan to cover the registration fee andraw materials to start. The loan was charged a high rate of interest and so the teams had to repay itas quickly as possible. To prevent the teams spiralling into debt for ever we did advise them not toask for too big a loan and we could reduce the amount of interest charged to help some teams catchup. Once the loan was paid off a team could invest the money with the bank and earn a smallamount of interest on it.The theme of running a company really helped the teams stay enthusiastic. Even if you dont haveaccess to a computer you could do the registration and book keeping by hand and advertise a verysmall amount of interest (which will amount to nothing)....There is no path. Take the chance and make your own"