• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
121209 games icebreakers energizers
 

121209 games icebreakers energizers

on

  • 3,724 views

 

Statistics

Views

Total Views
3,724
Views on SlideShare
3,724
Embed Views
0

Actions

Likes
1
Downloads
92
Comments
0

0 Embeds 0

No embeds

Accessibility

Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    121209 games icebreakers energizers 121209 games icebreakers energizers Document Transcript

    • ...There is no path. Take the chance and make your own"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 DMOTTO
    • ...There is no path. Take the chance and make your own"Each 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 MONTHIS A VEGETARIAN IS A SPORTS FAN HAS A PET
    • ...There is no path. Take the chance and make your own"LIKES 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 need tosee, 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(Clearly almost any topic can be chosen, depending on the group, situation and your aim).
    • ...There is no path. Take the chance and make your own"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.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.
    • ...There is no path. Take the chance and make your own"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 HERO1. if you were asked to select ONE hero, who would you chose?2. a) What qualities of your hero do you admire the most?
    • ...There is no path. Take the chance and make your own"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 commonon a practical level, such as families, lifestyle, expectations, dreams and children. These links can be a goodintroduction to breaking down some psychological barriers.
    • ...There is no path. Take the chance and make your own"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.)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.
    • ...There is no path. Take the chance and make your own"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 sametime).At the end of the week discuss in groups the type and length of mediaconsumption.
    • ...There is no path. Take the chance and make your own"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:ANALYSISUsing 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 are
    • ...There is no path. Take the chance and make your own"describing 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.Six StatementsA child who is criticized - learns to condemnA child who is punished - learns to fightA child who is insulted - learned to be shy ASeven StatementsA child who meets tolerance - learns patienceA child who is encouraged - learns confidenceA child who experiences security - learns trust
    • ...There is no path. Take the chance and make your own"child who experiences shame - learns to feelguiltA child who is abused - learns self-loathingA child who sees loved ones killed - learns tofear and hateA 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; the difficultyof interesting people in topics like this; the need for television to be entertaining and whether it is possible to remaintrue 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.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.
    • ...There is no path. Take the chance and make your own"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 CASEThey 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 turned
    • ...There is no path. Take the chance and make your own"over 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 real feelingscannot 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 neutral placefor 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?be honest with your colleagues?have security in your employments plan a family?
    • ...There is no path. Take the chance and make your own"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.)(People can show their creatures if they so wish).
    • ...There is no path. Take the chance and make your own"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 the thirteenlittle creatures (these should be used in pairs - if there are 12 participants, six creatures should be used; if thereare 30 participants, all thirteen should be used and four extra ones) and Statements 1 and 2 in two differentlanguages (the mother tongue of, and languages commonly used by, the participants should not be used).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.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.
    • ...There is no path. Take the chance and make your own"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;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.
    • ...There is no path. Take the chance and make your own"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.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.
    • ...There is no path. Take the chance and make your own"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.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.
    • ...There is no path. Take the chance and make your own"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.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.
    • ...There is no path. Take the chance and make your own"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 the right.Then they do the second question there. After five or six questions like this, ask the inner and outer people to swopplaces. Tle outer ones move inside and become the nine year olds. Another five or six questions, with changes ofplace, should take place.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.
    • ...There is no path. Take the chance and make your own"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, arepossible. The advantage of this topic is that it can clearly draw out some issues of understanding, and accepting, thatpeoples 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!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:Strengths
    • ...There is no path. Take the chance and make your own"WeaknessesOpportunitiesThreatsIt 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.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 workers
    • ...There is no path. Take the chance and make your own"5. 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 painta 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 completed
    • ...There is no path. Take the chance and make your own"phrase 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: rickcl@pogo.wv.tek.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: dwm@csg.uwaterloo.ca (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 willswap 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.
    • ...There is no path. Take the chance and make your own"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: germain%sanctum.cs.utah.edu@cs.utah.edu (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 xnumber 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 foil
    • ...There is no path. Take the chance and make your own"A 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: robert.fulton@giz.com (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: rickcl@pogo.wv.tek.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.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 the
    • ...There is no path. Take the chance and make your own"two 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.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.
    • ...There is no path. Take the chance and make your own"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• 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 teams
    • ...There is no path. Take the chance and make your own"so 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: jim.speirs@canrem.com (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: edmonds@mprgate.mpr.ca (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 torchesHere 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.
    • ...There is no path. Take the chance and make your own"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: rickcl@pogo.wv.tek.com (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• 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
    • ...There is no path. Take the chance and make your own"• 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 themouse. 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 chairs
    • ...There is no path. Take the chance and make your own"Each 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, suchas 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 Cranes
    • ...There is no path. Take the chance and make your own"This 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. Youmay 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 and
    • ...There is no path. Take the chance and make your own"sticking 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.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.
    • ...There is no path. Take the chance and make your own"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 isattributed 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.
    • ...There is no path. Take the chance and make your own"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 atonce 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 take
    • ...There is no path. Take the chance and make your own"one 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.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,
    • ...There is no path. Take the chance and make your own"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 isparticularly 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 as
    • ...There is no path. Take the chance and make your own"he 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!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.
    • ...There is no path. Take the chance and make your own"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.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.
    • ...There is no path. Take the chance and make your own"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 leaderpositioned 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.
    • ...There is no path. Take the chance and make your own"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 TurtleIf 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 be
    • ...There is no path. Take the chance and make your own"looking 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 endwins. 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 Dodge
    • ...There is no path. Take the chance and make your own"The 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 pointSingle 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 for
    • ...There is no path. Take the chance and make your own"each 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).RefinementFrom: Tony Felgate; SL. 2nd Horsham, England.Instead of paper money we have used silver and gold wrapped sweets (silver worth 1 unit and goldworth 5). At the end of the game the six/pack gets to keep the sweets!The Games Compendium - Pencil andPaper GamesAnagrams
    • ...There is no path. Take the chance and make your own"• Cards with anagrams on pinned around the room• Pen and paper player player or per teamThere are so many variations that you can try with this, for example books of the Bible, rivers,towns, famous people.Cub 2000 (Art Consequences)• A sheet of paper fanfolded into 6 sections per team• A pen or pencil per teamThe cubs or beavers sit in a circle in their six. The sixer is given the fan folded sheet of paper and apen. The rest of the six close their eyes, this makes the final result more fun. The sixer then draws onthe first section, a hat suitable to be worn by a scout in the 21st century. Paper is passed onto thenext cub who draws the head on the second section. This is continued with the shoulders body legsand feet. Open out the paper at the end to see the strange 21st century cub that the six have drawn.Pictionary• Paper• A pen or pencil per teamThis is a game which has been commercialized in the UK. One member from each patrol comes upto the scout leader, who whispers a word or phrase to them. The patrol member then goes back tohis patrol and attempts to draw on a sheet of paper, what the scout leader said. They are notallowed to give clues by actions, speech or writing. The first patrol to guess correctly win the point.Time-Tables• A set of time tables per team• Paper and pens per team• A prepared set of destinations and arrival timesIf you go to a couple of your local travel agents, you should be able to pick up some airline flighttime tables. If you have four patrols then you will need five copies all the same, one for the leaderand one for each of the patrols. You have to make up a list of destinations and times that you wouldlike to arrive there. Put in some interesting ones that will need flight changes and different airports.You could also throw in things like certain flights only going on certain days. You could if you prefer,use railway or bus time tables, but airlines will give you more exotic destinations. This is a goodtraining game for teaching the youngsters how to read and use time tables.Word PuzzleFrom: Alastair Honeybun• A pencil per player• Paper per playerEach of the players is given a piece of paper on which he draws nine squares, 3 x 3. They take turnsat calling out a letter, and each player must put the letter in any one of his nine squares. As the letteris called, it can be put down only once, but the same letter may be called more than once. Theobject of the game is to place the letters so they will make as many three-letter words vertically andhorizontally as possible.No - preparation GamesBash the leaderSeveral 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.
    • ...There is no path. Take the chance and make your own"Chair BasketballA ball2 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.Frogs and FliesWink MurderMore 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.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.Lights out FootballFrom: Jacob Procuniar; Troop 767A footballA 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.My Secret FriendFrom: "Weasel"; Volzhsky, Volgograd region, Russia.Slip of paper per playerA set of pens
    • ...There is no path. Take the chance and make your own"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.Push CatchFrom: Michael Edward McFee 13e Rockland and 51e Clarence leader for the Louveteaux(Cubs) and the Eclaireurs (Scouts) in Association des Scouts du CanadaA 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.Variation: If the group gets really good at the game, is that the shouter must shout out 3 words(such as PUSH CATCH PUSH) and the Cub must do the opposite of the middle one (or the first orlast)Races and RelaysPaper HoopsFrom: Joe Irvine; Helper/Warboys Wizards Pack - Cromwell DistrictSeveral newspapersThis is a relay race between sixes. A pile of newspapers for each six is placed at one end of theroom with the sixes lined up at the other end. When the whistle blows they race up to thenewspapers. The object is to cut the newsper sheet in the middle and then step through the paperwithout ripping it right through to the edge. If that happens they have to start again. When they havestepped through they race back so that the next team member can go. The winners are those whoare all sitting down with their arms folded. Use newspapers that are not too big.WheelsLine patrols up. Give each team member a number. Then shout out modes of transport e.g. car.Number four runs because it has four wheels. Any mode of transport is applicable:1 - unicycle2 - bicycle3 - trike or a unicycle and a bicycle.4 - car5 - Unicycle on top of a car6 - 3 bikes.TRAIN - Whole team runs.
    • ...There is no path. Take the chance and make your own"You can make it up as you go along: But when you shout TRAIN then the whole team must run.Wide GamesMr. Spongee manFrom: Andrew J. Higgins; Cub Scout instructor 315th Manchester St. Stephens cubs2 sets of watercolour paint2 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!Water GamesGladiators2 Solid foam rafts 6x 3x 5" thickHelmets (we use goalie type)2 Jousting hitters (we use three foam pool noodles taped together with duct tape to make onesolid foam hitter)Contestants (gladiators) put on helmets and PFD lifejackets (optional). Board their foam rafts. Thereferee instructs them on how the game is played. Two rules 1) If a player loses his hitter during playor 2) if a player falls from the standing position on to the matt; then play is temporarily stopped untilthey are up and ready to fight again. The referee holds the floating rafts together and calls "Go orStop" as is needed.The winner successfully knocks his opponent into the water. Players must stay ontheir own raft during the contest. Helmets are nessessary to protect against ear injury while PFDsare to a degree protecting from mild bruising but more important stop players from hitting bottom inshallow water.The Games Compendium - Other GamesAnimal SnapSeveral packs of animal snap type picture cards - Make sure you have the same number of eachanimal cardDistribute these cards one to each person but tell them not to look at the picture. On the commandgo they must look at their card and by making the noise of that animal they must find all the otherpeople in the hall with that card. A very noisy game ideal as an ice breaker at mixed parties. Dontforget to get your cards back afterwards.Balloon BaseballFrom: Jim Speirs• Balloons• Markers for basesPlayers are divided into two teams. Each team designates a pitcher who pitches to his own team.Each batter gets two pitches to hit a balloon with his fist. If the balloon is hit, the fielding team tries toblow the balloon to the ground before the batter runs around the bases. If they do not, a run isscored. Play continues until everyone on the batting team has been up to bat. Then the inning is overand teams switch places. The game continues for a specified number of innings.Blackout Musical Chairs
    • ...There is no path. Take the chance and make your own"From: Dan Mott• 1 Tape recorder and music• 1 chair per playerNew twist to musical chairs. arrange the chairs in a circle facing outward with the players forming acircle around the outside of the chairs. The players must keep theirs hands behind their backs. Thecatch is that when the music is on, the lights are out, and when the music is off the lights are on,otherwise; it is played like musical chairs. Can also divide the group into two, one going clockwiseand the other going counterclockwise.Blind VolleyballFrom: Dan Mott• 1 blanket• 1 volleyball or beachball• 1 ropeHave a blanket hung over a volleyball net or rope forming a solid divider. The players must sit on thefloor or on chairs. Have the divider low enough so that they cant see under it. Play as in regularvolleyball but use something like a big, light, plastic bag, balloon, or beach ball.Boat or Car Race• A toy boat or car connected to a long length of string on a roller per teamThis is an oldie but very good when you have a large group to keep amused and interested. You willneed four toy boats or cars. These are attached to long lengths of twine which are wound aroundpieces of dowel or broom handle. Rotating the dowel winds on the twine and drags the toy car orboat along the floor. Split the group into two teams and sit each team on opposite sides of the hall.Choose the biggest person from each team, explaining to the children, that these people are going totry and win points for their team. My boats are red, blue, green and yellow. The first race we use thered and the blue boat. One team is told to shout for the red and the other team to shout for the blue.After the first race I change the boats for the other two boats. I tell the children that this is to ensurethat there was no advantage, as perhaps the boats could have been different weights. I then run thenew boats out and we have another race. The children get very excited during this game, but youhave complete control. You only have to direct the two children running the boats. The rest of thechildren are sitting at the sides cheering their boat in.Clothes-peg Pegging• 2 Lengths of rope or clothes line• Coloured plastic clothes pegsHave two small groups at the front. This time they have to peg clothes pegs on a length of line. Therest of the kids cheers their team on. Two people on each team hold an end of the line the thirdperson dashes to pick up the pegs and put them on the line. You can make it more difficult by usingcoloured plastic pegs and getting them to peg them on in a certain order. The team with the mostpegs on correctly in a given time are the winners points are deducted for every peg that is wrong.Coloured Circles• 5 different coloured pieces of chalk, Red, Blue, Green, Yellow and Brown.Split the troup or pack into equal teams and get them to number themselves off in their teams. Thendraw a number of coloured circles on the floor, several of each colour. The leader now calls out anobject and a number e.g. "GRASS 2", the number two in each team now has to run and stand in acircle that matches the colour of the object. The first person standing in the correct coloured circlewins a point for his team.Suggestions:Red: Blood, Cherries, RubyBlue: Violet, Sapphire, ElectricGreen: Grass, Emerald, CucumberYellow: Lemon, Primrose,SulphurBrown: Earth, Potato, LeatherPlease remember that some lads may have trouble with colours and so you may have to point outwhich circles are which.
    • ...There is no path. Take the chance and make your own"Crocker• 2 Stumps a yard apart for the wicket• 1 Stump for the bowler 8 yards in front of the wicket• 1 Stump 7 yards to the left of the wicket to run round• 1 Large ball such as a football• 1 Baseball bat or rounders batThe ball must be bowled under arm from the bowlers stump. The batsman must run round therunning round stump, every time he hits the ball in front of the wicket. The bowler can bowl as soonas the ball is returned to him. The batsman is out if the ball passes between the wicket stumps, it hitshis legs twice (leg before wicket) or if he is caught out, in front of or behind the wicket. To speed thegame up, you could make the whole team out if someone is caught out.Eating RaceFrom: Jack W. Weinmann• Two double crackers per playerGive each boy two double crackers. The boy who can eat them all and whistle, or blow up aballoon wins.Farmyard FrolicsGames Galore, BSC publication• Pieces of paper with sets of different birds and animal namesEach boy is handed a slip of paper bearing the name of a domestic animal or bird. On the signal tostart, each begins to act the creature in dumb show, at the same time looking out for others of thesame species. When three or more have been collected, they may begin to give voice. The first herd,covey or flock in full chorus is declared the winner.Find the BellGames Galore, BSC publication• 1 small bell that rings easily.Have the group sit in a circle. Choose one person to sit in the centre of the circle. The leader givesthe bell to one of the players, who begins to pass it around the circle. The object of the game is topass the bell quietly so that the person in the middle cannot guess who is holding the bell. Playersmay not silence the bell by holding the clapper - they have to try to pass it carefully enough so that itdoes not ring.First Person To MeThis game can be used with large numbers of children. It keeps them interested and can play for aslong as you have questions. The object of the game is for a child to bring you an item that you askfor. The first child to you with that item gets the prize. Listed below are some examples.A Loose toothA rose coloured shirt dress or blouse. (any colour will do)A picture of the queen (a coin or banknote)Three hands on one wrist (a watch with hands)A pair of white socksA hairclipTell the children to be very careful that they dont bump into anyone as they are running up to you. Ifyou run out of ideas you can look to see what different people are wearing. You often find a childthat wont join in with the games as they never win anything. Choose something that only they have,this will make them want to take part.Variation:Ask for any object starting with a certain letter, or, if playing in teams ask for several objects bysaying using a word.Floating Bomb
    • ...There is no path. Take the chance and make your own"Games Galore, BSC publication• Feather or balloon ChalkEach six defends a quarter of the room and a feather is released at the centre by Akela. The Cubshave to blow to keep the feather or balloon in the air, but if it lands in their portion they have beenhit.French Cricket• 1 Cricket bat or baseball bat• 1 Tennis ballAll players form a circle and the batsman stands in the centre of the circle facing the player who hasthe ball first. The player with the ball can bowl under arm at the batsmans legs or pass the ball toanother player around the circle to bowl. The object of the game is to hit the batsmans legs. Thebatsman must stay facing the man who first had the ball, but he is allowed to move the bat aroundhim to protect his legs. When the batsmans legs are hit, he swaps places with the player who bowledthe ball.Hockey• 6 hockey sticks and a block of sponge rubber as the puckThe troop is split into two teams, and each team numbers off from 1 to 15, or however many scoutsthere are. One hockey stick is placed in each goal mouth, the other four are placed, two each side ofthe centre line. Instead of a ball, we use a small sponge rubber block. A kitchen scourer pad isabout the right size. We have found that it is better than a ball for indoor use, it doesnt roll too farand doesnt cause any damage. This is placed in the centre at the start of each game. No sticks maybe raised above ankle height during play to reduce accidents, any player doing so has committed afoul. The scout leader calls out three numbers, eg. 1,2 and 3. The first number called is thegoalkeeper. The second number is the defender, and the third number called is the attacker. Thescouts from each team with those numbers, run and pick up their sticks and try to get the spongeinto the opposite teams goal.The goal keepers are not allowed out of their goal areas, but they are allowed to pick up the spongeor kick the ball. Any scouts committing a foul of any sort, have to spend 30 seconds in the Sin bin.The game continues until a goal is scored. The sticks and the sponge puck, are then replaced in theirstarting positions, and three new numbers are called. We continue playing, until each scout hasplayed in all three positions. We also play another version of this game using only four sticks. In thisgame we have rush goalies, where the goalie can come out of his area. This version is also a veryfast game. When we play this version we usually put one of the leaders on each team. Every so oftenwe call out the leaders number, as either the goal keeper or the attacker. We therefore have a leaderand a scout on each side.Islands• 4 Skittles or bean bags (different colours)• 4 Beads or balls (same colour as skittles)• 1 Small cloth bag to keep the balls in• 1 Whistle or other noise maker, I use a siren whistleThis is a variation on musical chairs, but the kids will not realize this the way that it is played. Placethe four coloured skittles at the four corners of your playing area. Tell the lads that these are islands.When you say "GO" they must run around the outside of the four islands in a clockwise direction,when you shout "CHANGE DIRECTION" they must run the other way round. When you blow thewhistle, they must go and stand next to one of the islands. You do this a couple of times with noforfeits and nobody out, then you introduce the bag with the coloured beads. You reach into the bagand take one out, all the boys standing next to that colour has to do ten press-ups. You then sortthem all running again. This time all the lads who land on the colour you pick out of the bag are outand have to sit in the middle (This keeps them out of the way). You then take away that skittle andits matching coloured ball. The next time round all the lads on the chosen colour have to do a handstand. The next time all the lads on the selected colour are out and sit in the middle. You againremove the selected skittle and its matching coloured ball. So you are down to two skittles. By thistime most of the boys will be out and you just keep playing with the two skittles until you get to afinal winning boy.Mug Race
    • ...There is no path. Take the chance and make your own"• Mug per team member• 2 dixies per teamFill one dixie with water and place the dixies at either side of the hall. Distribute a mug to eachperson. The team must transfer the water from one dixie to the other passing the water from onemug to the next. Could be marked in several ways: Time to move fixed amount of water with penaltyfor water dropped, or volume of water moved in fixed time.Refinement:Thread mug handles through a string and place objects such as chairs or if at camp around trees.This creates some bottlenecks which the team must learn to limit.Refinement:Give smaller mugs to people at the end of the line. Team must learn not to overfill mugs.No Bowler Cricket• 1 Cricket bat or baseball bat• 1 Tennis ballSet up as for any other cricket type of game, but in this variant there is no bowler. In this version thebatsman has to balance the ball on his bat, flip the ball in the air and then hit it. The batsman must runif he hits the ball or not. Any fielding team player can stump the batsman if he is not at his wicket orcatch him out. The batsman may also be out if he drops the ball onto his own wicket. When abatsman is out a new batsman, if one is available takes his place. When all batsmen are out thenteams change over from fielders to batters.Pass The Parcel (Updated)• 1 Timer or alarm clock with a loud ring• 1 Small Box (to put clock in)Pass the parcel is a bit old hat but the lads will enjoy this updated version. A timing device with aloud alarm connected to it is passed in a box around the circle. The person holding the box when thealarm goes off is either out or has to do a forfeit. There was a toy put out on the market severalyears ago that did just this. It had some name such as Time Bomb or Grenade you may have seenit.Richmond Hill Hand BallFrom: Jim Speirs• 1 Soccer or volleyball.Divide the group into two equal teams. Find a suitable playing field about the size of a soccer field,with an area to be used as an end zone.The play starts with a jump ball. The object is to move the ball down the field to score points.Players throw the ball to their teammates, or run with the ball. Players may not take more than fivesteps while carrying the ball. If they do, the ball is handed to the other team, who throws it in fromthe sidelines.Points are scored when the ball is thrown to a teammate in the opposing teams end zone, andcaught. The ball must be thrown from outside the end zone into the end zone and caught by ateammate. If the ball is missed or dropped, the opposing team gets a chance to move it out of theirend zone. One point is scored for each catch.The team with the most points after a given amount of time is declared the winner.Sixteen Point Compass GameGames Galore, BSC publication• Sixteen cards with compass points markedA circle is marked on the floor and sixteen cards are prepared each giving one of the sixteencompass points. These cards are placed face down on a table. Each of the sixteen players takes oneof the cards at random. The umpire finds the player who has picked up the North card and placeshim anywhere on the circle. On the words, "This is North - Fall in," the others take up theirappropriate places in the circle. After the players have become thoroughly proficient the umpireshould take any player (say ESE) place him anywhere in the circle and say. "This is ESE-Fall in."Sound Effects• 1 tape player
    • ...There is no path. Take the chance and make your own"• 1 tape with sounds that you have recordedThis is another game that is good at the start of a show if not all the children have arrived. Borrowsome sound effects records from your local library. The BBC do quite a large selection of theserecords. They are used by drama clubs and film makers. Record different sounds onto a tape leavingshort breaks between each sound. Put in some easy ones such as a dog barking and chickensclucking, but put in some hard ones as well, such as submarine asdic noises and music boxes. Tellthe children, that you are going to play them sounds from the television and the cinema. The firstperson with their hand up, will get the prize if they can say what the sound is. Tell them not to puttheir hand up until they are certain what the sound is. This game can be played by any age group. Avariation on this is to use the first few notes of popular songs.Stop• 2 Large sets of cards, four cards in each set and the letters on the cards spell S T O P.You get up eight people and stand four on each side of you facing the audience. Give each teammember one of the cards from their set of STOP cards. To start with they should spell out STOP asviewed from the audience. The idea is that they have to rearrange themselves to spell out the wordthat you tell them. The first team to finish each word are the winners. The words you can have areSTOP, TOPS, POST and SPOT. There is lots of room for fun here, try telling them to spell a wordthey are already lined up spelling and see what happens.The Limbo• 1 Tape recorder with recorded music• 1 Dowel, flat on 1 side, to act as a bar• 2 Large clothes pegs or bulldog clips to balance the bar on• 2 Upright standsThese can be made from two pieces of dowel about one and a half metres high with a flat woodenbase to make them stand upright. Place the two stands about four feet apart. Put one of the clothespegs on each stand at about four feet from the ground. Balance the bar on the clothes pegs. If oneclothes peg falls off then use two clothes pegs per stand. Mark out the hall with four chairs and tellthe players that they must walk around the outside of all the chairs. This prevents them bunching up,you only want one person at a time going under the bar. To begin you get all the players to stand in asingle line at one side of the hall. You show them how to go under the bar, they must leanbackwards and bend their knees to get under the bar. They must not touch the floor with their handsand they must not knock the bar off, anyone who does so is out. When everyone has been under thebar once it is lowered down a few inches and the process repeated Prizes are give to those who canget under the bar at the lowest setting. Ideal for all ages, girls or boys and can be played with anynumber. All you have to do is play the music and keep lowering the bar as they go around.Three Ball ThrowGames Galore, BSC publication• 3 tennis balls• 1 box or bucketDivide the Cubs into two teams. One team bats and the other fields. The first batter goes to the boxand throws the three balls away. He then scores "runs" over a marked course while the three ballsare being returned to the box. The whole team has a bat, and the total runs are counted. Teams thenchange over, the second trying to beat the firsts number of runs.Two Ball Hockey Game• 2 Hockey sticks• 2 Balls or sponge pucks• 4 Chairs• 6 Skittles or liquid dishwashing soap squeeze bottles.Two equal sized numbered teams on each side of the hall. Two chairs each end for a goal, with ahockey stick and puck in each goal mouth. A line of skittles between each goal mouth. When anumber is called, the two scouts with that number race to their goal mouth, pick up the stick andthen dribble the puck between the skittles slalom fashion until they reach the end of the line wherethey can shoot at the opposing teams goal.
    • ...There is no path. Take the chance and make your own"The Games Compendium - MemoryGamesBattleship Kims Game• A table per team• A piece of chalk per team• Ten items per teamEach patrol gets a table set up on its side in their corner as a barrier, so that the other patrols cantsee behind it. On the floor they draw a 7x7 grid, and mark horizontal axis A to G and vertical axis 1to 7. They then take ten items and place them at random on their grid. The patrols are now given fiveminutes to look at each others grids and try and memorize the locations of as many items as theycan. After five minutes they each retire behind their barricades. Each patrol in turn fires three shots.For a shot they must say the name of the patrol they are firing at, the grid reference and what item isat that grid reference. If they are correct then they capture that item. Each patrol only gets 3 shotsper round. After a set number of rounds, the patrol that has captured the most items are the winners.Please note that this is a memory game, no pencils and paper allowed.Circle Line• 6 cards with lists of railway stations on them in two columns• Pen and paper for each player or 1 per teamIn London there is a circular underground line called would you believe it "The Circle Line". Theobject of the game is for each player or team to make their way all the way round the circle line.You start each player or team off at a different station. They then have to look at all the cards untilthey find their station in the first column, they then have to move across horizontally on that list to thesecond column which is the destination station, this they write down on their paper. The new stationis now the one they are looking for in all the lists in the first column. To prevent players from cheatingyou can put in a few red herrings ie stations that are not on that line and which will send them in thewrong direction if they do not play correctly.Direction FinderFrom: Alastair Honeybun• Chalk• A BlindfoldA "road" is chalked out on the floor with sharp bends and level-crossings. Each Cub is allowed tostand at the start and study the road before being blindfolded. He then walks blindfolded as far as hecan between the lines, taking the corners correctly, and stepping over level crossings. When hemakes a mistake he is stopped and his name chalked on the spot.Its Under A Cup• A number of plastic cups• Objects to fit under cup (e.g. a ball, a ring, a key etc.)Two teams one each side of the hall. Each team is numbered 1 to N with boys with the samenumber on each team of similar size. The object are placed in the centre of the hall in a row and theplastic cups placed over them. The leader now calls out an object and a number. The two boys withthat number have to rush to the row of plastic cups, find the correct cup and take the object to theleader. The lad who gets the object to the leader wins a point for his team.Kims GameFrom> Scouting Games by Sir Robert Baden-Powell• A selection of objects• A pen per player• Paper per playerThe Scoutmaster should collect on a tray a number of articles-knives, spoons, pencil, pen, stones,book and so on-not more than about fifteen for the first few games, and cover the whole over with acloth. He then makes the others sit round, where they can see the tray, and uncovers it for oneminute. Then each of them must make a list on a piece of paper of all the articles lie canremember-or the Scoutmaster can make a list of the things, with a column of names opposite the list,and lot the boys come in turn and whisper to him, and he must mark off each of the things they
    • ...There is no path. Take the chance and make your own"remember. The one who remembers most wins the game.Kims Game (Variant)• Two bowls or buckets on chairs per team• 10 mixed items per teamTeams or patrols stand in single file facing the front of the hall. At the front of the hall facing eachteam is a bucket or bowl on a chair. In each bowl there are ten items (the same items for eachteam). At the back of the hall opposite each team is an empty bucket or bowl. The scout leader callsout an item and the first man in each team has to run to the front, get that item place it into the otherbucket at the back of the hall and then run back to the back of his team. The first team with theirman back get a point.As you continue playing this the objects will be distributed between the front and the back buckets.If the scouts have good memories they will remember what items are in what buckets. This will savethem time. If an object is called by the leader and it is in the back bucket then it has to be placed inthe front bucket and vice versa. The reason for the bucket being on a chair is so that the scouts cantlook in to see what is in the bucket.Memory TestingGroups are lined up. The leader tells them they must not move until he says "Move." He then gives anumber of orders, i.e. left-turn, about-turn, right-turn, about-turn. This brings them back to theoriginal front, but can be varied. He then gives the word "Move." Winning group is the one who hasthe most boys facing in the right direction at the end of the turns.Variation:This can be varied by substituting the (?) paces forward and (?) paces backward.Mimed Kims Game• A sheet of paper and a pen or pencil for each cub, or per sixThe cubs sit in a circle with paper and pen in front of them on the floor or just in front of the sixer.Akela sits in the circle with the lads and takes imaginary objects out of a sack in front of him andmimes the object. Cubs can either write the objects down as they are mimed, or wait until the endand then write them all down.Suggested items to mime: Hammer and nails, Necklace, Tea cup and saucer, Teapot, Telephone,Powder compact, Soap and flannel, Shoes, Watch, Hoola-hoop, Paper clip, Earrings, Hair spray.Post Office• 2 chairs per team• Coins adding up to 50 pence per teamThe boys stand in their patrols or sixes, in straight lines across the middle of the hall. In front of eachpatrol is a chair, this chair is the post office. On this chair at the beginning of the game is anassortment of coins. We use coins that add up to 50 pence. Each teams post office,has the samenumber and value of coins. Behind each patrol is placed another chair, this chair is the BUREAUDE CHANGE. The leader calls out a sum of money, say 20 pence. The front man in each teamthen runs to the post office and has to leave 20 pence on the post office chair. Any extra coins mustbe taken and placed on the BUREAU DE CHANGE chair. On finishing his move the player runsback and joins the back of his team. The first man back gets a point for his team. If a value is calledwhich is higher than the value on the post office chair, the boys must run to the BUREAU DECHANGE to collect the coins they need. Great fun can be had by calling out 49, a lot of them willstart counting the coins out, but the smart ones soon realize that they only have to leave one coin atthe BUREAU DE CHANGE to get 49 at the post office. Calling out the value that is already at thepost office also causes a laugh.Ruba Dub Dub• 24 x 35mm film canisters, these should be opaque and all look the same. Into twelveof these you place a marble, fishing bell or anything that will make a noise when the canisteris shaken.The boys sit in a circle and take it in turn to pick up two canisters at a time and give them a shake. Ifthey both rattle then a prize or point is given to the boy who picked them. These canisters are thenremoved from the game and the next boy has his turn. If both canisters do not rattle then they are
    • ...There is no path. Take the chance and make your own"both replaced where they were picked up from and the game continues. The game gets moredifficult as more are removed as there are then more empty ones left in the game than ones thatrattle. You could make it more difficult by having a larger number of containers to begin with. Youcould also guild the lilly by putting numbers on the canisters but I have not found this to benecessary. You can use this as a team game, the winning team being the one with most points or asindividuals against all the rest.Silhouette Kims Game• About twelve different shaped items• A sheet or back projection screen• A slide projector or strong light (Note: clear bulbs are better than pearl)A number of objects are held, one after the other, behind the screen, eg. scissors, bulldog clip,flower. After all the objects have been seen, a short time is given for the lads to write down or tell tothe leader, the objects that they saw in the correct order of viewing.Track MemoryA group sits with their feet up and other groups study them. After three minutes, one of the groupsmakes some footmarks in a good bit of ground. The other groups approach one at a time and try todecide who made it.Other memory games (described in other chapters):• Kims Wide Game - Wide Games• Patience Relay - Races and Relays• Compass Skills Patience - Races and RelaysThe Games Compendium - Races &RelaysAnimal RelayBased on text from: mott@oodis01.hill.af.mil (Dan Mott)Each member of a team is allocated a different animal. He must then move across the hall in the styleof that animal. Brilliant fun, but hard to grade.Donkey - Travelling on all fours to the goal and imitating the donkeys bray.Duck - Walking on two feet in squat position squawking without stopping..Lame Dog - Walking on two hands and one foot and barking..Bear - Bent over standing on their hands and feet, moves right and left foot together, and thenleft hand and right foot together..Duck - Squatting down low, with knees spread, arms stretched out with their hands claspedin front of their legs below their knees..Crab - Back toward the floor, supported on hands and feet, the feet facing forward..Elephant - On hands and feet, with legs and arms absolutely rigid..Frog - Feet spread with his knees outside his hands, which are together. Advancing byfrog-like jumps, landing on hands at each leap, then bringing the feet up..Back-to-Back RelayIdea from: mott@oodis01.hill.af.mil (Dan Mott)Pairs standing back to back their backs touching and must run together to a goal and back with onerunning forward and the other running backward. If they separate, they must start over again.Backward Trip RaceFrom: mott@oodis01.hill.af.mil (Dan Mott)This is run in teams of three, the central player facing forward; the other two, with arms linked, facingbackwards. The first team to finish intact wins.
    • ...There is no path. Take the chance and make your own"Bat the BalloonFrom> jim.speirs@canrem.com (Jim Speirs) - Games Galore, BSC publication• A pack of balloons.Teams line up with members standing side by side, separated by the distance obtained when playersstretch their arms sideways. Fingertips should touch between players.The first player in line takes and inflated balloon, and bats it towards the second person in line, whobats it to the third person, on down the line and back again.The only rule is this: once the players have taken their stance, they may not move their feet. If aballoon falls to the floor, or if someone moves his feet in an attempt to reach the balloon, the firstperson in line must run and get the balloon, and take it back to the starting line to begin again.Refinement:Add more than one balloon per line, going in both directions.Blind mens RaceFrom: mott@oodis01.hill.af.mil (Dan Mott)• Blindfolds for 2/3 playersThis is raced by teams of three. Two are blindfolded, and clasp hands. The one not blindfoldedholds their outside hands and guides them through the course.Bucket RelayFrom> jim.speirs@canrem.com (Jim Speirs) - Games Galore, BSC publication• Two buckets per team• WaterFill one of the buckets half-full with water, and leave the other empty. On Go, the first player runsto the other end of the playing area where the buckets have been placed, pours the water into theother bucket, leaves the empty bucket there, and carries the full bucket to the next player in line.The second player takes the bucket with water down to the other end of the playing area andempties it into the empty bucket. He then picks up the full bucket and carries it back.The relay is finished when all have had a turn. The winner is the team with their water intact.Candle And Straw Relay Race• A Candle per team• A box of matches per team• A drinking straw per team memberEach team member is given a straw. They have to race to the opposite end of the hall where theircandle and box of matches is located. They must light the candle and then blow it out by blowing theflame through the straw. This can also be played in subdued lighting.Candle RaceFrom: mott@oodis01.hill.af.mil (Dan Mott)• A candle per team• MatchesFirst person lights a candle, carries it to a specified point, returns to the next person in line, handshim the candle; all without letting the flame go out. If the flame does go out, he must return to thestarting line, re-light the flame and start over again.Centipede RelayCub 1 of the team runs up hall and back, he puts one hand between his legs for the cub 2 to hold.They run up hall and back together, cub 3 joins chain etc. Team penalised if chain breaks - muststart again.Variation:Instead of holding hands the team holds onto a pole.Checker Relay• 6 Wooden checkers playing pieces (or coins) per teamScouts race up and down the hall in relay fashion, with a pile of 6 checkers balanced on the back of
    • ...There is no path. Take the chance and make your own"one hand. They are not allowed to steady the pile with the other hand. The only time they can touchthe checkers with the other hand, is either when they have dropped them and are picking them up,or when they are transferring the checkers to another scout in their team.Clodhopper RaceFrom: mott@oodis01.hill.af.mil (Dan Mott)• A Newspaper per teamA Blindfold per teamA series of pieces of paper are placed in a circle after a team member is blindfolded. The teammember must step on each piece of paper following directions from team mates. They cannot touchhim or move him themselves.Clothes Pin Relay>From: Jack W. Weinmann• Clothes peg per team• Bottle per teamDivide into teams. Each team member must run from the starting line to a team bottle placed adistance away, attempt to drop a wooden clothes pin into the bottle (Each boy has only one attemptto get the clothes pin in the bottle) and run back to tag the next team member, who then repeats theaction. The rules are to hold the clothes pin with a straight arm at shoulder height or with a bent armat waist height (as long as all do it the same way. When all the teams are done the team with themost clothes pins in their bottle wins the game.Compass Skills Patience• Sets of cards with compass points printed on themThis game is played the same way as the patience relay (described earlier). This time the boys haveto place the cards at the correct compass position for that card. Suggested order for laying downcards: North, South, East, West, North East, South East, South West, North West. NNE, SSW,NNW, SSE, ENE, WSW, ESE, WNW.Refinement:Replace some directions with bearings (eg. 270 is East)Cone Race• Cord per team• Paper cone (cup) per teamThread paper cones onto a cord stretched between chairs, or posts. Each team member blows coneto the end of the cord, brings it back; next boy does the>Transfer interrupted!>Crew RaceFrom: mott@oodis01.hill.af.mil (Dan Mott)• A pole per teamGroups of four or more straddle a pole, which must be held with both hands by each player. Thefront racer having at least one hand on the rail in front of him and the boy on the rear having at leastone hand on the rail behind him. All scouts face backward except the last one who is the crosswainand steers.Cross the River• 4 Card or carpet tile stepping stones per team• 3 Awkward pieces of equipment per team eg.rucksack, football or hoopLine up sixes with their equipment and draw two lines to represent the river. Lay the stepping stonesacross the river. Cub 1 carries cub 2 on his back across the river using the stepping stones. Cub 2comes back and picks up cub 3 plus a piece of equipment. Cub 3 comes back and picks up cub 4plus a piece of equipment and so on until all the cubs have crossed the river. Those cubs on the bankshould be encouraged to cheer their team on.
    • ...There is no path. Take the chance and make your own"Dizzy Pole Relay (Izzy Dizzy)• A pole per teamEach team member runs up hall, picks up a pole. Then puts one end stationary on the ground andruns around it 10 (or so) times before running dizzily back to his team to tag the next boy.Donkey Race• Pole or broom per teamTwo boys straddle a broomstick, back to back. On signal, one runs forward and the other runsbackwards about 50 ft. They then run back to the starting line, but this time they change positions(forward becomes backward runner) then the next two team members go.Dribble Ball• A Ball per team• 3+ Skittles (or chairs) per teamStanding in teams, each person in turn dribbles the ball down the line of skittles slalom fashion, eitherusing their foot, a stick or a washing up liquid bottle and then straight back to the next man in theirteam. If a skittle is knocked over, the player has to return to the start and begin again.Driving the Pig• A 3" pole per team• A 5 pint plastic milk carton per teamFill each bottle with a little water as ballast. In turn, each member of the team uses the stick to pushthe bottle (pig) to the end of the hall (fair) and runs back with the equipment. (Game not too suitablefor varnished wood floors)Variation:Teams run laps around a grand-prix course around several chairs in a circular or (harder)figure-of-eight course.Feather Relay• A long feather per teamEach player throws a long feather javelin style, toward the finish line. As soon as it comes to earth,he picks it up and throws it again, and continues until across the finish line. He then picks it up andruns back to his team to give the feather to the next player.Variation:Replace feather with a paper aeroplane (each team can make it) for outdoors.File Race (Chinamans Race)From: mott@oodis01.hill.af.mil (Dan Mott)Teams of 6 to 12 ( or 4 to 8) each race, one behind the other. No scout is permitted to pass histeammate ahead of him.Fireman, Save My Child• Drinking straw per player• Paper cut-out of a child, about 1.5 to 2" tall.Each team has a pile of the cut-out children on a table and a drinking straw for each player.Approximately 15-20 feet away from the start, place a small pail for each team on another table,chair, stool, or whatever. At the call of "Fireman, save my child", the first player on each team mustpick up a child by sucking up the figure against their straw. While holding the figure this way, theyrun to their respective pail and deposit the figure. The next team member then goes. If they drop thefigure en-route, they must stop and pick up their child, again, by sucking it up with the straw.Variation:Use dried peas instead of paper cut outs.Flapping Fish Relay
    • ...There is no path. Take the chance and make your own"A paper fish per teamA newspaper per teamPlayers must waft a paper cut-out of a fish (1 length) across the hall and back using the newspaperas a fan. Best approach: fan the fish using flat slightly unfolded newspaper standing a couple of feetback, or just cheat. Worst Approach: Whack the fish as hard as you can with a rolled-upnewspaper.Heel RaceFrom: mott@oodis01.hill.af.mil (Dan Mott)Each runner runs on his heels. Scouts are not allowed to touch the toes to the floor.Highwayman• A short rope per team• A chair per teamTeams stand in lines at one end of the hall. There is a wooden chair with a bar back at the other endof the hall opposite each team. The front player of each team has a length of rope in one hand. Onthe command GO the second player jumps onto the back of the front player and they race piggyback style to the chair at the other end of the hall. The player riding jumps down and ties one end ofthe rope around the top bar of the chair using the highwaymans hitch. He then jumps back on theother players back, pulls the end of the rope to free it and they then race back to their team. Theplayer who was the horse goes to the back of the team and the player who was the rider nowbecomes the horse or front player.Human Boat RaceEach boat is made up of eight to ten players each in full knees-bent position. Each player has hishands on the shoulders of the man in front. Facing the line of players in each boat is a COX. Thecox holds the hands of the front player in the boat. When the race starts, the boats move forwardsby all players in a boat springing together off both feet. The cox for each boat shouts encouragementfor his team and calls out the rhythm for the spring. During the race, any boat that breaks up into twoor more parts is deemed to have sunk and is disqualified from the race.Island Race• 4+ chairs per teamEach team must cross the hallwithou********************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************r Stand one 2x4 block for each team on edge and start two or three 16penny nails to the same heightin the edge. Place the blocks about fifteen feet from the starting line and put a hammer next to eachof the blocks. On "GO!" one boy from each team races to the block, picks up the hammer, andswings ONE blow to drive the nail into the block. He then lays the hammer down and returns to histeam, tagging the next boy in the relay. The race continues, with each boy in turn going as manytimes as it takes for one team to drive all of its nails flush into the block. Be ready to straighten bentnails.Variation:Drive tent pegs into the ground with a mallet.Newsprint RaceFrom: mott@oodis01.hill.af.mil (Dan Mott)• 1 NewspaperEach scout is provided with two sheets of newspaper which he uses to run the race. He can onlystep on the newspapers; this is done by: stepping on one, lay the other in front of him, steps on it,retrieves the paper behind him, which he places in front of him moving forward in this fashion.Paper Hoops
    • ...There is no path. Take the chance and make your own"From: Joe Irvine; Helper/Warboys Wizards Pack - Cromwell District• Several newspapersThis is a relay race between sixes. A pile of newspapers for each six is placed at one end of theroom with the sixes lined up at the other end. When the whistle blows they race up to thenewspapers. The object is to cut the newsper sheet in the middle and then step through the paperwithout ripping it right through to the edge. If that happens they have to start again. When they havestepped through they race back so that the next team member can go. The winners are those whoare all sitting down with their arms folded. Use newspapers that are not too big.Patience Relay• A pack of playing cards for every 4 teamsSeparate the cards into a suit per team. Lay out the 10 number cards (including ace) in any orderface down at the end of the hall. One at a time the boys run up and turn over a card. If it is not theAce then they turn it face down again and run back to their team and the next player has a go. Whenthe ace is turned up they can lay it face up. The next card needed is the two and so on. Playcontinues until one team has all its cards turned face up. Requires team to use memory andteam-work to reduce errors.Ping Pong Ball RelayFrom: mott@oodis01.hill.af.mil (Dan Mott)• A party blower per team• A ping pong ball per teamEach player gets a party blower (the type that unrolls when you blow it) That he uses to push theping pong ball across the floor. He can only use the party blower, nothing else, he cant blow the ballhimself, or touch it in any way except for the blower.Potato Jump Race• Small ball per teamEstablish a start and a finish line. Line the boys up on the starting line. Give each boy a potato(ping-pong ball, balloon, etc.) to put between his knees. On GO see who can jump to the finish linefirst without dropping the potato.Potato Race• Fork per team• Potato per teamEach team member tosses the potato into the air and catches it on the fork, takes it off and handsthem to the next player.Rocket RelayFrom> jim.speirs@canrem.com (Jim Speirs) - Games Galore, BSC publication• A chair per teamThe Sixes line up with a chair at the head of each, facing away from the Six. The chairs arelaunching pads and the first Cub or rocket stands on the chair awaiting the countdown. When theleader reaches zero, the rocket blasts off round the room, touching all four walls, and returns to thelaunching pad where the next rocket is waiting to be launched. The first rocket lets off the secondand returns to his Six.Round the MoonFrom> jim.speirs@canrem.com (Jim Speirs) - Games Galore, BSC publication• A chair per team.All the Sixes line up at the end of the room. Each Cub places his hands on the waist of the Cub infront so the Sixes form a rocket. One chair is placed at the far end of the room opposite each Six,these are the moons. When the leader calls Go, the Sixes run the length of the room, round theirmoon and back into orbit. As they pass base, the rockets drop a section each time and the Cubssit down there one by one, until finally the nose cone - the Sixer - returns home. The first team to besitting down is the winner.
    • ...There is no path. Take the chance and make your own"Skin the SnakeFrom: jim.speirs@canrem.com (Jim Speirs)Teamme********************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************or rope on the ground, and by walking heel to toe, each team member muststop(about every 3 feet and drop a seed in a small mouthed jar set near the line. When he reaches theend, he runs back and taps the next boy on the team.Stacking the Cans• 6 cans per teamPatrols or sixes stand in lines. They have to run to the end of the hall in relay fashion and each oneadd a can to the stack. The winning team is the first one back with a completed stack and all theirteam standing to attention.Variation:Teams work against each other in pairs - One team stands at the side throwing bean bags or dustersat the piles of cans, the other team attempts to build up the pile. After swapping over the team withthe fastest time wins.Tunnel RelayThe team members stand in a line one behind another with their legs apart. The person at the back ofthe team crawls through the legs of the other members and then stands at the front, legs open. Thenext team member then goes. When everyone has crawled through (team is back in order) the teamhas finished.Variation:Instead of crawling through a ball is passed backwards between the legs of the players. This willrequire the person at the end of the line to run to the front when he receives the ball.Water Relay Race• Paper cup per team• 2 dixies or buckets per teamTransport water from point A to point B holding water can above head. Water can has small nailholes in bottom edge resulting in a shower effect on the carrier. Team that has the most wateraverage per den wins.Variation:Carry cup of water on foot.WheelsLine patrols up. Give each team member a number. Then shout out modes of transport e.g. car.Number four runs because it has four wheels. Any mode of transport is applicable:1 - unicycle2 - bicycle3 - trike or a unicycle and a bicycle.4 - car5 - Unicycle on top of a car6 - 3 bikes.TRAIN - Whole team runs.You can make it up as you go along: But when you shout TRAIN then the whole team must run.Whirling WheelsFrom> jim.speirs@canrem.com (Jim Speirs) - Games Galore, BSC publication
    • ...There is no path. Take the chance and make your own"• A beanbag per teamFormation: Relay, like the spokes of a wheel, facing in a clockwise direction with the Sixers in thecentre. The beanbags lie at the feet of each Sixer and when the leader gives the starting signal, theypick up the beanbag, run down the back of their Six and in a clockwise direction, round the wheeland back to the outside end of the Six. The beanbag is then passed up the Six to the Cub now at thecentre. This continues until all the Cubs have had a turn.Wild WheelbarrowAdapted by mott@oodis01.hill.af.mil (Dan Mott) - Great Salt Lake Council• A blindfold per teamOne pushes a wheelbarrow and the other person blindfolded with the rider giving directions.Some other very well known relays:• Egg and spoon race• Running Backwards• Hopping, Jumping• Wheelbarrow race• Piggy-back race• Sack raceRelays are described in other chapters• Obstacle courseThe Games Compendium - ObstacleCoursesBlind Tom Obstacle RaceFrom: mott@oodis01.hill.af.mil (Dan Mott)• Many Obstacles• 6 BlindfoldsSelect four to six scouts, who are lined up at one end of the room. Place obstacles on the Floor: apile of books, an overturned chair, bottles, a lamp etc. Instruct the players to memorize the positionof each object. The scouts who are the players then face the wall and are blindfolded. While thisbeing done, the obstacles are quietly being removed. The players are then turned around and told towalk to the opposite wall without colliding with any obstacles. Clever suggestions can be offered bythe scout leader to make it more interesting. Have one of the waiters try the course; only leave someobstacles.Human Obstacle CourseFrom: mott@oodis01.hill.af.mil (Dan Mott)Team members line up before the starting line. Ten additional members are used as an obstaclecourse: a standing pole to go around, a leg tunnel to go under, kneels on all fours to leap over, sitterswith legs outstretched to step in and among, another standing pole to circle around and return to thestarting line. Runner must repeat if missed or improperly executed.Obstacle Course In The Dark• Various items that will fall over easily such as skittles• Plastic bottles and short lengths of wood or plastic tubeGive each team the same type and number of objects. Allocate each team a lane down the length ofthe hall across which they must lay out the obstacles. You could mark these lanes with chairs if youwished. When the teams have completed their task, line them up at one end of the hall and then getthem to swap lanes with one of the other teams. This way if they have made the obstacle too easythen they will give this advantage away to another team. After allowing them a minute or two to lookat the lane they are in, turn out the light and get them to walk down the lane to the other end. Thepatrol leader or sixer should be the leader for his team. At the finish end of the hall, one of the
    • ...There is no path. Take the chance and make your own"leaders could flash a torch on and off at random to give them a bearing. Points are deducted fromeach team for the number of obstacles they have knocked over.The Other Guys Obstacle Course>From: rickcl@pogo.wv.tek.com (Rick Clements)Standard set-up, but small: tire to go through, chest-high rope to go over, creek to cross, bellsuspended out-of-reach to ring. Trick is, you may not do anything to maneuver yourself thru anyobstacle - the other people in the Patrol have to push/pull/carry/ lift/etc. you thru! First Scout liesdown, and is stuffed thru the tire, whereupon he may help pull subsequent Scouts thru. At theover-the-rope obstacle, each Scout must be lifted over by the others & deposited on the other side(getting the last one over can take ingenuity!). To go over the creek, the Scout whose turn it is maynot get wet, but everyone else may. The most amusing effective solution Ive seen was a Patrol thathad their strongest Scout carry the 3 smallest across at one time, then had the small guys go tohands-&-knees in the creek, pushed the big guy over across the kneeling Scouts backs, & had himpull the others over. Build a human pyramid to reach the bell. Timed event, starts at refs Go!, endswhen bell rings. Lots of tumbling around.Tilt• A billy can half filled with water per team• An aluminium foil cake container per team• An Alka-Seltzer tablet per teamFor each patrol, put an Alka-Seltzer tablets in each foil cake dish and then float one cake dish ineach patrols billy can. The patrols must now transport the billycan through an obstacle coursewithout the tablet getting wet or falling into the water. They are not allowed to touch the foil disk orthe tablet. The patrols could either carry the billy cans by their handles, or if you are feeling verymean, you could get them to pick them up between two polesTips and Techniques for FacilitatorsYou dont have enough time.The participants are overdosing on too many experiential activities.The airline lost your luggage with all the simulation artifacts.Its raining when you want to conduct an outdoors simulation.These are some of the reasons that stop you from using a simulation game.You can reap the benefits of a simulation game--without actually playing it! Just tell your participants a story about theplay of the simulation game.Example: A group of participants learn to play a simple card game by reading a set of rules. After 3 minutes, theydiscard the rule sheets, play the game silently, and keep scores. After another 3 minutes, the winning partners at eachtable move to the next table and start a new round of silent play. Few minutes later, your opponents pick up the cardsthat you won. You ignore this, think that they probably made a mistake. They grab the next set of cards that belong toyou. You stand up and scream.You point to the ace and gesture wildly to indicate that your partner played it and, therefore, the trick belongs to you.Your opponents simply stare at you with a confused look.At some dramatic decision point in your story, ask your participants what they think happened and what they would doin that situation. Then give the explanation:.In this simulation game, the players get into trouble because they are playing by different rules. For example, in Table1, aces are the highest cards. In Table 2, they are the lowest. Most players initially assume that the opponents are eitherstupid or dishonest.
    • ...There is no path. Take the chance and make your own"Continue with your story, from the point of view of the players. Stop the story at critical junctures for audience input.When your story comes to an end, conduct the usual debriefing discussion.Thats all to the technique of simulated simulations.Interactive PostersI learned from Libyan Cassone the importance of adorning the walls of the classroom with posters. This is a well-known accelerative-learning strategy.The passivity of the posters used to bother me slightly. I now mix some interactive posters along with the others thataffirm and challenge and reassure the learners.These interactive posters are enlargement of instructional puzzles. They include TRIPLETS, CROSSWORDPUZZLES, CRYPTOGRAMS, CHUNKS, and a variety of other formats. All poster puzzles deal with content that isrelated to the topic of the workshop.I get my posters enlarged at the local Kinkos. I tie a string with a pen to each poster. I fill in a few items in each posterto encourage the others.During coffee breaks, there are more participants clustered around these puzzle posters than around the coffee pot.Play It Again, Sam!Most facilitators worry about repeating the same simulation game with the same group. They believe that theparticipants will get bored and complain.More often than not, this is a projection of the facilitators own boredom and anxieties. If you think about it, there arelots of instructional advantages in replaying a simulation game.This is how I do it:I conduct a simulation game.I debrief the participants to analyze the decisions, strategies, and other factors.I repeat the simulation game, asking the participants to do apply their new skills and knowledge to surpass theirprevious performance.Id rather repeat a 15-minute simulation twice than play a 30-minute simulation once.Play It Again, Sam! (Part 2)Most facilitators worry about using similar training games with the same group. They believe that the participants willget bored and complain. They especially dont want to use the same framegame (instructional games with the sameprocedure but with different content) more than once.Usually, this anxiety is a projection of the facilitators own boredom. If you think about it, nobody gets bored playingSCRABBLE or CHESS or QUAKE or BRIDGE more than once. Actually, the more you play, the more you getaddicted to the game.Theres a special advantage to reusing the same framegame to teach different content. The participants dont have tolearn the rules and the mechanics of the game again. They can focus on the content.Recently, I used the framegame GROUP GROPE five times in a row in a strategic planning retreat.During the first round, the participants identified major needs of the customers.During the second round, they predicted what the future is going to look like in their industry.During the third round, they anticipated what their competition is up to.During the fourth round, they worked out corporate strategies for the next 5 years.During the fifth round, they identified the drivers and restrainers that would influence the implementation of the newstrategy.The efficiency of the group improved from one round to the next as they became more fluent with the flow of theframegame.
    • ...There is no path. Take the chance and make your own"Try a piece of do-it-yourself experiential learning: Use the same framegame twice in your next workshop.THE OTHER SIDECopyright © 1997, Sivasailam Thiagarajan. All rights reserved.Heres a quick game that demonstrates how mindlessly we go through life, paying scant attention to everyday objects.The game described below uses a dollar bill. You can play the game with any two-sided object that can be convenientlyheld in your hands. This object should have approximately equal amounts of information on both sides: You cannot usea picture postcard because one side contains a skimpy amount of information compared to the other. However, you canuse two picture postcards pasted to each other. You can also use a credit card, a quarter, a double-sided brochure, aplaying card (with a picture on its back), a page from a menu, or a canceled check.You can also use the game to train people about key features of the object. Example: training bank tellers to recognizethe features of a 100-dollar bill so that they can recognize counterfeits.Heres the flow of the game:1. Ask each participant to find a partner. If you have an odd number of participants, pair yourself with the unpopularindividual who gets left out.2. Ask each pair to pull out a dollar bill. Have them carefully inspect both sides of the bill for 30 seconds.3. Ask one member of the pair to hold up the dollar bill by its narrower edges so that each player sees a differentside. It is important that neither player can see the other side.4. Explain how the game is played: The players take turns to make statements about what they see on their side ofthe dollar bill. This statement could be true (example: The word one is spelled out six times) or false (example: Thesignature of the U. S. President appears on the dollar bill). The other player announces whether this statement is true orfalse.5. Encourage the players to make generic statements (example: The serial number of the bill begins with a letter)rather than a specific statement (example: The serial number of this bill begins with the letter G). Also encourage theplayers to make sentences that contain a single element (example: The dollar bill contains two signatures) instead ofmultiple elements (example: The dollar bill has two signatures on either side of the picture of Washington with the titlesof the people under their signatures). In other words, we do not want any statements that are partially true and partiallyfalse.5. Explain the scoring system. If the second players announcement is correct, neither player scores anything.However, if the second players statement is incorrect, then the first player scores a point.6. Explain how the game ends. The player who reaches the total score of 5 points first wins the game.7. Let the game begin. After a few rounds, suggest that if the hands that are holding up the dollar bill are gettingtired, the other player may take a turn to be the bill-holder (keeping the same sides of the bill facing the same players).8. To repeat the game, ask the players to turn the dollar bill around for the next round. Or, ask the players to use a$100 bill or some other convenient object.Erecta-Tent
    • ...There is no path. Take the chance and make your own"Your task is to erect the tent.All team members except for one person must be blindfolded immediatly before the erection of the tent starts.Only when the tent is completed or the time is up can the blindfolds be removed.Time:MinutesResources:Tent and accessoriesBlindfoldsb Introduction:Show a picture of a Treasure Chest being locked by a Pirate. Inside, treasureshould be seen.Explain that some treasure is going to be locked inside and that only one keywill then be able to open the chest. Show some copies of keys drawn on paper(all with seven different sized teeth). Give each person a copy of the key andtell them that they will have to design a key that will open the chest.The treasure:tab Could be one of the following:1. Future generations of young people with an understanding of, and sympathyfor, the work of the Red Cross and Red Crescent Movement.2. Human contentment.The key:tab In these two cases it would be:1. In our dissemination work, the seven main things young people need to beeducated about.2. The seven main things that a human being needs to be content.The clues:tab 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.b The exercise:1. Alone, each person comes up with the seven most important things that wouldunlock 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 thanseven). Each group is given one different coloured copy of the key. They aretold to somehow, someway, reach a group consensus of the seven in order ofpriority.3. The keys can then be put on the wall or theseven priorities written on agrid on a large sheet of paper. 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 alarge group decision or a general discussion should take place on the issuesthat arose.b Conclusion:The discussion will largely depend in the nature of the treasure and the keythat 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 smallgroups 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 aswell as the official content?Under no circumstances should the person running the exercise tell the group atthe end that they have the one and only correct key to the treasure. This wouldrather ruin the point of the whole exercise.b Note:Depending on the topic and the structure you choose and the group and the levelof discussion this exercise can take a short time (45 minutes minimum) or it canprovide the material for a 1/2 day session.An example of the treasure, key and possible clues that could be used follows:The Treasure tab tab A world without violence and war.The Keytab tab tab The seven main things that individuals can do to achievethis.The Cluestab tab 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; Readwidely;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; Consumeless, so that others may 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 towardsconflict prevention 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 ofreligious and political leaders who encourage violence;Protect yourself and those you care about - and ignore the chaos and sufferingelsewhere;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. Peopleshould be told that, like all clues, some may be helpful and others not. Nobodyhas to look at them, they can choose whether to look at them, before doing theirown key, or after, or not at all.VIDEO DREAM TIME
    • ...There is no path. Take the chance and make your own"TASKYou are to produce a video.The theme must be one of the following;1. A dream that a member of the team has had.2. A modern myth, legend or fairy tale.3. A personal fantasy or ambition of a team member.The video must be completed by 4.00.pm.RESOURCES:1 video recorder1 video tapeTwenty pounds
    • ...There is no path. Take the chance and make your own"VIDEOTASKYour task is to produce a short video film. There is a cassette tape supplied. The music containedon that tape must be the sound-track for the video.The content of the video can be anything you wish.The video must be completed by 4.00.pm.RESOURCES:1 video recorder1 video tapeTwenty poundsTraining Name: Re-integration Training  Simulation  Workshop  Presentation  ………………End Goal(s) For students to realize the feelings they will be going through at the end of their stayFor students to realize that they will change and develop to an extent that will beconfuswing even for them at arrival in the home country For students to realize theimportance of and extent of their experience.Process Goals Delegates to understand the meaning of the re-entry culture shock and reverseculture shock Delegates to get hints on how to cope with these feelings at arrivalhome Deleagtes to know how they can use their experience in the community and inAIESECParticipants Deleagtes at IOPS 2002Optimal number of participants: 10-12What training should they attend before thisone?As mentioned in the agendaincuding ambasadorshipWhat training should they attend after this one? This should probably be thelast one cause concernstheir coming back.Duration hours : min:40-45 minLogisticsrequirementsFlipcharts, markers, tape, paper, SNreturnee if possibleHow to organise training room?Comfortable, opened for disscusionFirst training:Created by: Iulia Dobai (Frish)
    • ...There is no path. Take the chance and make your own"
    • ...There is no path. Take the chance and make your own"Training DescriptionAs far as I can see ther‟s two different issues to discuss: reverse culture shock re-entry culture shock which in myopininon are two different things, the first one refers to the moment before leaving the host country which involves thesaying good-bye and all the feelings involved and the second one refers to the shock students go through after theirarrival in the native country. Reverse Culture-Shock Once one student said:”You know, it‟s funny- someone or somebook had the answer to each problem that arose during an exchange program. But now that our program is coming to aclose, I can‟t find any way to say good-bye”. Yes indeed sometimes parting can be one of the most difficult aspects of thestay in a foreign country (but of course depends on the duration of the exchange program.) and this of course is nothingunusual - the most common feeling is that of uncertainity about what to expect in the future in terms of relationships takinginto consideration the miles that break you apart. The resulting ambiguity and lack of mutuality in expectations may beone of the chief factors making it difficult to say good-bye on the last day toghether. The best attitude in parting withfriends in the host country is that - leaving actualy represents a new beginning - and I have the certaininty that any of youwho want to continue some relationships will find their lives enriched. Another student at some moment in time said:”Theonly way I can handle saying good-bye is to remember the wonderful hello.” I think it is important to students to know thatreactions are different to separaton: it is OK to cry and feel sad but some students will not allow themselves to show suchfeelings, be very silent, unusually loud, or argumentative; others may withdraw, even be angry. I can‟t tell you how to besad but I can tell you that too much control of sadness can create very strong last-minute tensions. Re-Entry CultureShock They may think that readjusting to life in the home country will be easy because they already know the culture.The difference is that they have changed as individuals and the way they react with people has changed. They mustlearn to synthesize the two cultures they know in order to be able to function in both cultures. These changes, and othersthat have taken place in the U.S., can make their home country seem like a foreign land. In the first stage of re-entryshock, the student is very pleased, even euphoric, to be back in their home country. The student is the center of attentionas people who have not seen him or her for a long time express their pleasure in seeing the student again and listenpolitely to their stories for a few minutes. The returning student, however, soon realizes that these people are notparticularly interested in what happened to them while they were abroad, do not want to sit through three photo albumsworth of pictures, and would much rather talk about their own affairs than the student‟s international adventures. It is apainful realization and one that usually fills the exchange participant with an unfulfilled desire to talk and share theirexperiences. The gap between the student and their family and friends is also a source of irritation and loneliness for thestudent. The student has just gone through a huge learning experience and they come back home to find that the peoplearound them have stayed the same. They themselves have learned a new language, a local dance, or how to bargain ina market. The student may have difficulty returning to “normal” life and conversations, applying the new skills they havedeveloped, or finding the same opportunities available to them abroad. Students may also find that the support networkthey first encountered when they arrived abroad might not be as evident back home. A returning student may beembarrassed about being dependent in their home country and not feel comfortable asking for help. Some people movequickly beyond this stage, but others continue to feel frustrated even though they may put on a good front. Inside theymay feel resentment, loneliness, and disorientation. In short, a returning student may return from abroad with a lot ofexpectations that may not be met. At this point I think it is important to make the SN‟s aware of what they can do to getover re-entry shock and how they can get involved to use their new knowledge and find understanding: Within AIESECInvite them to do a presentation on their international voyage and share their experiences. Have them participate onreview boards as alumni of the exchange program. Have them participate in general member and SN recruitment drives.They can go on sales calls and represent what AIESEC can do for students (i.e. university partnering). They shouldparticipate in outgoing student preparation seminars. They will probably want to serve as a contact and mentor foroutgoing students with questions and concerns. If they have international contacts (company and foreign LC), utilize themto increase future quality exchange results. Give feedback and support to SN teams. Within the university If theexchange experience was a positive one, they will serve as a real-live, walking-talking promotion of AIESEC and what itcan do. Within the community They can participate in community service projects. They can write an article for thelocal paper publicizing international experiences. Remind the returning student that this is a time when they can expect togo through a great deal of change and that they will be integrating changes that have already occurred. It may take awhile, but the student will begin to feel “at home.” One more thing some hints from the German CS Manual can behelpful: Re-integration starts before returning home. In the same way as you prepare for a stay abroad you should alsostart to prepare for your return in advance. Here are some hints, which might help to ease the re-integration process:Prepare for the adjustment process. The more you think about what is to come or consider the alternatives, the easierthe transition will be. “Worrying helps“. Allow yourself time. Give yourself permission to ease into the transition.Understand that the familiar will seem different. This might cause new emotional and psychological reactions to beinghome. There will be much “cultural catching up“ to do. A lot has happened at home during your absence. Reservejudgments. Returning home requires as much openness and tolerance as the entry into the host culture. Respondthoughtfully and slowly. Quick answers and impulsive reactions, due to the returnee being frustrated, disorientated orbored, can lead to behavior which is incomprehensible to family and friends. Cultivate sensitivity. Showing an interest inwhat others have been doing while you have been on your adventure abroad is the surest way to reestablish rapport.
    • ...There is no path. Take the chance and make your own"Beware of comparisons. Making comparisons between cultures and nations is natural, particularly after living abroad.However, you must be careful not to be seen as too critical of home or too lavish in praise of things foreign. Remainflexible. Try to establish a balance between maintaining earlier patterns and enhancing your social and intellectual lifewith new friends and interests. Seek support networks. There are lots of people back home who have gone through their ownreentry and understand a returnees concerns. Well, I think this is from the theoretical point of view the information thatshould be transmited to the students….during the Reintegration part of the session.
    • ...There is no path. Take the chance and make your own"Training Structure Module name Process Goal(s)3 - 5 min Introduction General overview5 min Ice-breack if needed Reconnect with work athmosphere10 min Reverse Culture Shock Understanding of the new notionand understand the feelings theymight go through and how to dealwith it.25 min Re-entry Culture Shock What is it… How to cope with it…Hints…Total Time: 40-45 minReverse Culture Shock ( 10 min) Description TransparencyAs writen in the description of the training … Plus examples - an SN returnee thereor own examples…ProbablyflipchartTotal Time for module : 10Re-entry Culture Shock ( 25 min) Description Transparency10min10 min5 minWhat is it…..exactly……………… as in the description plus example…SN or ownHow can you get over it…what to do concretely --- ask them…. Hints present themon flip…and explainProbablyflipchartTotal Time for module : 10WHO SAID THAT?Copyright (c) 1996, Sivasailam Thiagarajan. All rights reserved.Purpose:To help the participants share background information.Time:10 to 20 minutesSupplies:Blank index cards.A flipchart with four or five questions that suit the participants and your topic.Example: Here are the five questions that we used in a workshop on learning to use the World-Wide Web:
    • ...There is no path. Take the chance and make your own"1.What is your primary reason for coming to this workshop?2.What is a major worry that you have about this workshop?3.How would you rate your current knowledge of the Internet?4.What type of computer do you use?5.What do you think a Web page is?Participants:3 to 7. If you have more participants, divide them into roughly equal-sized groups, and have these groups play in aparallel fashion.Flow of the game:1.Display the list of questions.2.Ask the participants to take one of their cards, and write the number "1" and their answer to the first question. Theyshould repeat the process with each of the other questions, writing one answer per card. Ask the participants to placetheir answer cards face down in the middle of the table.3.Ask one participant to shuffle the answer cards and deal them out, face down, one card at a time.4.Announce that the activity will last for 10 more minutes. Start a timer.5.Ask the first participant to take one of the cards and read it aloud. If asked, this participant may read the card again,but may not show the card to anyone. (This is to prevent participants from recognizing the handwriting on the card.)6.All the participants (except the reader) now guess who wrote the card, and write down their guess. (The person whoactually wrote the card should write down his or her own name, assuming that he or she is not the reader.)7.After everyone has finished writing, they reveal their guesses. The person who wrote the card identifies himself orherself. Those who guessed correctly score a point. The card is then placed face up in the middle of the table.8.The second participant now selects one of his or her cards and reads it aloud. The same procedure is repeated.9.If a card has the last remaining answer to a particular question, the person merely reads it and places it in the middleof the table. (There is no point in guessing, since everyone knows who wrote that card, through a process ofelimination.) Play continues with the next person.10.Stop the game at the end of 10 minutes. Declare the person with the most correct guesses to be the winner.11.To bring things to a close, ask the participants to read the answers on the remaining cards and ask the writers toidentify themselves.A Selection of Team GamesThe following games are just a small selection of the type of activities that would foster a deeper understandingbetween team members. The games are usually quite fun and can be used during breaks at conferences, planning andother team bonding events.Group SitWho Are You?Belly Button ColoursAre You Predictable?Human KnotWhom to Choose?Human PyramidThe Sinking ShipGroup sitStand group in tight circle, everyone sits on each otherBelly Button ColoursCall out colour of something in room. Everyone races to colour and presses belly button against it.Human Knot
    • ...There is no path. Take the chance and make your own"Group forms circle, everyone closes eyes and grabs hands. As a group, attempt to unknot the circle without breaking thehand grips.Human PyramidEncourage coordination and involvement with team. Group kneels down and forms a pyramid structure by climbing ontop of each other.Are you predictable?Objective: to demonstrate that some behaviour is predictableProcedure: Everyone writes down their answers to the five questions asked in rapid sucession.1. What is your favourite colour?2. Name a piece of furniture.3. Pick a number between 1 and 4.4. A flower5. An animal in a zoo.Most of population will say red, chair, 3, rose, lion.Who are you?On three separate pieces of paper, each person writes down three things about themselves which they think no-one inthe group knows. All these are put into a hat and each person takes a turn at pulling a piece of paper out of the hat, andguessing the person whom it refers to.This game can encourage self disclosure, which is vital if the team is to work well.Whom to choose?Objective: to allow members of team to learn about values of other people in team. Allow team topractice decision making skills. Have 6 - 8 people in session.Introduce session, distribute fact sheet, give group up to half an hour to make decision. Observebehaviour of individuals and the way the team is run. Ask each individual to speak about how theyfelt.Fact Sheet—Whom to ChooseThere are currently more patients waiting for kidney transplants than there are transplants available.A kidney has just become available. There are six people who require kidney transplants and who could be given thekidney. Your group, as the medical team at St Peter‘s hospital must select one of the six people to undergo thetransplant.Robert Haligan—23 year old Postgraduate Science student. Robert is majoring in Chemistry and has been given a Govtscholarship as one of the country‘s most promising research students. If Robert is given the transplant, he will stillrequire a separate heart/lung transplant for which his chance of survival is about 60%.Veronica Aberdeen—29 year old advertising director. Veronica is a promionent abortion activist.Last year, she had her falopian tubes tied to ensure she will never have children.Alice Dokly—20 years old. Alice migrated from Zambia when she was eight. She left school at seventeen to have thefirst of two children. She is currently unmarried, and lives on a single mother‘s pension.
    • ...There is no path. Take the chance and make your own"Hank Struan—41 year old wharf labourer. Hank has worked on the wharves since he was 21. He is a widower, with 4children. Hank is now the union representative at his workplace and has recently organised several strikes.Roberta Cohen—49 year old housewife. Roberta and her husband were unable to have children of their own, so theyhave, over the past ten years, adopted 6 children from the developing world.Roberta plans to study a part time Bachelor of Arts next year.Julie Andreios—37 year old. Julie and her husband are partners in a successful optical equipment research company.Their business exports to seven countries and the market is growing. Julie has indicated that if a kidney does notbecome available soon, she will travel to the US and attempt to have the transplant arranged through a kidney broker ata private hospital.The Sinking ShipYou are one of seven people who are the only survivors of a passenger ship that was hit in the SouthPacific by an old World War II mine. You are now trapped in the bottom of the ship‘s hold, with only a small air lock tolet you return to the surface. It takes approximately three minutes to operate the air lock to allow one person to escape.The hold is steadily filling with water, and judging by the list of the ship, you have at the most fifteen minutes beforethe ship sinks quickly to the bottom of the 37,000 foot deep Mariana trench.Your problem is one of survival. You are to determine as quickly as possible the most equitable way of deciding whowill be saved in the fifteen minutes time. Remember that it takes three minutes to save each person, so the maximumnumber that can be saved is five.As each person is "saved", he or she will separate from the group and sit in a chair. Both the amont of time taken byeach person in the air lock and the remaining time left for the victims will be watched closely.To impress the disaster victims with the seriousness of their situation, it is necessary to emphasise that those who areleft in the hold will suffer a most hideous death— death by drowning.Egg DropYou are to drop an ordinary hen‘s egg out of a second floor window, so that it falls to the ground without breaking.Whilst the egg is falling no human intervention is allowed.Only the resources provided can be used to achieve the task.The egg cannot be thrown.Time:MinutesResources:
    • ...There is no path. Take the chance and make your own"Three sheets of A4 paperSix foot of stringOne foot of SellotapeA pair of scissorsGrand Old Duke of YorkThe grand old Duke of York,He had 10,000 men,He marched them up to the top of the hillAnd he marched them down againWhen they were up they were upWhen they were down they were downAnd when they were only half way up they were neither up nor down.Games and Songs1. Grouping GameFacilitator calls out numbers, from 2 to 10, and everyone must get into a group of that size. Anyone leftover getskicked out. Go until no one is left.2. 4-3-2-1 Dancing CompetitionPeople find a partner. Start dancing. Kick out the bad ones. Next round is with one foot less until they are dancingwith no feet. Crowd votes on the last one.3. Knight, mount, cavalierSimilar, a dance competition. Call out one of the three options and groups much switch as quick as possible. Knight -the girl jumps into the arms. Mount – man rides girl like a horse. Cavalier – man is on knees with hand of girl.4. MerequetenqueGet everyone in a circle. Ask if they have danced the merequetenque. They say no, and then they say, well‘t let‘s do it.Everyone goes one way in the circle saying – merquetenque teque three times and then the other way. Start with handson shouldes, go to waist, knees, and then feet.5. Frog Song
    • ...There is no path. Take the chance and make your own"We all know a frog goes (varias things) in the washing machine, (2x) it doesn‘t go MM MM AHH6. How to be a Belgian party beastGoes through different dorking dances, such as flossing nose, cutting squares, scrubbing the pack, and cannot rememberthe rest.7. *I have a little house, like this, like his*I knock on the little door, like this, like this, like this*Smoke in the chimney always goes like this*I shine my little shoes, like this, like this, like this.8. Why don‘t you smile?I can‘t?Why not?Because my back is aching, my belt‘s too tight, and my booty is shaking to the left to the rightTo the left, to the right, left, right, left, rightPeanut butter, risces pieces, stick with us, we will cheer you upBam, Bam, choo choo train, come on X right that traine!9. – Oh Mi dios to do (and hit the floor with your hand)- Oh My god to do-Tulu mueve su mano, y despues mueve su otro, y despues mueve su pie, mueve el otro, mueve su culo-tulu, tulu, tulu, tulu10. Lion father and baby. Baby is on hands and knees and father must protect baby while going after food (which arethe other babies).11. See which team can make the longest line of clothes.12. Collecting energy from the air – raise hand like an antenna and then pull back (cha) and quickly strike (hung)13. Glass of water example – life is like a glass of water in that each day you learn something about the world and youglass slowly becomes filled. By the time we are in our twenties, we already have a full glass and we already knowabout the world what we think we should know. What AIESEC does is shake up the glass to give space for newlearning and although some may think it is just a drop, with so many drops we can create rivers of change inpeople.14. To show potential – connect your hands and say this is what we can achieve if we act alone. Then have everybodyjoin hands together and say this is our circle of influence if we work together.15. Brazil song – emcima, embaixo, puxa, e vai (or, in english, ensimmy, bashu, pushi, vay)16. Watch roll call – have the entire team walk up with their backs turned to the audience. Put hands down so it lookslike they are playing with their privates and then say things like, ―My is silver, my is old, I use mine everyday,mine is too big,‖. In the end, the last person says something like, ―Cool, let synchronize them so they are all thesame, ready, I have 3:40 right now.‖ This reveals to everyone that it is really a watch and not a private part likethey thought.17. Normal, Sad, Sexy, AIESEC skit – The skit is that a mother is cleaning the house while the father sits on the couchreading the newspaper. The son comes home drunk through the door (which can be people if necessary) and thefather gets upsets and kills. The ambulance comes to the rescue, asking around to see who is hurt. The soneventually dies so they call the funeral home and they come to take them away. A director, who calls for quiet onthe set, lights, camera, action is not happy with the performance and ask them to do it more dramatic. So,everybody is overdramatic, crying and so forth. Then, that is not good enough either, so he calls for it to be moresexy. So, everybody acts the same thing but with a whole lot of sexual gestures. Then, it is still not good enough,so he ask them to do it the AIESEC way. And everybody does it using AIESEC dance motions and if possible,acronyms and references to AIESEC things.18. To get people quiet, have them stick out their hand, point their finger, and then slowly touch their nose and thensay, ―Good, now we have everyone quiet.‖
    • ...There is no path. Take the chance and make your own"19. Eternal Flame dance – using the words to eternal flame as a base, have people act out the different actions in thesong. Such as say my name (write the name), sunshine (draw a sun), through the rain (hands and fingers fallingdown). For eternal flame, like match and put it to ass. Must practice but went over well.20. Pick a song that represents you and sing it – get into groups and come up with songs that describe how you feel (forexample, at the end of the year) and then the group must sing it for the others21. Identity Game – the café, when everyone draws when AIESEC is best for them, and then switch tables randomlyand shares their ideas, looking for key themes. Do one more round and then come up with a statement about whatit means for the group and put it on the art museum wall, which means you group them according to themes, like inan Art Musuem22. Laughing altogether – hohoho, hehehehe, hahahaha, hehohahaha – and everybody must copy the leader23. Ming Mang Mong - Pa, pa, pa,pa, pa pa, (hands opening by face, back and forth, big smile), boo chi, boo chi, boochi (like a chicken) and then the person starts with Ming, next person goes Mong, and third person goes Mang.Each of them points, but it is only the third person (Mang) that transfers the control. So, whoever the third personpoints to, that person must start with Ming, and then it moves along in clockwise order. When someone messes up,you say, ―Ahhh bull shit, ahhh bull shit, Matthew, Matthew, lalalala‖24. Apple String Game – taken from Estonian wedding, you tie and apple to a string, and then place it between twopeople at mouth level. They must keep their hands behind their back and then eat the apple together. Since it onstring it will swing all around.25. Sing a song with group – you can select different people to be the different members of the Beatles or the RollingStones and then have them get up on stage to act as the band as you one of their songs (taken from JCI president atIPM 2003, using Hey Jude).26. SMASH – catching what people say and putting it out of context27. Nonstop Nonsense – you have one person who is the master of ceremonies. He asks a person a question and theperson on their left must respond, but they cannot respond to the question (or anything similar) nor can they askanother question. If you mess up, you‘re out.28. My Bonnie – taken from the BoomChicago show in which they see a song about My Bonnie Bee and every time aB shows up in the song you have to sit down or stand up, depending on what you are doing at the moment.29. Dominoes – get people to stand up in a row. Have them mimic your actions. Do something so they follow youalong for awhile and then get them crouching on their knees with their hands close to the ground. At that moment,yell ―Crash‖ and have the person on the far side (pre-arranged) give a big push and watch them all fall down likeDomino‘s. Done in my Cool Runnings presentation in Mexico.30. I know a song and it is not very long and now it‘s finished!31. The bridge of hands – have people lay on the ground with their hands in the air. The people then fall back onto thehands (laying there) and get pushed across the bridge to the other side. Everybody gets a turn.32. The World is Upside Down – have a group get around a person and then literally pick them up and turn them sothey are hanging upside down.33. The Knot Game – have everybody grab hands with different people and then ask them to untangle each other.34. Display of Positive, Negative, No Re-enforcement (Martin Alvarez) – have the group decide on an action in somepart of the room that a person must do. Have three people picked to be the participants and have them wait outside.For the first person, give him no feedback at all. For the second person, only give him negative feedback (when heis doing something or going the wrong way). For the third person, give him positive feedback. See how thepeople respond and talk about it.35. Land of Odd – all the things in the land of odd have two of the same letters together (such as moon). The peoplehave to figure out what is odd about the land of odd by just asking what is in it.36. Balloon popping – have people tie ballons to a string around their ankle. They then have to run around trying topop the balloons of the other people. The last one left standing with their balloons wins!
    • ...There is no path. Take the chance and make your own"37. Humping Eggs (from Condomania) – have people put eggs inside a condom and then tie the condom to a strongaround their waist. They then must thrust back and forth, in order to swing the egg in order to break it against theother egg.38. Skulling Competitions (always fun)39. Bitches Bitches – each person is given a name, usually a sexual related term. The beat then goes, Bitches Bitches(on the knees twice), and then clap clap. You can pass on the clap but you must say bitches bitches when you hitthe knees.40. Yo Tengo Moco, Lo Saco Poco a Poco, Lo enredondado, lo veo con deseo, me la como, y como sabe el moco,vamos a volver.41. Ask everyone who has the most interest thing about their body and give a prize to the winner42. Se Se Corre, Se Coreza, a si si si si manga, manga manga (getting quieter and louder)43. Ging Gang Goolly Goolly Watching, Ging gang goo, ging gang goo, hey la hey la shey la, hey la shey la ho-o-o,shalibut, shalibut, oompa, oompa, oompa44. Most interesting part of the body – ask the people45. Spain – soy pelota, touching people46. Mexico – aqua song47. Quickies with the crowdSeal of Approval (making awuf, awuf sound while clapping with your elbows)Round of Applause (clapping in a big circle)Big Hand – putting up a big five towards the airRaise your hand if you are not here – good looks like everybody is here then48. Get to know you game – the Native America name – where every person picks one animal that describes them andone adjective – so I was grinning eagle for being serious, bald, thinking, but also a little bit mischievious light-hearted49. Can you sing? – From Derek Small, it asks the crowd how many can sing, and then again, how many sing along inthe shower or in the car. People often base what they can and can‘t do, based on the implications, of being scaredof what might be or to be criticized (link to Nelson Mandela quote), and we cannot lead our lives with way.50. From JCI President, you get people to pair up, and that put their hands together, and soon they will push hardagainst each other, trying to push the other one back. One will scream yes and the other will scream no, and it isinteresting to see how you hard you push when you are screaming yes or no, it often changes as people get tougherwith one or the other. Interesting to think about how you respond to words and attitudes.51. One more Voice – the tale of all seasons, about how the extra snowflake, that weights nothing more than nothing,broke the limb. It means that often one extra voice, or a little extra effort, will be the difference. This is alsosimilar to idea of never knowing when a big play will break or when an attack will come – the value of on-goingeffort.52. The Man Who Planted Seeds – is some kind of a video, put is about Johnny Appleseed, and shows the importanceof planting seeds, even though you may never see them grow, as it is the only want to change things. Must godeep into how a forest changed everything – adding wildlife, adding a stream, and allowing a village to form out ofnothing.PERSONAL SHIELDIntroduction
    • ...There is no path. Take the chance and make your own"A short exercise for people in a group who do not know each other very well or who have not seen eachother for a while. To encourage easier communication between - group members.ABCD MOTTOEach person draws - or makes - their own shield including the following:A - 3 Favorite 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 listensas their partner 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 eachperson or with names on the top.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 theyfind it impossible to think in those terms, they can use as an enemy someone or a group of people they were taught tohate 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 list things thatthey feel they are not, and would like to be. This list will not be shared with the whole group. (5 min).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 with themselves? Canthey see in them anything they reject in themselves, or anything they would like to be and are not? Make sure that pairsspend 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? Does this tellthem anything about themselves or the nature of "enemies"? What can we learn from facing up to our own fears andhates?
    • ...There is no path. Take the chance and make your own"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 commonon 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.BIKESTASKVisit the church chapel that is found at Grid Reference:8 6 7 6 9 0Return with your team to the hotel by .............. o‘clock.The only form of transport available is a fleet of bicycles.A compass is available.ONLY the map provided with the brief may be used.Do not write on the map.A puncture repair kit and tool box are available.The following conditions apply:1. You may only travel on public roads, public footpaths or public land.2. You may travel once on the A road, during the task, for a period of 15 minutes. Failure to meetwith this condition will result in a time penalty.3. You may travel on B roads for periods of 10 minutes with at least 60 minutes between periodsof use. Time cannot be ―saved‖. If you travel on a B road for only 2 minutes then you cannotsave the remaining 10 minutes for another period of use at a later stage in the task. Failure tomeet with this condition will result in a time penalty.4. Travel means moving along the road in any manner. You can however cross A and B roadsprovided that there is a junction within 100 metres of your entry point onto the road.5. Travelling on C roads is unrestricted.6. Your starting point for this task is at GR. 8 2 4 6 2 9.
    • ...There is no path. Take the chance and make your own"7. Phone ―Biecs Betws‖ Tel: 01690 710766 to make arrangements for the pick up and drop offyour fleet of bicycles.The tutors are able to recognise A, B & C roads, public footpaths and public land. The tutors arenot be available to carry out repairs to bicycles.NEW INSTRUCTIONSVisit the chapel found at GR. 8 6 3 7 0 7NEW INSTRUCTIONSYour return journey to the minibus must not include more than one kilometre ofbacktracking north of the A548.Backtracking means travelling on any roads you have already been along, up to thispoint.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.Process
    • ...There is no path. Take the chance and make your own"Ask people to form groups of three or four. Then ask them to demonstrate, by forming a human sculpture, somethingon 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(Clearly almost any topic can be chosen, depending on the group, situation and your aim).The group are told they cannot talk at all during the exercise. They are given a set amount of time and told they willthen present their sculpture to all the other groups. Only after this will talking be allowed.One person in each group is given a disability by the leader. They must keep their hand behind their back or in theirpocket. Alternatively they must stand on one leg or stay bent over. Other variations are possible. No reasons are givenfor this, however they must stay this way until the end of the presentations.After each group has made their presentation, allow each group some time to talk about what they achieved, how theyfelt about it and what, if anything, they learnt from it.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. For larger groups,or even for smaller ones, these questions could be raised with small groups first before the large group 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.Spock.docORIENTEERINGRESOURCESTwo Orienteering Maps
    • ...There is no path. Take the chance and make your own"One Ordnance Survey MapTwo CompassesNine PhotographsINFORMATIONEnclosed is a Forestry Commission Wayfaring Course map for the .................. area.There are nine photographs, each showing one of the orienteering points on the map.The points that these photographs have been taken at are part of a simple mathmatical progression.TASKYour task is to visit all of the posts shown in the photographs.Return to the College by 4.00 pmHUMAN 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 Barbara Stanwyck wasis a car driverhas been on holiday in the last month
    • ...There is no path. Take the chance and make your own"is a vegetarianis a sports fanhas a petlikes the same music as youis a parenthas never smokedis wearing white underwearlikes science fiction filmswears contact lensesHUMOUR 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 each group theopportunity 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, how well theyknow 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? They shouldthen turn the paper over and think of a time when they didnt find something funny at all, but they still laughed orsmiled or joined in with the joke. This time they should analyze: why didnt they find it funny? why did they stilllaugh/smile? who else was there? Encourage people to be honest with this, even if it quite difficult. (Many people maywell claim.at first not to be able to think of any situation like this. If they cannot, ask them to think of a situation wherethey found something funny and others clearly didnt). They should then share these two situations with their partnerand discuss them a little further.Back in the large group, ask people not to share the situations but any general reflections on what this showed abouthumour.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 in on them.In small groups, ask people to do the following:Firstly, consider:
    • ...There is no path. Take the chance and make your own"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.)Secondly, ask people to watch some TV entertainment programmes or listen to radio DJs. Read some cartoons. Lookat 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 individual differences.Think about hospital nurses, upper class women, radical trade union leaders,. gay men and lesbians or any other groupsthat 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 your family 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 the stereotype?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 those doing aspecific job, like politicians?Fourthly, ask groups to choose one group who are shown in a fairly negative, stereotypical way. Ask them to collectexamples of these stereotypes together. They should consider how these stereotypes happened. They should thinkabout how members of this group might feel about it. They could even ask members of the group or read things frommembers of the group to see how they feel. They could think about whether anything could, or should, be done to try toalter the stereotype.After some time working on this in small groups they should present/demonstrate their findings to the large group.Some discussion should take place comparing the types of stereotypes, and reactions to them, as well as possiblestrategies 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.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 of values;3. It is therefore important to realize that hero figures are not neutral, they have a certain image and convey anumber of values;
    • ...There is no path. Take the chance and make your own"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.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 superhuman qualities,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 patriot of thecountry, a religious figure, a popular character from a TV series or commercial, an historical figure, a hero from a bookor film, etc;b) Each person may have one or several heroes, but for the purpose of the exercise participants are asked toconcentrate on only one hero. They should therefore select the hero who is the most important to them.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 so on. Thiswill 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 youchanged 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 for someone to havea 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 fictitious characters willprobably 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 somebody you admireas 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 HERO1. if you were asked to select ONE hero, who would you chose?
    • ...There is no path. Take the chance and make your own"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?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.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 create the 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.Six StatementsA child who is criticized - learns to condemnA child who is punished - learns to fightA child who is insulted - learned to be shy A child who experiences shame - learns to feel guiltA child who is abused - learns self-loathingA child who sees loved ones killed - learns to fear 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 show kindnessA 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.
    • ...There is no path. Take the chance and make your own"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; the difficultyof interesting people in topics like this; the need for television to be entertaining and whether it is possible to remaintrue 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.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.THE TREASURE, THE PIRATE AND THE KEYIntroduction:Show a picture of a Treasure Chest being locked by a Pirate. Inside, treasure should be seen.
    • ...There is no path. Take the chance and make your own"Explain that some treasure is going to be locked inside and that only one key will then be able to open the chest. Showsome copies of keys drawn on paper (all with seven different sized teeth). Give each person a copy of the key and tellthem 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 the Red Cross and RedCrescent 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 putthem 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 given one differentcoloured copy of the key. They are told to somehow, someway, reach a group consensus of the seven in order ofpriority.3. The keys can then be put on the wall or theseven priorities written on a grid on a large sheet of paper. Each groupshould 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 a generaldiscussion 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 maywell apply in every situation: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 official content?Under no circumstances should the person running the exercise tell the group at the end that they have the one and onlycorrect 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 this exercise can take ashort time (45 minutes minimum) or it can provide the material for a 1/2 day session.An example of the treasure, key and possible clues that could be used follows:
    • ...There is no path. Take the chance and make your own"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 thatothers may 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 towardsconflict prevention 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 politicalleaders who 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.HUMOR AND STEREOTYPESIntroductionA few activities to encourage people to consider the nature and power of humor and to look at the necessityand danger 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. Theymay prepare a story, a drawing, a drama, anything as long as it makes people laugh. After some planningtime, give each group the opportunity to make the others laugh.Following this, have a discussion on how each group made decisions about what to do and whether theywere successful. Get people to consider what factors they took into account, for example, type of audience,how well they know each other, etc.
    • ...There is no path. Take the chance and make your own"3. Ask people to form pairs. Firstly alone, using a sheet of paper, get them to think of a time when theyfound something really funny. Ask them to analyze it. Why they found it funny? What was it actuallyabout? They should then turn the paper over and think of a time when they didnt find something funny atall, but they still laughed or smiled or joined in with the joke. This time they should analyze: why didnt theyfind it funny? why did they still laugh/smile? who else was there? Encourage people to be honest with this,even if it quite difficult. (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 then share 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 thisshowed about humour.4. Many jokes and peoples abilities to find things humorous depend on knowing the person orunderstanding the situation or belonging to a certain group of people. Much humour makes little sense tothose who are not in on 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.)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 the stereotype?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 themto collect examples of these stereotypes together. They should consider how these stereotypes happened.They should think about how members of this group might feel about it. They could even ask members ofthe group or read things from members of the group to see how they feel. They could think about whetheranything could, 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 aboutwhether some harmless fun really is so harmless if it is directed at certain individuals or groups. It alsohighlights how humour can be used as a propaganda weapon. Becoming conscious of it, and trying to
    • ...There is no path. Take the chance and make your own"minimize its harmful effects, is something very practical that all individuals can do. Any work on vulnerablegroups, respecting difference and conflict can benefit from some attention to humour.A CHIILD ON TELEVISIONIntroductionAn activity showing the power of the selection of images and words for television. Allows consideration ofsome practical, creative and ethical issues about the Media. It is also about the importance of education andupbringing in early childhood.ProcessStart either by introducing the topic of the child or by the method of television story-boarding (a plan of thewords, 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 create the Man"Say or give out these old quotations about children, (You can explain that it is about women also, but inolder times they were not mentioned). Say that they may seem contradictory to some people andcomplementary to others.Split people in small groups of, perhaps, four or five. Give some groups the Six Statements and some theSeven Statements. Ask them not to talk with, or show their statements to, other groups.Six StatementsA child who is criticized - learns to condemnA child who is punished - learns to fightA child who is insulted - learned to be shyA child who experiences shame - learns to feel guiltA child who is abused - learns self-loathingA child who sees loved ones killed - learns to fear 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 - comes to show kindnessA 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 advertisementuse storyboards to organize themselves. (Show them the Picture, Time and Sound diagrams). The storyboardshows what pictures the viewer will see at any point during the program or advert and the words and soundeffects that will go with the images. A useful tip is that it takes about 1 second to say 3 words. Images andsounds should match.
    • ...There is no path. Take the chance and make your own"3. The taskExplain that each group needs to create a two minute news item, advertisement or small feature for televisionabout their six or seven statements by story-boarding. They can either have many copies of the Picture, Timeand Sound diagrams from you or create their own. They need to sketch the images, estimate the number ofseconds and write in any 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 to 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 atthe end the groups will display their storyboards for others to see and will give other groups a briefdescription.4. The showPut all the sequences on the wall. Ask people to look at the storyboards of all other groups. They should tryto notice if there are similarities and/or differences. They should see if each one makes an impression onthem. After some time for this, ask people if there are any questions they have for a certain group. Whatsomething means? Why they chose it? (Ensure that questions are directed at all groups, not just one or two).Ask if differences can be seen between the groups who had the six statements and those that had the seven?Consider why this might be. You may need to ask someone 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 onwhich images and 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;the difficulty of interesting people in topics like this; the need for television to be entertaining and whether itis possible to remain 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. Thebest one being judged on how it grabs and holds the interest of the viewers. A small prize, of some kind,could be offered.Such an exercise can be done with any topic. Refugees. Gypsies. Disaster relief. Famine. In each case somevisual or verbal 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 ofa 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 easybecause they have very different goals and practices. Some understanding of this reality can prove useful andilluminating.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 are
    • ...There is no path. Take the chance and make your own"used 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 upinto 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 need tosee, 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.
    • ...There is no path. Take the chance and make your own"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.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.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 upinto 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 color; 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 need tosee, 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. First
    • ...There is no path. Take the chance and make your own"comes 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, colorand 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.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."Learning from Experience"Have participants introduce themselves and explain one thing they have learned the hardway about the topic you are covering. Post the learnings on a flip chart and refer to themthroughout the class."Challenges and Objectives"Divide the class into small teams. Instruct teams to identify their challenges in the topicand their objectives for the training. Post work on flip charts. Have them introduce theirteam and share their work with the rest of the class."Questions"Have each person write a question they want answered in the training on a Post-it note.Have them introduce themselves and their question. Then post all questions on a wallchart. During or at the end of training, ask the group to answer the questions."Role Models"Have each person identify someone who is a role model for the topic being discussed.Have them share the person‟s name and the qualities or characteristics that make them agood role model. Post characteristics on a flip chart."Dos and Don’ts"Have participants introduce themselves, sharing their name, department, and either a "Do"or a "Don‟t" tip for the topic being discussed. Post tips on a flip chart.
    • ...There is no path. Take the chance and make your own""Collective Knowledge"Have participants work in teams to identify five rules for dealing with difficult people (or thetopic under discussion)."Charades"Have class work in small teams of 4-5. Instruct teams to identify one type of person theyall find difficult. Then have the team act out that type of person while the rest of the classtries to guess what they are acting. This can be a fun activity and can lead to a shortdiscussion about needing to keep a sense of humor when dealing with difficult people."Scream Therapy"Have participants introduce themselves and share the emotions they feel about theirdifficult person (for example, "They drive me nuts!!"). Have them say it with feeling. At theend of the introductions, have them all scream the feelings at the same time."Who Can Develop?"Have participants identify someone who has contributed to their professional development.As they introduce themselves have them explain their relationship to the person thatcontributed to their development."Developing Yourself"Have each person introduce himself and share one action they have recently taken todevelop themselves (other than signing up for this class). This can be done as a group orin small teams."Acceptance Speech"Have participants introduce themselves and thank someone who has contributed to theirprofessional development. They should thank the person as if they are receiving anAcademy Award. You may need to limit speeches to 30 seconds."First Job"Have participants introduce themselves, sharing their name and something they learnedon their first paying job."Brain Teaser"Use a quiz as an icebreaker. Ask questions that we should all know but may not. Askmembers to answer individually, then give them a few minutes to work in small groups tofinish answering the questions. The groups should be able to answer more questions thanany one individual. This is a good demonstration of synergy and can lead into a discussionof the concept. Sample questions:What are the names of the planets, starting from the one closest to the sun?What is the most populous state in the U.S.?What 8 states begin with the letter "M"?
    • ...There is no path. Take the chance and make your own""Dinner Plans"Have each person complete the following sentence:"If I could have dinner with any person, living or dead, it would be__________________________ because ___________________________.""Experience Tally"Ask each participant how long theyve been with the company or in their current job. Totalthe number of years. Point out that the class will have X number of years of experience onwhich to draw."Good or New"Ask each person to share something good or new they have experienced in the last 24hours."I Noticed"If participants have made commitments in a previous workshop to change behaviors, askothers to share one thing theyve noticed another person doing differently. As analternative, have each individual share one thing he/she has done differently since the lastsession."I’m Unique"Ask each person to share one thing that makes him/her unique."My Slogan"Explain that many companies have slogans or "mottoes" which reflect their values. Forexample, Ford Motor Company uses the slogan, Quality is Job One. Ask each person towrite (or borrow) a slogan to describe him or herself and share that with the class."The Worst Team"Have each person share a description of the worst team they have ever been on and why.Post characteristics on a flip chart. Debrief this exercise by having the team identify waysto avoid the "worst team" characteristics."Three Truths and a Lie"Give each individual a 3x5 card and instruct them to write 4 statements about themselves:one of the statements should be false while 3 should be true. Explain that the goal is tofool people about which is the lie. Allow 5 minutes to write statements; then have eachperson read the 4 statements and have the group guess the lie. Award a prize to theindividual who makes the most correct guesses."What Kind of Team?"
    • ...There is no path. Take the chance and make your own"Divide the team into small groups of 4-6 people. Have each group discuss and identify ananalogy for their team. For example: "We are like a 3-ring circus -- because we have manythings going on at once and it feels chaotic at times." Allow 10 minutes to discuss; thenhave teams share."Fears"Ask each person to share his or her greatest concern about participating in the teambuilding or training. Post fears on a flip chart. At the end of the session, revisit the list andask the group to share whether their fears were realized."What Do You Know?"Divide the class into teams of 3-4 people. Assign each team a different flip chart. Explainthat each team will be assigned another team about which to share information. Forexample:Team A: Mary, Chris, Pat and TerryTeam B: Jane, Frank, Phil and SharonTeam C: John, Mike, Andrea and LarryTeam A is assigned Team B; Team B is assigned Team C; andTeam C is assigned Team A.Have the team divide their flip charts into sections, one for each person in their assignedteam. Allow them 5 minutes to record everything they know about the people on their flipchart (both work and non-work related). After 5 minutes, have teams rotate flip charts andadd information on their new flip chart. Continue rotating until they come to the flip chartwith their own names on it. Have each person comment on what was written abouthim/herself."Guess Who"Prior to the session have each participant complete and return to you a survey with 5-7questions about him or herself. For example:o Favorite type of foodo Best all-time TV showo Last movie you sawo Last book you reado Dream vacationDuring the session, read the clues and have the rest of the class guess which person isbeing described."Picture Perfect"Have each person on a team draw a picture or series of pictures to represent their currentview of the team. (They can draw on pieces of paper or flip charts posted around the
    • ...There is no path. Take the chance and make your own"room.) Allow 5 minutes; then have the rest of the group explain what they see in eachothers pictures."Something New"On the second day of a team building meeting, ask each person to share one thing theylearned about someone on the team in the last day. Have the rest of the group try to guesswho is being described.Reprint notice: This document may be reproduced for personal use. If you share it withothers, please reference the source as, Results Through Training, www.RTTWorks.com.CAMERATASKYour task is to accumulate at least 100 points.RESOURCESA minibusOne polaroid camera with filmA mapMETHODPoints are awarded on the similarity of match of the picture you have taken against the masterpicture you are given. For instance 100% match gives 100% of allocated points.You are limited to taking 10 pictures during the day. Furthermore you are allowed only one shotper location.TOPOLOGICAL MAP BRIEF.Enclosed is a topological map of the area showing A & B roads, information access points andmultiple junction areas.When you reach the junctions marked in green you will receive further information about thephotographic sites.The areas marked in blue are multiple junctions where several roads may meet within an radius ofapproximately 400 metres.
    • ...There is no path. Take the chance and make your own"NEW INSTRUCTIONSYour organisation has been set new productivity targets. You must now obtain 200 points.NEW INSTRUCTIONSRaw materials are in short supply. You may only take 6 photographs.NEW INSTRUCTIONSThere is a fixed charge of 10 points plus a levy of 20% of scored value per photograph.This will be deducted at the close of the task.CASTELL Y GWYNT. ( CASTLE OF THE WIND ).
    • ...There is no path. Take the chance and make your own"Your task is to make your way to the Castle of the Wind [GR.656583].Your route must take you via Twll Du ( The Black Hole ) / Devils Kitchen [GR. 639588]. Theroute may be steep in places.Park at or near the Ogwen cottage rescue centre [GR. 650603].Return to Hen Blas by ...............Resources.3 climbing ropes.2 carabinas each.1 helmet each.1 climbing harness each.8 tape slings.1 stitch plate.1 figure of 8 descender.1 shunt each.1 compass1 Ordinance Survey map.ADDITIONAL INFORMATION.There has been a rock fall in the kitchen. this route is now inaccessible. Instead you must follow adesignated alternative route.New Route.Make your way to the foot of Clogwyn y Tarw ( The Cliff of the Bull ) / The Griben Facet. [GR.650596]From there make your way to the top of the cliff by climbing up eitherSlab Intermediate Route or Slab Recess Route, as described in the Cwm Idwal climbing guide. (Your tutor has a copy of this book ).Tutors will help you by providing technical skills and information.When you have identified where you wish to go inform the tutor who will then set up any safetysystems that are needed in order for you to complete the climb.Climbing tuition is available.ADDITIONAL INFORMATION.URGENT MESSAGE.They are having problems at Trawsfynydd Nuclear Power Station.The main reactor has gone critical and will explode in exactly ... minutes from NOW ! Every livingthing for within a radius of 50 miles will be wiped out in the explosion.HOWEVER the reactor can be stabilised by doing one of the following.1. Phone Hen Blas before the explosion.2. Throw a large rock into the nearest lake.3. All of the group ascend to a height of 800 metres.Your most precious resource is time.
    • ...There is no path. Take the chance and make your own"HURRY !!!!!!!!!!!! it is ticking away.1. HELLO!Purpose:To collect background information about the participants.Time:15 to 30 minutes.Participants:At least 10.Supplies:Flipcharts or blank transparenciesTimerWhistlePreliminaries. Before the workshop, figure out what types of information you want. In order of priority, here is asample list for a workshop on simulation games: participants needs, participants jobs, simulation gaming experience,attitude toward simulation gaming, reason for attending the workshop, and preferred mode of learning.Team FormationAt the start of the workshop, divide the participants into as many teams as there are categories of information you want.Assign each team to a different topic.Planning SessionAsk the teams to retire to convenient corners and spend 3 minutes devising a strategy for efficiently collecting theinformation from all participants. Warn everyone that the total time for collecting all the data will be only 3 minutes.Data CollectionAnnounce the beginning of the data collection period. Ask the teams to collect the data (using whatever strategies theydevised earlier) within the next 3 minutes. Step back to avoid being trampled in the hectic rush to interview each other.Summarizing DataAfter 3 minutes, call time. Ask the teams to retire to their corners, process the data, and produce a summary report on atransparency or a poster.Presenting ResultsAfter 3 minutes, announce the start of the show-and-tell period. Call on teams in a random order and give each team aminute to make its presentation.Variations:Too many people? Assign the same topic to different teams.Not enough time? Suggest that teams sample representative participants rather than attempting to intervieweverybody.Too much time? Conduct a preliminary brainstorming activity to identify relevant areas of information to be collected.Ask teams to design a questionnaire before collecting the data.Too late? Use the game as an end-of-workshop activity. Here are some suggested topics: the best feature of theworkshop, the worst feature of the workshop, the most useful skill learned, plans for using the skill, andsuggestions for improving the workshop. Use the same frame, but call your game GOODBYE!Copyright (c) 1996, Sivasailam Thiagarajan. All rights reserved.2. IM A ....Heres a fast-paced activity to highlight different cultural variables.
    • ...There is no path. Take the chance and make your own"Ask participants to complete this sentence: I am a(n) _______________ .After they have done this, ask them to complete the same sentence 10 different ways.Ask each person to place his or her list (written side down) on a table and pick up some elses.Debrief by calling out various categories and asking for examples from different lists.Here are some suggested categories: activity level (couch potato) age (senior citizen) association membership (Mensa member) astrological sign (Aries) belief (pro-life proponent) birth order (first born) ethnicity (hispanic) family type (person from a large family) gender (woman) interests (mystery-story reader) language (Spanish speaker) marital status (divorced woman) national origin (African) national politics (Democrat) organization (IBM employee) personal characteristic (impatient person) personality type (introvert) physical characteristic (tall person) political ideology (capitalist) profession (trainer) professional approach (behaviorist) race (Caucasian) region (Southerner) religion (Roman Catholic) socioeconomic status (yuppie) thinking style (analytical) tribe (Kpelle)Stress the main learning point that there are more dimensions of difference than race or national origin.Copyright © 1997, Sivasailam Thiagarajan. All rights reserved.3. THE OTHER SIDEHeres a quick game that demonstrates how mindlessly we go through life, paying scant attention to everyday objects.The game described below uses a dollar bill. You can play the game with any two-sided object that can be convenientlyheld in your hands. This object should have approximately equal amounts of information on both sides: You cannot usea picture postcard because one side contains a skimpy amount of information compared to the other. However, you canuse two picture postcards pasted to each other. You can also use a credit card, a quarter, a double-sided brochure, aplaying card (with a picture on its back), a page from a menu, or a canceled check.You can also use the game to train people about key features of the object. Example: training bank tellers to recognizethe features of a 100-dollar bill so that they can recognize counterfeits.Heres the flow of the game:1. Ask each participant to find a partner. If you have an odd number of participants, pair yourself with theunpopular individual who gets left out.
    • ...There is no path. Take the chance and make your own"2. Ask each pair to pull out a dollar bill. Have them carefully inspect both sides of the bill for 30 seconds.3. Ask one member of the pair to hold up the dollar bill by its narrower edges so that each player sees a differentside. It is important that neither player can see the other side.4. Explain how the game is played: The players take turns to make statements about what they see on their side ofthe dollar bill. This statement could be true (example: The word one is spelled out six times) or false (example:The signature of the U. S. President appears on the dollar bill). The other player announces whether thisstatement is true or false.5. Encourage the players to make generic statements (example: The serial number of the bill begins with a letter)rather than a specific statement (example: The serial number of this bill begins with the letter G). Alsoencourage the players to make sentences that contain a single element (example: The dollar bill contains twosignatures) instead of multiple elements (example: The dollar bill has two signatures on either side of the pictureof Washington with the titles of the people under their signatures). In other words, we do not want anystatements that are partially true and partially false.6. Explain the scoring system. If the second players announcement is correct, neither player scores anything.However, if the second players statement is incorrect, then the first player scores a point.7. Explain how the game ends. The player who reaches the total score of 5 points first wins the game.8. Let the game begin. After a few rounds, suggest that if the hands that are holding up the dollar bill are gettingtired, the other player may take a turn to be the bill-holder (keeping the same sides of the bill facing the sameplayers).9. To repeat the game, ask the players to turn the dollar bill around for the next round. Or, ask the players to use a$100 bill or some other convenient object.Copyright © 1997, Sivasailam Thiagarajan. All rights reserved.4. WHO SAID THAT?Purpose:To help the participants share background information.Time:10 to 20 minutesSupplies:Blank index cards.A flipchart with four or five questions that suit the participants and your topic.Example: Here are the five questions that we used in a workshop on learning to use the World-Wide Web:1.What is your primary reason for coming to this workshop?2.What is a major worry that you have about this workshop?3.How would you rate your current knowledge of the Internet?4.What type of computer do you use?5.What do you think a Web page is?Participants:3 to 7. If you have more participants, divide them into roughly equal-sized groups, and have these groups play in aparallel fashion.Flow of the game:1. Display the list of questions.2. Ask the participants to take one of their cards, and write the number "1" and their answer to the first question. Theyshould repeat the process with each of the other questions, writing one answer per card. Ask the participants toplace their answer cards face down in the middle of the table.
    • ...There is no path. Take the chance and make your own"3. Ask one participant to shuffle the answer cards and deal them out, face down, one card at a time.4. Announce that the activity will last for 10 more minutes. Start a timer.5. Ask the first participant to take one of the cards and read it aloud. If asked, this participant may read the card again,but may not show the card to anyone. (This is to prevent participants from recognizing the handwriting on thecard.)6. All the participants (except the reader) now guess who wrote the card, and write down their guess. (The person whoactually wrote the card should write down his or her own name, assuming that he or she is not the reader.)7. After everyone has finished writing, they reveal their guesses. The person who wrote the card identifies himself orherself. Those who guessed correctly score a point. The card is then placed face up in the middle of the table.8. The second participant now selects one of his or her cards and reads it aloud. The same procedure is repeated.9. If a card has the last remaining answer to a particular question, the person merely reads it and places it in themiddle of the table. (There is no point in guessing, since everyone knows who wrote that card, through a processof elimination.) Play continues with the next person.10. Stop the game at the end of 10 minutes. Declare the person with the most correct guesses to be the winner.11. To bring things to a close, ask the participants to read the answers on the remaining cards and ask the writers toidentify themselves.Copyright © 1997, Sivasailam Thiagarajan. All rights reserved.THE DRAGONS EGGSA long long time ago there was a Dragon living in Snowdonia. The Dragon was a big red dragonand aside from hoarding treasure it used to amuse itself by ravaging the surrounding valleys, flyingin and eating the cattle, scaring the people, burning their houses and generally making a nuisanceof itself.The people of the countryside petitioned the King to come and rid them of the beast and so it cameto pass that the King, his men and an old man named Myrddyn arrived and gave battle to themonster for several days, finally driving the dragon to its mountain hideaway where they corneredit.The Dragon realised that its last moments had come and in an act of preservation laid two eggs.The King captured the dragon and Myrddyn with his secret arts imprisoned it upon the flag ofWales.The two eggs which the dragon laid upon the topmost peak of a high mountain in Snowdonia arestill there, clearly visible ( weather permitting ) from the valley below.Myrddyn left a fairly convincing prophesy behind before he left.This is roughly it.―The Dragons eggs will hatch out on midsummers night and two red Dragons will emerge to wreakhavoc and do those unspeakable deeds that you often hear about.................unless. .......... acollective act of courage and determination is performed within sight of the eggs during the firstweek of May.Your task is to locate the eggs and perform the aforementioned act .You can do this by locating the listed orienteering posts in the Glyn Gwydyr forest. Finding theseposts will give you information regarding the location of the eggs ....and the place to do heroicdeeds.RESOURCES (per team )One mini busOne compassA map of SnowdoniaAn orienteering map of the Glyn Gwydyr forest.
    • ...There is no path. Take the chance and make your own"One bike.Return to Seiont Manor by 4.00. pm.The eggs are to be found North of grid line 58.The eggs are to be found East of grid line 63.The place of heroic deeds is located on a grid bearing of ........ degrees and at a distance of 950metres from the Dragons eggs.The Nordic OathPart One:Are all the initiates listening?We will now take the Nordic oath.Please cross the fingers of your left arm and put the against your forehead."I thus swear to take this oath and forever follow it. About alcohol:I will never leave my bottle unattended.I will never drink using my right hand.I will never complain the beer is too warm.I will never complain the beer is too cold.Ill only complain when the beer is all gone."Part Two:Please cross the fingers of your right arm and put them against your butt."I thus swear to take this oath and forever follow it. About behaviour outside oursubregion:I will always make sure that Nordics are the hardest party animals.I will make the morning plenary even if Im dead.I will make the night parties even if Im dead.I will always uphold the honour of the Nordics."Part Three:Please hunch your back slightly."I thus swear to take this oath and forever follow it. NMS 97:I will not try to take Camilla away from the trainers.I will not refer to the trainers as the Dozen Dwarves.I will not pass out in the sauna.I will not have sex in the plenary room.I will not be uptight and boring."Part Four:Please rise your left foot from the ground."I thus swear to take this oath and forever follow it. The Nordic Song:
    • ...There is no path. Take the chance and make your own"I will learn every verse of the Nordic song.I will never use the Nordic song in vain.I shall always sing the Nordic song loud.I will always treat the singer of the Nordic song as a friend.I will always Rock Hard.Instructions:Italics should be sung in a high, Gregorian church music style.Normal text should be read aloud with a steady, baritone voice.The Three Way EffectTime Needed: 30 minutes to an hourNumber of people: This is a game for groups of various sizes (Groups that a too large will prolong this gameand might lead to boredom)Procedure: The members of the group are given three pieces of paper. They are then asked to write downtheir greatest fear on one piece of paper, on another their greatest desire and on the last piece of papersomething that nobody else in the group knows about themselves.When the above task has been completed , the leader of the group should collect up all of the pieces of paper.Following the collection the group leader takes a piece of paper at random and reads it out aloud to thegroup. Upon the completion of this it is up to the group to guess who wrote the comment. If this game isparticipated in properly it can have wonderful team building effects. The group as a whole comes to realisethings about individuals which previously they had no idea about. This is a trust building game which isessential if any team is to work effectively. In the longer term this exercise can help the leaders of theorganisation to come to realise why people of the group react to situations the way they do.BLINDFOLD WALKPair up with a partner.One person is to be be blindfolded and the other is to be their guide.The guide is to lead the blindfolded person on as interesting a walk as possible. By interesting we mean ―rich in sensoryexperience‖.Please bear in mind the limitations that a blindfold person has and keep thoughts of safety uppermost in yourawareness.After five minutes change over roles of guide and blindfold person.Hamlet
    • ...There is no path. Take the chance and make your own"The List Of CharactersShakespeare His prologue is an unconnected collection of the famous linesfrom his version of Hamlet.Claudius Hamlets uncle and stepfather, as he is now married toGertrude, Hamlets mother. He murdered Hamlets father whowas King, Claudius is now King.Hamlet The central character, a complicated personality who dithersovertaking action and is tormented by his lack of action.The ghost Hamlets father. He was king of Denmark and has recentlybeen murdered by his brother, Claudius.Polonius Father of Ophelia. A bit of a bumbling character.Ophelia Hamlets beloved.Gertrude Hamlets mother. The queen of Denmark. She is now marriedto Claudius, unaware that he murdered her late husband.Laertes Ophelias brother. Son of Polonius.A gravediggerOsric A courtier and friend of Claudius. He acts as a second toLaertes in his duel with Hamlet.Fortinbras A courtier and friend of Hamlet. He acts as a second toHamlet in his duel with Laertes.The ScenesThe Prologue Shakespeare speaks the most famous lines from Hamlet.
    • ...There is no path. Take the chance and make your own"Scene 1 The ghost of the late king, who was Hamlets father, is seenon the battlements. The witnesses decide to go and tellHamlet what they have seen.Scene 2 Claudius, the villain of the tragedy, has murdered Hamletsfather. No one knows this fact although Hamlet suspectssomething. Claudius has married Hamlets mother, Gertrude,soon after her husbands sudden death. This explains Hamletsshortness with Claudius. Hamlet receives the news fromHoratio that his fathers ghost has appeared.Scene 3 Hamlet and Horatio see the ghost. The ghost tells Hamlet hewas murdered by Claudius.Scene 4 Ophelia tells her father, Polonius, that she has seen Hamletdistressed or maybe mad. Hamlet appears and discovers thattravelling players are visiting and this gives him an idea ofconfronting Claudius with his crime through the medium of aplay. Claudius appears and becomes aware that Hamlet maysuspect.Scene 5 Hamlet watches Claudius reaction on seeing a play about aking being murdered and his murderer marrying the kingswidow. Claudius rises hurriedly and leaves. Polonius decidesto follow Hamlet, hide behind a drape and fmd out what isgoing on.SCOOPA small whirlwind raced through the building earlier today wreaking havoc with the newspapers displayed in theadjoining room.
    • ...There is no path. Take the chance and make your own"Your task is to collate the debris back into the periodicals they originally were, suitable for display as if they were forsale.You have ten minutes to plan your action during which time you can look at but not touch the papers and a further tenminutes during which you can touch the papers but you cannot talk to each other.ICEBREAKERS1. TWO TRUTHS, ONE LIE:Break everyone into groups of anywhere from 3-5. Each person must tell the others two truths andone lieabout themselves. The other members of the group must then guess which statement was the lie.Whenfinished, the groups can each choose their "best liar", who can then try and fool the rest of thegroups.2. GROUPING BY CHARACTERS AND THEME SONGS:This is a fun way in which to break up a large group into smaller ones. Write the names ofcharacters fromsitcoms, cartoons, etc.. that can readily be recognized as belonging together on index cards. If youwantyour group size to be about 5, you should make sure that you have 5 characters per grouping. Forexample, if you pick the Flintstones as a character grouping, you would have five index cards eachwith adifferent character such as Fred, Wilma, Barney, Pebbles, and Bamm-Bamm. Mix up the indexcards andpass them out as the people walk through the door. The groups then have to find each other bysinging thetheme song from whichever sitcom, cartoon, etc.. the charactersrepresent.3. HUMAN ZIPPER - HAND:Have people line up one behind the other. Put your left hand through your legs and grab the righthand ofthe person behind you. Reach your right arm out to grab the left hand of the person in front of you.Then,starting with the very last person in line, everyone must crawl through the legs of the people in frontofyou.4. HUMAN ZIPPER:
    • ...There is no path. Take the chance and make your own"Break up the room into two groups. (You can keep it in one if there arent enough people for two.)Linethem up, preferably female-male. One person then needs to lie down on their back. The next personwilllie down next to the first person but with his/her feet facing theopposite direction. They should be close together to the point where their heads are touching. Laypeopledown alternating them in the same manner. Everyones feet should be facing out from the center.Then,have everyone raise their arms in the air and flex their wrists so that they make a flat surface.Tellthem that its very important to keep their arms stiff. Take the first person out of the line,have themstandup, help lay them down on the first set of hands. This person will be passed all the way down thelinealong the hands. The people lying down need to keep passing them down the line without lettingthem fall.(Someone is needed to spot this game because usually they will start to waiver every so often.) Itsimportant for the person being passed to remain stiff as well so that its easier to pass them. Oncetheyreach the end, that person is helped off the human zipper and they will lie down next to the lastperson inline and become part of the zipper. The second person toward the front of the line now will gothrough thesame process and then the third and so on and so forth. If you have enough people to do more thanoneline, you can have races between the "zippers."5. NAME GAME:This is a "get to know you game." Everyone breaks up into groups of around 10-15. The personwhostarts needs to say his or her name along with a word that starts with the same letter. The facilitatormaywant to choose a specific area. For example, favorite foods or adjectives to describe yourself. Thesecondperson must say their adjective/food/whatever along with their name and also what the personbefore themsaid. For example, if the second person in the circle is named karen and the first is named Scott:Karenwould have to say "Kiwi Karen, Scallion Scott." And so on until the last person has to sayeveryonesname & adjective.6. HUMAN KNOT:Break into groups of around 7. Everyone should form a circle and reach out and grab the hands ofsomeone in the group who is not standing directly next to him or her. The group must then "untie."If youhave more than one group, you can make it into a race. Realize: this is possible no matter howhands aregrabbed as long as no one grabs the hands of someone who is directly next to him or her.
    • ...There is no path. Take the chance and make your own"ICEBREAKERS
    • ...There is no path. Take the chance and make your own"GETTING AQUATINTEDAim: (1) To provide opportunities to become acquaintedwith other members of the group.(2) To promote feedback and self-disclosure amongparticipants regarding initial perceptions.Time: Approx.35-40 minutes.Materials: (1) 12 blank sticky labels or strips of masking tape for each participant.(2) A copy of the Labeling Category List for each participant. (See below).(3) Pencils or felt-tipped markers.Procedure: The group leader distributes a copy of the Labeling Category List to eachparticipant along with blank name tags.Each participant must copy each category on a separate blank nametag.Participants mill around and choose a person who best fits each category. Stick label onto clothingof the person you select and engage in a one-minute conversation (20 minutes).The group leader forms groups of 5-7 members. Each group must discuss their reactions to beingcategorized and labeled (or not labeled) by others first impressions (15 minutes).Labeling Category List:Warm IntelligentShy HappyFun loving FriendlySexy SincereMysterious
    • ...There is no path. Take the chance and make your own"WORLD TRIPAims:To find out the names of other members in the groupTo provide low risk activityTo stimulate logical thoughtDescriptionA game to help group members learn each others namesApproachThe group could be sitting on the floor. The teacher enters the group and introduces the game bysaying, "None of us knows any others name. Lets play a game that will help us find them out. Myname is Tom, I am going on a world trip and I am taking Tomatoes with me. If you want to comewith me you have, to say your first name and what you want to bring. You have to bring the rightthing. The first letter of our first name must be the first letter of the thing you bring.The game proceeds until everyone can come.At the end of the game the teacher asks each student two questions."How many names can you remember?""Which are they?"TimeCould take one sessionBackgroundThis activity would be best used at the initial meeting of the group.WHOS MISSINGMaterials: Small prizes, such as sweets.(optional)Aims: Memory training, concentration, building groups, fun.Procedure: Group is seated, scattered around the room. One person, A goes out. Thegroup moves around, changing places, and one more person, B,1eaves by theother door, or hides. A returns and has 30 seconds to guess whos missing. If hedoes he wins (a small sweet, if you wish to give prizes), if he doesnt B wins.Variations: Add consequences for the loser
    • ...There is no path. Take the chance and make your own"CHINESE WHISPERSMaterials: NoneAims: Positive feedback, good for closing exerciseProcedure: Members mill around. When you see someone youd like to communicatewith, send them a message via someone else: e.g. Tell Joan I said thank you forhelping me yesterday. Continue until messages run out.Variations: Do as graffiti on large paper on walls. Do with bits of paper beingdelivered. Do at a run, speed up, slow motion, etc.
    • ...There is no path. Take the chance and make your own"THE NAME OF THE GAMEMaterials: One ball for every group of about 15 -16.Aims: Introduction, memorizing namesProcedure: New group sits in a circle of not more than sixteen. One person is given a ball.The ball is passed around the circle and each person who receives the ball saystheir name very clearly (usually just the first name). When everyone has beennamed and the ball is back to the beginning, the person holding the ball throws itto any person. That person must say the throwers name. The ball is then thrownto someone else who must say the next throwers name. If a person cannotremember the name of the person who has thrown the ball to him, they must askand repeat the name before proceeding with the activity. The game continuesuntil everyone can remember the names of the people within their group. Groupsize is usually about sixteen.HUMAN TIC-TAC-TOEMaterials: 9 chairs, running spaceAims: Active participation, warm-up, funProcedure: At one end of the room, three rows of three chairs each, four feet apart. Teams:Team 1 is Noughts, Team 2 is Crosses; they line upIn corners of the room facing the chairs. When the leader calls noughts, the firstnaught runs to a chair and sits with arms circled abovehead. Runner must sit before Leader counts to 5 slowly. Leader calls crosses, firstcross runs and sits with arms crossed on chest. Leadercontinues to call them alternately until one team wins (same rules as paper Noughtsand Crosses). Start over, call losing team first. Keepscore (optional).TICK TOCKMaterials: Two small different objects, such as a blue felt pen and a red felt pen.Aims: Breaking the ice, concentrationProcedure: Leader has pen (or other object), passes it to his right, saying: This is a tick.Player 1 says: A what? Leader repeats: A tick. 1 then passes it on saying, This
    • ...There is no path. Take the chance and make your own"is a tick. Player 2 says: A what? to player 1, who says: A what? to the leader.Each time the What? must pass all the way to the leader, and the A tick mustpass all the way back, before the pen is passed. When this has been practiced afew times, start over, and at the same time, start another pen to the left, saying:This is a tock etc. Confusion is encouraged and acceptable. Let the group try, aslong as desired, to return both objects to the leader without losing the flow orconcentration.FAMOUS PEOPLEMaterials: Famous names on strips of card or paper, straight pins. Could be real people(Joan of Arc), fictional (Superman), etc.Aims: Mixing, starting conversation, ice-breakingProcedure: As people enter, leader pins a name on each persons back. Each one mustwalk around and try to find out who he is by asking yes-or-no questions of everyone else. When he knows who he is, he pins the paperon his front and continues to help others.Variations: Try it non-verbally. Try insisting that everyone must make statements (e.g. Iam alive), and no questions allowed.
    • ...There is no path. Take the chance and make your own"MOVE TO THE SPOTAimsIntroductory Movement Awareness RelaxationMaterialsLarge, empty room or spaceLearning to follow simple instructions, movement, warm-u for Drama PProcedureLeader says: Find a place to stand by yourself. Now look at and concentrate on a fixedspot on the floor, somewhere across the room. Now, move to that spot in a straight linepacing yourself so as not to have to stop, while avoiding bumping into anyone.Leader continues to give similar instructions, allowing time for individuals to (A) concentrate oneach spot, (B) move at their own pace, and (C) settle into the new spot.Instructions for (B) could include moving to the new spot:backwardsin as few steps as possiblein as many steps as possibletravelling in circlestravelling in squaresusing as few jumps as possiblewith hands on knees, toes etc.moving along floor without using handsusing only two out of four legsVariationsHave group invent more instructions.MRS OGRADYWho: Small GroupWhere: Inside or outside in roomy areaAids/Equipment NoneObjectives: To assess social skills, ability to communicate, willingness toparticipate
    • ...There is no path. Take the chance and make your own"To encourage group bonding, relax with each otherLeaders Hints: Observe who is enthusiastic, imaginative with suggestionsObserve who seems confident, shows group spirit, who becomes competitive.Instructions: 1. The group stands in a circle and tells the story of Mrs OGrady andaccompanies with actions:First person: "Did you hear what happened to Mrs OGrady?"Second person: " No. What happened?"First person: "She died."Second person: "How did she die?"First person: "She died with her hand on her head" (places hand onhead)2. The second person puts their hand on their head too, says the samespeech to the third per son and adds another action, so the person atthe end has all the different actions.Conclusion This is a silly game intended to relax the group and begin group bonding.TOILET PAPER GAMEGroup Size 6 - 8 people is mot effective, but slightly smaller or slightly larger would alsowork.Materials A roll of toilet paper per groupWhen and Where On arrival to an OCamp or State Conference site where the to use group willbe placed in a situation where they may needtoilet paper for the next certain period of time, but do not have access to goand buy any.Procedure Sit down with designated group and explain to them that in all the rush, wewere not aware that the site does not supply toilet paper. However, eachgroup has one role of toilet paper until tomorrow when we go to the shop.Each group member is to then take as much toilet paper as they feelnecessary to last them that amount of time.Once each member of the group has their toilet paper, the leader explains thatwe do actually have toilet paper and that what each member of the groupmust do is tell the group one thing about themselves for each piece of paperthat they have.
    • ...There is no path. Take the chance and make your own"MAKING THE LONGEST CHAINGroup Size 2 teams (or more) of at least 4Materials NoneWhere and When A fun break inbetween activities with a group who are familiar with eachother.Procedure Tell each group that the aim of this game is to make the longest chain. Thechains must be made of only the clothing currently being worn by the peoplein the group. The aim is that people have to strip down as far as possible tomake the longest chain.The team with the longest chain of clothing wins.SCRAMBLED EGGSGroup Size 6 and upMaterials Chairs for everyone but one personWhere and When A good game to get to know people or in between sessions when workingwith a small to middle sized group. A bonus in some instances as no closephysical contact is involved.Procedure Seat your group in a circle, but make sure that there is one less chair then thenumber of people on the group. You stand in the middle of the circle to beginthe activity.Explain that you are going to call out a sentence and anyone to whom thesentence applies must get up and change chairs. It is not possible to move tothe chair on either side of their present position. Your aim is to occupy one ofthe vacant places before someone else, so that you are no longer the person inthe middle.Then the person who has been caught in the middle must think up a sentencethat will cause others to change chairs, so that he/she can get to a chair first.Examples of sentences that can be called out - "All those wearing watches.""All those who had breakfast this morning." "All those with blue eyes."When "scrambled eggs" is called out, everyone must change chairs.
    • ...There is no path. Take the chance and make your own"BE ITGroup Size Any sizeMaterials NoneTime 5 minutesWhere and When Use to break the workload, to use up excess energy, as a getting to know youactivity.Procedure 1. Ask the participants to spread out around the room so that they haveplenty of space to swing their arms about2. Explain that the activity they are about to do is called "Be It" and isinvolves a bit of imagination and letting go of your inhibitions.3. Then explain that you are going to name a series of objects, and each timethey should try to shape their bodies into the form of that object.Variations For a group that is more comfortable with each other, ask them to make anoise as well as an action.Suggested Ideas BananaTreeSnailBulldozerElephantTelephoneVacuum CleanerPaper WeightFood Vending MachineCAN I COME TO THE PARTY?Who: Small groups (separated into pairs)Where: Enough room for the group to form a large circleObjectives: To learn from observationTo communicate non-verballyTo motivate and energise the groupLeaders Hints: Observe how participants react to the cues
    • ...There is no path. Take the chance and make your own"Do those who don‘t understand become frustrated, determined or ―give up‖?Instructions: 1. The leaders need to decide the criterion for coming to the party. This can vary and haveany degree of difficulty. You may invite:- Those who are wearing clothing ending with a consonant- Those who have their feet crossed when they are to be invited- Those who ask when you have your feet crossed- Those who ask you addressing you by name2. Sit participants in a circle and explain that you are going to hold a party towhich they may or may not be able to come. Invite them to ask if theycan come to the party. Use the criterion agreed upon, start the game.3. You can give hints, such as ―No you can‘t come wearing a bra, but youcan come in suspenders‖ (!)4. When the criterion has been guessed, invite one of the group to be the―party host‖.Conclusion: This is another activity involving learning through observation. By exercising these skills,we become better at learning from those cues that people give us.MEMORY GAMEWho: Small teams of people (say 3-5 in each)Where: A room large enough for each team to be able to sit in a circle.Aids A blanketA number of objects (eg a book, a spoon, a phone etc)Pen / Paper / Score SheetObjectives Simple memory testLeaders Hints NilInstructions Place 10-15 objects under the blanketEverybody has 5 seconds to look at themThen people individually write down what they sawNext collectively write down the objects (within each team)Remove blanket and check that all items were identifiedIf time remaining replace blanket and ask each team to draw a map of objects as laid out under than blanket.Variation If too easy, ask for more details eg title of book, colour of spoon
    • ...There is no path. Take the chance and make your own"Conclusion Non-threatening team game for new members
    • ...There is no path. Take the chance and make your own"THE WORLDWho: Small groups, no real limit on the total numberWhere: A roomAids Large sheets of paperAn atlas (for the judges)Pens for each groupScore SheetObjectives To informally test people‘s general knowledge of world geographyLeaders Hints NilInstructions Draw a map of the world, showing the borders of each country and the location of the capital, but notthe names of the countries or the capitalsSee how many countries and capitals each group can identify in a given timeperiod (say 10 minutes)Award 1 point for each country, 1 point for each capital (accuracy is up to the judges)Conclusion A good game for breaking a large group up into small teams. Particularlyuseful for AIESEC, since at the end of the exercise you can identify which ofthe countries are AIESEC Member Countries.TEAM HOPSCOTCHWho: Small groupsWhere: Outside on a cement (or other hard) surfaceAids Chalk, StonesObjectives To have funLeaders Hints Be careful to explain the rules carefully
    • ...There is no path. Take the chance and make your own"Instructions The whole team must travel up and down the hopscotch ―board‖. Each team must do several laps orseveral games, depending on the time allowed.Each player uses a flat stone; player tosses the stone into square one, thenhops over it as far as he/she can ie into square 2,3 etc. Player turns and hopsback to square one to retrieve stone, then hops back to square they landed inand throws stone into next square. Process is repeated until person hastravelled up and back.Each team member takes a turn.If stone does not land in appropriate square, or player hops into squarecontaining stone of if player touches the ground with hand of foot they muststart again.Conclusion Good team game, may be used in mini-olympics.TRAIN GAMEWho: Large groups (approx 20)Where: Inside or OutsideAids NilObjectives To get people to mixTo have the person in the centre of the circle try to catch the trainLeaders Hints Appoint your most vocal people as stations and crossingsInstructions Group stands in circle with hands joinedOne person stands in the middle of the circleThe train moves by a squeeze of the hand, so if a person feels a squeeze of the hand on the left side, they mustsqueeze the hand of the person on their right sideAppoint a few people around the circle to be crossings (these people shout―ding-a-ling‖ as the train passes through them) and stations (these peopleshout ―Toot‖ as the train passes through, and they also have the power tochange the direction the train is travelling)The person in the middle catches the train by pointing at a person who hasreceived the train on one side but has not passed it on to the other side ofthem.1 2 3456879
    • ...There is no path. Take the chance and make your own"Conclusion A good game for groups of people who know each other well enough to feelcomfortable holding hands, or for groups who are beginning to be bonded (egnew directors at a national conference)ANIMAL NOISESWho: The more the merrier (at least 20)Where: In a large room or outsideAids Animal names on slips of paperBlindfolds if you have themObjectives To communicate with others without using normal everyday wordsLeaders Hints NilInstructions Each person is given a piece of paper with the name of an animal on it eg cow, horse, goat, owl,elephant, dog, and turkey. The number of animals you use is up to you, but you want to use each animal at least 4or 5 times.Everyone has to close their eyes (or be blindfolded) and by making the noiseof their animal, find the other cows, horses etc, keeping their eyes closed allthe time.Variations For large groups, just give inform each person of their animal verbally.Conclusion Sit back and laugh
    • ...There is no path. Take the chance and make your own"WINK MURDERWho: A group of people (preferably 15 – 25)Where: Inside a room big enough for everyone to walk aroundObjectives To learn from observationInstructions Everyone sits in a circle and covers their eyes.You choose a murderer (unknown to others) by tapping them on the headEveryone uncovers their eyes and starts to walk around so that theyfrequently pass each other.The murderer may kill anyone by winking at him or her. If a person receivesa wink he/she must wait for 5 seconds and then fall to the ground (shouting―aaagh!‖ on the way down). That person is now dead and cannot participatein the rest of the game.If a person spots another person winking at someone, he may accuse thatperson of being the murderer, by pointing at the accused & saying, ―I think Xis the murderer‖.After the accusation has been made, the accuser must have someone else backup his or her claim. If not, the accuser must withdraw from the game. Thesuspect does not have to comment.A murderer is caught if he/she is accused correctly by tow people, and a newgame starts.If an accuser and a supporter are both wrong, they must both withdraw fromthe game.Conclusion A good game for a group of strangers, or even friends!
    • ...There is no path. Take the chance and make your own"WHO’S CHANGING THE MOVEMENTWho: Groups of people (approx 20)Where: Enough room to sit in a circle, inside or outsideAids NilObjectives To test people‘s powers of observationLeaders Hints NilInstructions Groups sit in a circle facing inwards, one person per group leaves the room. The others decide whowill be the leader.The person comes back into the room and stands in the middle.The leader makes a series of movements eg scratching head, waving arms, lifting leg up and down, bendingforward etc and the others in the group have to copy the movements.The person in the middle, by carefully watching the change of the movements has to guess whom the leader is.Conclusion Good for strangers or friends.
    • ...There is no path. Take the chance and make your own"TEAMBUILDING
    • ...There is no path. Take the chance and make your own"BOMB SHELTERMaterials: NoneAims: Role-playing, group decision-making, group interaction.Procedure: Divide in groups of 8 - 10. Each group member adopts a specific role, usually anoccupation, e.g. a doctor, an athlete, a teacher, movie-star, mother, housewife,etc. (These can be written out and picked from a hat). Tell groups they are in anair-raid shelter after an atom bomb has fallen, big enough and with enough airand food for only six people, therefore they must get rid of several members.Each group member must argue as to why he should be allowed to survive. Agroup decision must be reached as to who goes and stays: no suicides or murderallowed. Set a time limit for the decision. Later discuss how the group interactedmaking the decision, whether each person played an active or passive role, howsatisfied each was with his role, etc.Variations: Instead of an air-raid shelter, have a life raft or desert island or space ship. Addincidents, accidents, rituals, funerals, ceremonies.ONE SPECIAL THINGThis exercise is a good one to use early in the semester because it helps to build a sense of grouprapport through the establishment of an environment for self-disclosure.Divide the class into pairs. Instruct the students to carry on a normal conversation for five minutes,each person telling the other as much as possible about himself. Ask the students to pick thosethings about themselves that they think are important to share. After five minutes ask the class tocome back together again as one large group (preferably in a circle). Then ask each student tointroduce his partner by stating his partners name and the one special thing that impressed him asmost important about that person.If you like, you can end the discussion by asking the group to talk about what it was like to talk tothe other person and what it was like to be talked about in the group.Every person needs recognition. It is expressed cogently by the lad who says, Mother, lets playdarts. Ill throw the darts and you say `Wonderful. "Educator Handbook of Stories, Quotes, and HumorM. Dale BaughmanBODY LIFTAims: Trust, concentration, group developmentProcedure: Group chooses each member in turn and elevates them to a horizontalposition above the heads of the group. The person is held there for a specificperiod, and then lowered carefully to the floor. The elevated person must relax
    • ...There is no path. Take the chance and make your own"and close eyes. It is often a good idea to have the groups raise and lower inunison. This often avoids confusion and helps concentration.Variations: Vary speed and control of lift,- walk, rock, etc.Have the person involved give instructions to the group.Combine with Backward fall & catch.SITTING CIRCLEMaterials: Circle of over 25 peopleAims: Trust, funProcedure: a) Group stands in a close circle, in queue form, with right shoulders towards thecenter of the circle.b) Circle closes so that everyone is touching the person in front and behindthem.c) Participants hold the waist of the person in front d Everyone bends their kneesuntil they feel themselves supported on the knee of the person behind.e) If successful (rare first time) the whole group is self supported, each personsitting on the knee of the person behind.Note: This can only be successful if the circular shape is maintained throughout and itis helpful if the group leans slightly towards the center as they are trying tosettle down.Variations After secure sitting position is achieved1 Everyone leans inwards slightly and raises left leg2 Try alternate stepping with right and left feet, (very difficult.)TANGLEMaterials: NoneAims: Group development, trust, warm-upProcedure: Whole group links hands into a human chain. First person leads chainthrough itself, over and under arms, between legs, etc. Extra care must be takennot to break the chain, to move slowly and to be gentle. Tangle ends when groupis too tightly packed to move. One person then untangles the group, giving themdirections without touching them.SPEAKEASYMaterials: One chair
    • ...There is no path. Take the chance and make your own"Aims: Self-validation, group developmentProcedure: A chair is placed in front of the group. Each person has a chance to sit on thechair and talk to the group. They can develop any subjectof their choice. It is often better to start out with descriptions of themselves -group leader setting the pace by going first.This is very important activity which can become a permanent feature ofeach drama lesson, especially if a drama lesson is over 60 minutes long.Positive developments can result in group discussion and ways of resolvingproblems.Variations: Speak on controversial subjects, give views, then discuss, argue, do valuescontinuum, etc.CONCENTRATION POINTSMaterials: NoneAims: Improvisation, movementProcedure: Work in pairs or teams: use mime or short improvisationsCompare silence with noise, running with slow motion (really slow,almost imperceptible).running and leaping with slow motion, exuberance withsorrowold people - young peopletall I people - short peoplebig (expansive and extrovert) - small (nervous and introvert)floating - mud wallowingsleek and darting - slow and ponderousslow witted - quick wittedstiff person - loose personrich - poorstrong - weakindustrious - lazytaciturn person - chatterboxEnglishman - Frenchmanpompous person - friendly personserious person - silly personschool teacher - school childpoliceman - criminalangel - devilmotorist - pedestrianslow people - quick people
    • ...There is no path. Take the chance and make your own"Variations: Development into improvisations: dealing with various situations; peoplemight be involved in conversation,1etter writing, shoppingTRUST WALKWho: Large GroupWhere: Walking outsideAids/Equipment: BlindfoldsObjectives: To develop group and individual trustTo communicate without wordsLeaders Hints: Who is willing to trust the person in front of them? (stepconfidently)Who communicates with the people behind?Instructions: 1. Everyone lines up in a single row behind the leader.(Group leaders shouldbe spaced every couple of students to ensure they remain safe)2. Each person puts on a blindfold.3. Each person puts their hands on the shoulders of the one ahead of them.Explain that when they walk outside, if they need to step up the person infront will tap their right leg, and if they need to step down, the person in frontwill tap their left leg. They must do the same to the people behind them andpass the message along.4. The leader leads the line outside and around the grounds.Conclusion This activity can be used after contemplative reflection (Sunday morning) ortowards the end of the camp, when people are more familiar with each other.BODY ENGLISHWho: Small Group (with presentation to the whole camp)Where: Individual groups then in large