Two sites were instrumental in my being able to plan this part of the Journey. Both have great ideas and kept me from having to fumble through the leader and girl guides to figure out a way to make it interesting for my girls:
I broke Power of One (PO) into five activities. The first four focused on PO, and the fifth was a transition into the Power of Team (PT). We were able to complete 4/5 of the activities at our camp out. The final one (herstories), was done at a meeting.
- Rope Ceremony
- Power (strengths and skills)
- Leaders/Trust Me!
We tied an equal number of knots in the rope for participating girls and leaders. Everyone chose a knot and held it. We went around two times, first sharing our talents, and then sharing our weakness (as related to the GS Law). The girls were given an index card to write their talent on one side, and their weakness on the other. We pinned their responses to their knots. One parent wrote down everyone’s answers in case any of the girls needed help remembering what she said. At the end of the ceremony, I explained to the girls that as individuals we all have strengths and weaknesses. When we become a team, we bring both of those with us. Our strengths help our team succeed, and our team helps us strengthen our weaknesses. Even a weakness can be an asset.
Power (strengths and skills)
The girls used page 11 of the girl journey guide as a basis for this section. There were question prompts to help get them started: What do you think about your powers and strengths? Why are they important? How do your powers or strengths reflect the values of the GS Law? Which value of the GS aw means the most to you? We talked about power and what the girls thought it was.
Each girl traced her hand, then decorated the inside of the hand with words and pictures that make them who they are. Their focus ended up being talents and likes more than “powers”. Once everyone was finished, the girls briefly shared the highlights of their hands. Most of them talked to me afterwards, giving me a much more in-depth account of what they chose and why.
I ran this section as homework. I emailed parents a template (based on page 50 of the leader’s guide) for the girls to follow in order to write up a brief statement about a woman they admired. The woman could be alive or a historical figure. Over several meetings, the girls shared their herstories.
Here is the example I made for the girls:
This is a story of Juliette Gordon Low.
Not too many people know about her because she lived one hundred years ago.
Her ability to start a scouting organization for girls interests me because it was an opportunity for girls to gain skills and learn new things that were not traditionally seen as things girls should do.
Here are a few facts about her life: She was started Girl Scouts in 1912. She got the funds to start it by selling a pearl necklace her husband bought her. She was born on Halloween. Two of her hobbies were woodworking and metalworking.
This section is a transitional activity from the Power of One to the Power of Team. We talked about what makes someone a good or bad leader. We also talked about what makes someone a good or bad follower, something I think is often overlooked. After talking about leaders/followers, the girls broke down into teams in order to build obstacle courses. Each team went through another team’s course when they were finished. Teamwork was imperative because the person going through it was blindfolded.