Alberta Diversity Challenge
A Challenge – To Celebrate our Diversity
2006 - 2007
This fall we are rolling out a special challenge for each branch of
Guiding. This challenge will help members learn more about themselves as
well as others in their units, community, province and people from around
the world. It gives Guiders and girls the opportunity to embrace what
makes each of us unique as well as to develop an understanding of
ethnicity, race, socio-economics and other qualities or characteristics that
make us each an individual.
The Diversity Challenge has been developed in three sections with the first section included in
the Challenge Booklets for 2006. Each part of the Challenge can be completed independent of
the others. Part Two of the Challenge will be available in the fall 2007 and Part Three in the fall
of 2008. A special crest has been designed for each part of the Challenge. This crest can be
ordered from the Alberta Guide Shop once you have completed the Challenge. Upon
completion of all three parts of the Challenge, the three crests join together to make one large
extraordinary crest. The crest can be displayed on members’ camp blankets or hats.
Celebrating our diversity is exciting and allows us to learn more about our own background and
that of others in our communities. We hope that you will encourage unit Guiders to do Part One
of the Challenge this year with their Units, working it into their current Guide program. The
Challenge has been laid out so it is easy to follow and includes a number of suggested activities
– why not plan a Diversity Night! Why not introduce this Challenge at your next Area meeting
and incorporate some of the Challenge activities into your meeting. The Challenge is about
teaching Diversity not only to our youth members but also to our adult ones. It is a chance for us
all to learn and grow together.
A “bonus” diversity activity is provided below to get you going on the Challenge. If you have any
questions or comments, please contact me at:
Tori White
403-335-0092 (hm)
[email protected] (hm)
[email protected] (wk)
By embracing our uniqueness – we can grow Guiding together!
Diversity Jellybeans
Hand out a hand full of jellybeans to each girl. Discuss the colours of the jellybeans and what
flavour the girls think each colour might be. Make a list of the different colours and guesses of
flavours. Eat the jellybeans to see if the girls were able to match up colours and flavours. Are
there colours that have a very distinct flavour? Are there colours where it is difficult to tell what
the flavour might be or agree on a single flavour? Do you like all the flavours? Just some? Do
you have favorites? The jellybeans are like our communities and the world. You are not always
able to determine what the flavour is inside the jellybean by just looking at the outside. Each
jellybean is unique. During the jellybean exercise, we don’t expect to all like the same
colours/flavours - it is these differences that make life interesting and exciting!
ALBERTA DIVERSITY CHALLENGE – Part 1
SPARKS
MEMBERSHIP COMMITTEE
INTRODUCTION
Everyone is different. While we all come from a family, a community or country, there are still
things that make us different from those around us. We are each special and unique. This
three-year challenge allows us to discover the diversity within our families, the Guiding unit,
community, our world and ourselves. Complete just one year of the challenge or all three parts
(Part 2 available 2007, Part 3 available 2008) to discover the diversity that makes us unique.
Part A – Do any three of the followi ng as a unit– discuss the pictures or findings to see how we
are different or the same in some ways.
1.
2.
3.
4.
Have the Sparks draw a picture showing them and their families.
Have the Sparks draw a picture showing their bedroom. What is it like?
Ask the Sparks to record what her family typically eats in one day.
Have a sharing day where the Sparks bring items representing their families, culture or
ethnic background (this could be done on a day when parents are invited to attend).
5. As a group, make a list of all the things people “need” to survive
Part B – Do any four of the following activities with the Unit
What Makes “Me” me?
Hand out the Gingerbread template included. Have crayons available for the Sparks. As you
read out each question, have the Sparks colour the area mentioned with the colour that applies.
1. Head – If you like sports, colour the head red – if you like reading, colour the head green.
2. Right Arm – If you have a sibling, colour the arm pink. If you are on only child, colour the
arm yellow.
3. Left Arm – If you live in an apartment, colour the arm blue. If you live in a house, colour
the arm orange.
4. Middle – If you go home right after school, colour the middle purple. If you go to daycare
or a babysitter after school, colour the middle green.
5. Bottom – If you have a pet at home, colour the middle brown. If you have no pets, colour
the middle black.
6. Right Sock - If you have long hair, colour the right sock red. If you have short hair, colour
the right sock green.
7. Left Sock – If you have grandparents living in the same town as you, colour the left sock
yellow. If your grandparents live away, colour the left sock brown.
8. Right Shoe – If you go to school on a bus or by car, colour the right sock blue. If you walk
(ride bike etc) to school, colour the right sock pink.
9. Left Shoe – If you have been on an airplane, colour the left shoe purple. If you have not,
colour the left shoe orange.
Once the activity is complete, discuss with the Sparks how sometimes we are the same as each
other and sometimes we are different.
Friendship Circle
Have the Sparks break into groups of two. Give each group a copy of the Friendship Circle
(example below - two circles overlapping in the middle). Have each Spark draw a picture on
opposite sides of the circle showing something about herself or what she loves to do. In the
middle section (where the two circles overlap) the Sparks need to draw a picture showing
something they both like to do. For example one Spark could draw herself horseback riding and
the other Spark might draw herself reading but they both love to swim so would draw a picture of
them swimming in the middle. This activity shows how we are different and ways we are the
same. Discuss what they drew as a group, highlighting the diversity within the group.
Skin-Color Match-Ups*
Set out a number of nylon knee-high stockings in various shades - tan, black, white, pink, yellow,
and red. Encourage the Sparks to try them on their hands and arms or their legs and feet. Ask
questions to help the Sparks increase their awareness of skin colour. For example, "Can you
find a stocking that is the same colour as your skin?" Or "What colour is that stocking you have
on your arm?" Ask the Sparks to "Try the _________ stocking. Is it lighter or darker than your
own skin?" Do the colours remind them of someone? Explain to the Sparks that no one's skin
colour is really white, pink, yellow, or red. Emphasize that skin colour differences are interesting
and desirable.
If available, read Elmer by David McKee
Music and Dance*
Ask parents to lend you recordings of music that their family enjoys. Teach the girls songs and
dances from different parts of Canada or the world. The Sparks will begin to see that all people
like to sing and dance, but every group has its own special ways of doing it. Talk with the Sparks
about different music sounds: loud, soft, fast, or slow. Listen for the different instruments and
create a song/dance for your Spark Unit.
Alike and Different (Thumbprints)*
Set out white 3" x 5" cards, a black inkpad, a pen, and a magnifying glass. Ask the Sparks to
make prints of their thumbs by pressing them on the inkpad and then on the cards. Label each
print with the child's name. Let the Sparks use the magnifying glass to see how the prints are
alike and different. Point out that everyone has patterns on the skin of their fingers and each
person's fingerprints are different from anyone e lse's. You can also do this in book form so each
Spark will have a copy of each girl on a separate page.
Friendship Knot - Game
Split the Sparks into groups of 7 or 8. To form a knot, stand in a circle, shoulder to shoulder and
have everyone join right hands with someone opposite them and left hands with someone else.
Try to form back into a circle without breaking any holds, only pivoting. Which team can untangle
their knots first? Working together and playing games is a great way to celebrate diversity!
*Reprinted with permission from the National Network for Child Care - NNCC. Biles, B. (1994). Activities that promote racial and cultural
awareness. In Todd, C.M. (Ed.), *Family child care connections*, 4(3), pp. 1p;4. Urbana-Champaign, IL: University of Illinois Cooperative
Extension Service.
ALBERTA DIVERSITY CHALLENGE – Part 1
BROWNIES
MEMBERSHIP COMMITTEE
INTRODUCTION
Everyone is different. While we all come from a family, a community or country, there are still
things that make us different from those around us. We are each special and unique. This
three-year challenge allows us to discover the diversity within our families, the Guiding unit,
community, our world and ourselves. Complete just one year of the challenge or all three parts
(Part 2 available 2007, Part 3 available 2008) to discover the diversity that makes us unique.
Part A - Questions to discuss within your Unit: (do three of the five)
1. Where were you born? How does this influence your life?
2. What special holidays do you celebrate with your family? How do you celebrate these?
(i.e. Food you eat, places you visit, people you spend holidays with etc.)
3. Draw, write or share with the unit who makes up your family? Who lives in your house?
4. What cultural organizations are there in your community? Find out what is special about
a few of these organizations.
5. As a Unit, map out where each Brownie was born, where their family comes from and the
countries or areas they have visited.
Part B – Do any four of the following activities with the Unit
My Home
People all need the same things to survive even though the food we eat, the house we live in or
the community we are part of might be different. Have the Brownies draw a picture of where
they live. Make sure they include the things or rooms they need to live. Where do they cook?
Where do they sleep? Where do they store things they are not using? Where is the bathroom?
After they have finished their drawing, have each Brownie share their picture and examine the
things they need to live. Include their neighbourhood in the discussion. What is needed in their
neighbourhood that helps them to live? How can neighbourhoods be different?
Traditions At My House*
Ask the girls to talk with their families about sayings that are common in their culture or traditions
that they have in their families. Choose one broad topic, such as love, birthdays, holidays, or
time. Chart the responses to see how different cultures express similar ideas. The Brownies
might also be fascinated to compare the different names they use for their grandparents
(gramps, nana, etc). Listen and watch for girl’s comments that can lead to discoveries about
each other.
This is Me!
Materials – large pieces of paper, pencils, crayons, miscellaneous craft supplies for decorating
(yarn, buttons, fabric etc).
One by one, have the Brownies lay down on a large sheet of paper. Trace around them in
pencil to create an outline of their body. Once their outline is finished, allow the Brownies to
decorate their outline with the craft materials provide to illustrate who they are. Once they are
finished, have the Brownies make a circle with their “twin” in front of them or hanging on the wall.
One at a time, allow each Brownie to share what makes them special. Discuss the ways we are
the same and how we are different.
The Same but Different
Bring items to your meeting that are the same but different. For example two teddy bears may
be both teddy bears but they may be different sizes, have different coloured fur or faces.
Working at a unit or in small groups, place the items in front of the Brownies and have them
discuss ways the items are the same and how they are different. Discuss that while people may
look different, there are many ways we are the same.
The Racism Monster (from Recipes Meeting for Brownies)
What is racism? Racism can hide inside all of us. When we learn more about people and their
feelings, the racism monster is not provided any food to grow. What do you think the Racism
monster might look like? With crayons and paper, draw a racism monster. Discuss the food that
the racism monster might like to eat. (i.e. student mad about not winning a game, kids fighting
over a misunderstanding)
Inside Out
Materials – two equal pieces of fabrics, large eyed needles, thread, stuffing, buttons, markers,
glue and other things to decorate the dolls with.
Have the Brownies draw a person on the square of fabric and decorate it however they wish
using the materials provided. They can paint or colour their skin, add yarn for hair, make or
draw on their clothing. Depending on the time available, the Brownies could add other
embellishments. If possible, have the Brownies cut their doll out and sew them by hand or glue
the edges of the pieces together. You can also have a leader or helper stitch the dolls together
making sure to leave a section open for the Brownies to stuff their dolls with the filler or stuffing
provided. As the Brownies are working through this project discuss how we are all different on
the outside. What things make us different when we look at each other? What about our
insides, are we different on the inside or are we all the same inside? Discuss that while our
outsides may be different, our insides are pretty much the same. (i.e organs, blood, bones)
*Reprinted with permission from the National Network for Child Care - NNCC. Biles, B. (1994). Activities that promote racial and cultural
awareness. In Todd, C.M. (Ed.), *Family child care connections*, 4(3), pp. 1p;4. Urbana-Champaign, IL: University of Illinois Cooperative
Extension Service.
ALBERTA DIVERSITY CHALLENGE – Part 1
GUIDES
MEMBERSHIP COMMITTEE
INTRODUCTION
Everyone is different. While we all come from a family, a community or country, there are still
things about us that make us different from those around us. Each one of us is special and
unique. This three-year challenge allows us to discover the diversity within our families, the
Guiding unit, community, our world and ourselves. Complete just one year of the challenge or
all three parts (Part 2 available 2007, Part 3 available 2008) to discover the diversity that makes
us unique.
PART A (do all three)
1. Write a poem starting with “Where I’m from”. Use descriptive words to describe the
sights, sounds, and smells.
2. What food, language or culture has been passed down through your family? What
holidays do you celebrate and what might this celebration include? You might be
surprised how the same holiday is celebrated differently depending on the family.
3. Create a cultural autobiography of your family using a method of your choice. Has the
way your family is living today changed over the generations?
PART B - Do any five of the following activities with the Unit
Discrimination
What is discrimination? When might it happen? Why might it happen? As a unit or in small
groups plan and perform a skit showing an act of discrimination that you have either witnessed
or experienced. Discuss. Perform the skit again but this time show a positive response or
outcome.
Guest Speaker
Have a guest visit your unit and share their experience with either traveling to another country or
moving to Canada. Were there any misunderstandings due to cultural differences? Were the
preconceived ideas of the country true?
Time to Eat
Plan a meal for your family on a $5.00 budget. This meal must be nutritionally balanced.
What did this meal include? Was this difficult? Would you be able to do this daily?
Discuss the challenges some families face and what might be available in your community to
assist them.
Diversity Bingo
Play a game of diversity bingo (see attached). Within your unit or multi-branch meeting, get the
initial or name from someone who has the experience that the bingo square states. If possible,
try to find a different person for each square. Where you able to complete all the squares?
What is My Identity?
What is your personal identity? Your identity can be made up of a number of different things. It
could be related to where you live, what you enjoy doing, where your family came from, who
your friends are, where you have lived in the past, what your hobbies are. Think about what
makes you who you are.
Using old magazines, make a collage poster showing who you are. After finishing your posters,
you might like to share why you chose the pictures you did to demonstrate you. Did you find this
activity hard? Fun?
My Name
Many of our names come from different origins. If access to a computer lab is available, have
the Guides research where their name came from and what is means (i.e. Samantha – origin,
Aramaic – meaning, listens well). Now using construction paper and art supplies – cut out a
shape symbolizing your name and include your name, origin and meaning. Hang these around
your meeting space for those in your unit to read and share.
I am Special….
Each of us has special talents and/or traits that make us special. Other people will recognize
some of your special talents or traits. Give each girl a piece of paper. At the top of the paper
the Guide writes her name and then the statement “I am Special”. This piece of paper is then
stuck on her back. Guides then walk around the room and write statements on the paper on
each girl’s back, completing the statement. Each girl should add a positive statement on each
participant’s paper. At the end of the activity, ask for volunteers to read aloud what others had
written on their paper. How did this exercise make you feel? Were you surprised by some of
the comments others included on your paper?
Mapping Me! (from Inclusive Activities – BC Association for Community Living)
Using a large sheet of paper (flipchart size), have each Guide do a self-portrait or a simple stick
figure.
•
•
Ask everyone to write what she is good at near that part of the body that is used for the
activity (i.e. by the mouth you could write “I am in choir, I love music). Have the girls
really think about their different talents and abilities. They can have more than one
activity related to the same body part.
After everyone is finished their maps, join back at a large group and share their individual
pictures and talents. Discuss how while in many ways we are the same, we all have
different talents and abilities.
Exploring Culture in Your Community
Each community we live in is diverse no matter how large or small the community. Even if the
members of that community look similar, they come from different backgrounds. Look at the
culture within your community. Are there many ethnic groups represented? What cultural
organizations does your community have available? How can you learn more about these?
Diversity Bingo
Get the initials or name of someone in the room who……..
Can speak
another
Language
Has traveled
outside of
Canada
Is left handed
Can play a
musical
instrument
Has been in
Guiding since
Sparks
Has gone snow
shoeing or ice
fishing
Has more than
two earrings
Know how to
spell their name
using sign
language
Was not born in
Canada
Wear glasses
Is a
Vegetarian
Is the youngest
member of their
family
Has a birthday
the same month
as you
Has lived in the
same community
for most of their
lives
Is in their first
year of Guiding
Has an unusual
pet at home
Rides on a
school bus or
public transit to
school
Knows someone
famous
Has a cat or dog
at home
Has a diary and
writes in it
regularly
Has a large
family
Can say hello in
another
language
Like music
different from
you
Has eaten sushi
Loves to watch
scary movies
ALBERTA DIVERSITY CHALLENGE - Part 1
PATHFINDERS / SENIOR BRANCHES
MEMBERSHIP COMMITTEE
INTRODUCTION
Everyone is different. While we all come from a family, a community or country, there are still
things about us that make us different from those around us. We are each special and unique.
This three-year challenge allows us to discover the diversity within our families, the Guiding unit,
community, our world and ourselves. Complete just one year of the challenge or all three parts
(Part 2 available 2007, Part 3 available 2008) to discover the diversity that makes us unique.
PART A (research and answer each of the questions below)
1. What does diversity mean to you?
2. What is special about March 21st (International Day for the Elimination of Racial
Discrimination)
3. What is special about March 8th? (International Women’s Day)
4. What is special about December 1st (World Aids Day)
Part B
In the World
Being a young woman growing up in Canada, you have many opportunities available to you that
are not available to young women in other parts of the world. In groups or individually, pick a
country from the list below. Investigate how the young women at your same age would be living.
What would she be doing? What opportunities are available to her? Are there restrictions or
expectations on what she is or is not able to do. Share your finding with your unit using a
method of your choice (i.e. story, poem, drama, song, dance etc)
Countries – Afghanistan, Democratic Republic of the Congo, Nepal, Iran, Argentina, Sudan, El
Salvador, Sri Lanka, Zambia, India, Uganda or one of your choice
Guest Speaker
Have a guest visit your unit and share their experience of either traveling to another country or
moving to Canada. Were there misunderstandings due to cultural differences? Were the
preconceived ideas of the country true?
The “ism” Game
What is an “ism”? Make a list of different ones (i.e. sexism, racism, ageism, spiritualism,
nationalism, ableism, heterosexism). Write each of the different “ism’s” on paper and stick them
around the room. Give each girl a number of post-it notes (each girl could receive a different
colour or the same colour for the whole group could be used). Then go around the room and
place a post-it note under the “isms” you have experienced. Discuss as a group.
The Race Game
Have all the Pathfinders/Senior Branches stand in rows with a leader in front of them. The
leader calls out a variety of statements and if it applies to them, the girls must sit down. A few
options are included but please feel free to add your own:
w
w
w
w
w
Long hair / short hair
Can touch their toes
Has a mother who works
Is wearing a ring
Has their ears pierced
w
w
w
w
w
Short / tall
Wears glasses
Ride a bus to school
Is wearing makeup
Can read
w Blond hair / brown hair
w Is an only child
w Has a part time job
w Is in uniform
w Lives in the country
How did it feel to be segregated based on things that might or might not have been under your
control (i.e the colour of your hair). How would you feel if you were told just because you had
blond hair, you were unable to buy a house? Or since you were short, you could not get a job?
Discuss how this can apply to situations in Canada or your community.
Dear Diary
You have just moved to a new community and you are unsure of the language or customs there.
Write a diary entry describing this day and the challenges you faced. How did you feel? Was
this day frightening? Exciting? Frustrating? How did you deal with these feelings? What will
you miss about the community you left behind? What do you have to look forward to in your
new community? How are you going to overcome the challenges of learning a new language,
communication and cultural understanding?
Share the diary entries within the Unit and discuss the different challenges people face moving
into a new community or country.
“I am” (from Government of BC – Settlement and Multiculturalism – People Power Training Manual)
•
•
•
•
•
Ask the girls to draw a shape on their paper that describes them today or in general. Ask
them to write “I Am…” in the shape.
Anywhere around those words, write “I Am…” sentence with different descriptive words to
describe themselves (they should not use their names). For example: I Am green eyed. I
Am a girl. I Am in grade ten. I Am a person who volunteers.
When the girls are done completing their sentences, hang the papers up and see if the
group is able to identify which description belongs to which girl.
Which of the characteristics are visible? Which are invisible? What do people “see”
when they first meet us?
Draw an iceberg shape on a piece of paper. Like an iceberg, people only see a part of
us. Characteristics about you that are visible to other members of our society without
needing explanation should go near the top of the iceberg. ‘Semi-visible’ characteristics
should be found somewhere at or near water level, and ‘non-visible’ characteristics
anywhere below, at different depths. For example, above water would be skin colour, hair
colour, gender, and ethnic background. At different levels below the water would be
religion, family, friends, hobbies, likes and dislikes etc.