ge
B e the c h a n
© The Guide Association 2013 www.girlguiding.org.uk
Go For It! Be the change
Welcome to Go For it! Be the change
What’s this Go For It! about?
This Go For It! is all about how you can get involved and help to bring about change
to the community in which you live. It gives you the opportunity to learn how the
country is run, including who your local Member of Parliament (MP) is and how they
can help you.
Go For It! Be the change includes activities which enable your Patrol to learn about
how to make your voice heard in the UK today. It will show you how to run a campaign
about an issue that you feel strongly about. It also explores which qualities you need
to develop to be a successful leader, and shows you how to identify the skills you
already have.
Go For It! Be the change has been written by members of The Senior Section and the
Leader who went to the Girls’ World Forum 2012. To read their thoughts on this event
visit www.girlsworldforumuk.blogspot.co.uk.
You are all the politicians of the future! Where better to start than Go For It! Be the
change? Get involved!
How does it work?
You should spend four Patrol times (including planning time) on this Go For It! to gain
the badge. If you enjoy Go For It! Be the change check out the ideas in the ‘Take it
further’ section on page 24. There are a few optional extra activities for you to try at
the end of the pack too.
Team work
You’ll need to work together all the way on this Go For It! – there are lots of decisions
and plans to be made. How will you make sure everyone’s voice is heard? Think about
everyone’s strengths and how best to use them.
Go For It! Be the change badge
When your Patrol has completed Go For It! Be the change you will each gain this
great badge!
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Go For It! Be the change
What to do
The activities in this GFI! are designed to help you make your voice heard, at all levels.
Whether you want to change something in your local area, or become involved in a
huge national campaign, this is the Go For It! for you – it isn’t just for those who want
to be the next Prime Minister, it’s for everyone.
The pack is split into three sections. You can decide how you use your time during the
four Patrol sessions – you might like to split your time equally across the three
sections, or spend more time on one section than another, but you must make sure
you do at least one activity from each of the three sections.
The three sections are:
ole models and leadership (page 3)
R
Decision-making (page 10)
Being the change (page 16)
You can either plan all four Patrol sessions in one go or allow time at the end of each
one to plan the following session. Your Leaders will be able to help you with the
planning.
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Go For It! Be the change
Role models and leadership
This section should get you thinking about the role models and leaders in your life –
and how they influence you. It should help you to understand why it is important to
think about your role models and how this relates to leadership. You will also have the
chance to develop your leadership skills and consider what it means to be a role
model.
Who’s a leader?
Work out the qualities that a good role model and leader should have.
How are they different?
You will need
ll t
It wi ake:
30 minutes
Pens
Large sheet of paper/lining paper
35 cards, each with a word from the grid below
What to do
1. Two Guides should lie down on the paper and two other Guides should draw
around them.
2. Label one Guide outline ‘leader’ and the other ‘role model’.
3. Take it in turns to pick up a word card.
4. As a group, discuss what the word or phrase means. Then decide whether it is a
characteristic of a leader or a role model, or both, or neither.
5. Place it on the appropriate outline, or put it in between the two if you think the
word applies to both. If you think a quality is irrelevant, put it to one side.
6. When you have sorted out all the words, see if you can choose your Patrol’s top
ten words that describe a role model, and ten words for a leader.
Passionate
Inspirational
Committed
Selfless
Accepting
Dependable
Honest
Loyal
Moral
Friendly
Creative
Good listener Caring
Modest
Generous
Trustworthy
Self-assured
Approachable Old
Persevering
Positive
Rich
Popular
Well-dressed
Strong
Ambitious
Determined
Motivated
Problem solver
Hard-working
Adventurous
Confident
Pretty
Cool
Respectful
Take it further
Can you think of people who possess all the qualities required to be good role
models or leaders?
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Go For It! Be the change
Top tip
If you don’t want to cut up the word cards you could write
the words directly on to your outlines.
Powerful women
How many ‘powerful women’ can you name? What makes them appear
powerful? Do people disagree on which women are powerful?
You will need
ange of different newspapers and/or magazines
R
Flipchart paper
Pens
Scrap paper
Internet (optional)
ll t
It wi ake:
30 minutes
What to do
1. Think of all the powerful women you can. It might be helpful to use categories,
such as the following.
ilm industry/theatre, for example Angelina Jolie.
F
Music industry, for example Adele or Lady Gaga.
Politics, for example Theresa May.
Literary, for example J K Rowling.
Education, for example Malala Yousafzai.
Health, for example Mary Seacole.
Religion, for example Lucy Winkett.
International, for example Ellen Johnson-Sirleaf.
Women in history, for example Emmeline Pankhurst.
Royalty, for example The Queen.
If anyone hasn’t heard of the women you come up with, explain who they are so that
everyone is clear. You might want to spend some time researching them to learn
more about them.
2. Make a mind-map of the characteristics of a powerful woman. Think about what
makes a woman powerful. Is it because of her personality, her position, the
opportunities she has had in her life, the actions she has taken or her education? Who
is the most powerful woman you know (either personally or someone in the public
eye)? Think about the type of power that she has and where that power comes from.
3. Make a collage of women who you feel are powerful. This activity is about
highlighting the characteristics you associate with these women, so try to incorporate
them into the poster. Display this poster in an appropriate place, such as your meeting
place or local library, to encourage people to think about empowering girls and
women to bring about change in their community and the wider world.
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© The Guide Association 2013 www.girlguiding.org.uk
Go For It! Be the change
Online safety tips
P Avoid mentioning the specific time and place of your meetings.
P If you use text or images from other sites you will need to seek
permission.
P If you want to include pictures of yourselves, you will need
parental permission.
P Always ask permission before uploading photos or videos of
other people.
P Don’t publish any personal details such as your address or
mobile number.
P If you send pictures, be aware that these can be forwarded on
to others.
P Remember that online friends are really strangers, no matter
how long you have been talking to them or how friendly they
seem. Don’t arrange to meet up with anyone you have been
chatting to online.
P Tell a trusted adult if something online upsets you.
For more information on how you can stay safe on the web, take
a look at the Guide web safe code at www.girlguiding.org.uk/
guides > Guides web safe code.
Powerful women or not?
Think about what prevents some girls and women from having power
and what can be done to change it.
You will need
Cup
A bucket of water
2 empty buckets
ll t
It wi ake:
20 minutes
What to do
1. Think about the factors that could stop some girls and women from having power.
For example, being denied an education, lack of money, the secondary position of
women in some countries or child marriage.
2. For each one you think of, fill the cup with water from the bucket and pour it into
one of the other buckets.
3. Continue to do this until you have run out of ideas or the bucket is full of water.
4. Now think about the best ways to empower girls and young women, for example
providing access to education, support aimed at women, laws protecting women’s
rights or better family planning services.
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Go For It! Be the change
5. For each one of these, remove a cup of water from the first bucket and pour it into
the empty bucket.
6. Continue to do this until you have run out of ideas or water.
Top tip
Don’t forget to dispose of your water in a responsible way
– maybe you could use it to water the garden or to clean
craft equipment such as paintbrushes if another group has
used them.
Votes for women
This activity will help you find out about how and when women won
the vote in the UK. It will also encourage you to talk about equality
issues and to value your right to vote when you are old enough. This is
something we know is still important to girls today. In our Girls’
Attitudes Survey, 74 per cent of you said you feel that the UK is a fair
place to be a woman.
ll t
It wi ake:
20 minutes
You will need
vent cards (below)
E
Date cards (below)
Scissors
What to do
Cut out the dates and events below and mix them up. Spread the dates and events
out on the floor so that everybody can see all of them. Either take it in turns to match
an event with the date, or discuss each event as a group before deciding which date
to match it with. You might find it useful to sort the events roughly into the order in
which you think they might have happened before matching them with precise dates.
During the activity, think about how you would feel if you were living at various points
along the timeline. How would you feel if women couldn’t represent you in
government? How would you feel if the suffragettes asked you to join them in direct
action? How would you feel being one of the first women to vote with equal voting
rights to men?
Did you know? Both ‘franchise’ and ‘suffrage’ mean the right to vote. Women who
campaigned for equal voting rights were often called ‘suffragettes’. Can you find out
the difference between ‘suffragists’ and ‘suffragettes’?
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© The Guide Association 2013 www.girlguiding.org.uk
Go For It! Be the change
Dates
1865
1907
1832
1906
1905
1918
1870
1851
1903
1897
1881
1928
1838
1867
1908
1970
1869
1919
1910
Events
The NUWSS campaigns for the first time in a general election, pressing
candidates to pledge their support for women’s suffrage. The Liberal Party wins a
landslide victory, with a majority of MPs pledging support for women’s suffrage.
Women gain the vote in the Isle of Man.
The voting age is lowered to 18 for both men and women.
Women of property and aged 30 or over are granted the vote in the
Representation of the People Act. Countess Constance Markiewicz stands as a
Sinn Féin candidate for Parliament. She is elected but, as an Irish Nationalist,
refuses to take up her seat in accordance with Sinn Féin policy.
The Great Reform Act openly excludes women from the franchise by defining
voters as ‘male persons’.
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Go For It! Be the change
The first militant action takes place: Christabel Pankhurst and Annie Kenny
disrupt Sir Edward Grey’s speech at a Liberal meeting in the Free Trade Hall,
Manchester, and are arrested. They are fined, but their refusal to pay results in
seven days’ imprisonment.
The Equal Franchise Act is passed and women aged 21 or over gain the right to
vote. Women have the same voting rights as men.
The Kensington Society forms in London and advocates women’s suffrage.
Emily Davies, Barbara Bodichon and Elizabeth Garrett Anderson are active
members.
Flora Drummond and others chain themselves to the railings outside 10
Downing Street. On 21 June, the Women’s Sunday procession takes place in
London culminating in a rally in Hyde Park attended by 250,000 people.
Women ratepayers win the right to vote in local elections.
The Women’s Social and Political Union (WSPU) is founded in Manchester, led
by Emmeline and Christabel Pankhurst.
Lady Astor wins the Plymouth by-election and is the first woman to take her
seat in Parliament.
On 9 February 3,000 women march from Hyde Park to the Strand in support of
women’s suffrage. The ‘Mud March’ is the largest street protest held on the
issue and attracts widespread press coverage.
The Education Act permits women ratepayers to stand for, and vote in,
elections for local school boards.
Anne Knight works with Anne Kent to form the Sheffield Female Political
Association, the first women’s suffrage organisation in Britain.
The Conciliation Bill, a women’s suffrage bill, is debated in Parliament but fails.
On 18 November, ‘Black Friday’, a women’s deputation to Parliament turns into
a riot: 120 protestors are arrested and the police assault many women.
The National Union of Women’s Suffrage Societies (NUWSS) is founded in
London under the leadership of Millicent Fawcett. Its members become known
as suffragists.
John Stuart Mill MP presents a petition and franchise amendment to
Parliament, which is defeated. The London National Society for Women’s
Suffrage forms.
The Chartist movement demands universal suffrage, later altered to universal
male suffrage.
Turn to page 22 for the answers.
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© The Guide Association 2013 www.girlguiding.org.uk
Go For It! Be the change
Take it further
Talk about the following.
ow might the campaign have been different if it had taken place today?
H
Do you think women value their vote today?
The leader in you
Are you a good leader? Think about your own leadership qualities and how to develop
them, and your effectiveness when it comes to working with others.
You will need
Pens
Paper
What to do
1. Either individually or in pairs, make a list of all the different leadership roles you
have. This could be within Brownies or Guides (for example, a Patrol Second or
Brownie Helper) or outside of Guides (for example, captain of a sports team).
2. Think about the things that you find easy about being a leader – make a list of your
top five.
3. Think about the things that you find hard about being a leader and make a list of
your top five.
4. If you are happy to do so, share your two lists with your Patrol and ask them if they
can help you with any of the things you find the hardest.
Try it this way
If you find it difficult to think about this, start by making a list of the people that you
think are good leaders and the skills they have.
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© The Guide Association 2013 www.girlguiding.org.uk
Go For It! Be the change
Decision-making
These activities will help you to understand how politics works. It is important to
understand this first, in order to work out what you can do to get involved.
What does it all mean anyway?
Bust the jargon and make sense of some of the words commonly
used in politics.
You will need
The words and meanings grid below
What to do
ll t
It wi ake:
20 minutes
Match the words with their meanings.
Houses of Parliament
Where two parties form a government together because no
single party gained sufficient votes to make a government.
House of Commons
Upper house of the Parliament which double checks bills
that have been approved by the House of Commons.
House of Lords
Elected lower house of the Parliament of the UK.
Prime Minister
Member of the House of Lords.
Member of Parliament (MP)
Way in which MPs address each other in Parliament.
Peer
Leader of the ruling party.
Democracy
The House of Commons and the House of Lords.
Honourable Friend
An elected person who represents the people of an area in
the UK in the House of Commons.
Coalition
A form of government in which citizens participate equally
either directly or through elected representatives.
National Assembly of Wales
This is the paper you are given to vote with.
Member of European
Parliament (MEP)
The large political party which is not in power in the UK.
Opposition
These are published by political parties before elections to
explain their points of view.
Ballot
A group of people who hold similar political views.
Political party
Represents the Welsh people.
Scottish Parliament
An elected person who represents an area of the UK in the
European Parliament.
Ministers
Based in Edinburgh to represent the people of Scotland.
European Parliament
A decision-making body made up of MEPs from 28
countries and based in Brussels, Belgium.
Manifesto
Members of Parliament who take on the responsibility for a
specialist area such as education or health.
See page 23 for answers.
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Go For It! Be the change
Try it this way
If this is too easy, why not turn it into a game of pairs or snap? Make multiple copies
of the grid and cut out the rectangles to make playing cards.
Ruling your desert island
Building your society from scratch will help you gain a better
understanding of political parties and what they do.
You will need
Paper
Pens
ll t
It wi ake:
1 hour
What to do
1. Imagine your Patrol is a group of strangers who, following a
shipwreck, became stranded on a desert island. You are the only people on this island,
and you are miles away from anywhere, with no means of escape. You have little or no
food, water or shelter, and are struggling to survive. As this island is deserted, there are
no laws, rules or regulations here, and so you are going to have to work to build your
community from scratch. You have been on the island for a week now, and people
aren’t working together so things keep going wrong. No one is taking responsibility for
decisions and you can’t agree on a leader. You decide that you are going to hold
elections for your leader so that decisions can be made faster.
2. Each member of the Patrol creates a manifesto or set of rules. This lists all the
things they will do if they are elected as leader, and persuades people to vote for
them. You should think about the following.
a. How jobs on the island (collecting food and water, cooking, building shelters)
should be shared out.
b. How resources (food and water) should be shared out.
c. What kind of education the children should have (for how long, what will they
learn?).
d. What should be illegal.
e. How people who commit crimes will be punished.
f. What the island’s flag should look like.
g. Whether there should be any differences in the roles of women and men.
h. Whether there should be a specific time for waking up and going to bed.
i. How you as a leader will involve others in the decision-making process, if at all.
3. Read each other’s manifestos, and hold a vote for who you want your leader to be.
4. Why not get the whole unit to vote? Share your manifestos with the rest of your
unit. Then hold a hustings where each candidate can talk to those voting to try to
influence them.
Did you know? A ‘hustings’ is a meeting at which candidates present their policies to
potential voters and try to win support.
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Go For It! Be the change
Try it this way
Take it in turns to propose a rule or policy for life on the island and vote on each
policy individually. When you have finished voting, look at each policy and talk about
the following questions.
a. Which way is fairer?
b. Which way leaves the most people happy?
c. Which way is most efficient?
What does the government
look like?
Get creative and understand the structure of the
UK government.
You will need
ll t
It wi ake:
30 minutes
Flipchart paper
Flipchart pens
Coloured paper
Newspapers
Scissors
Glue sticks
Magazines and newspapers containing pictures of the key politicians (for example,
Prime Minister, Deputy Prime Minister, Leader of the Opposition,
cabinet members, your local MP etc)
Internet (optional) – you may need to download pictures of key politicians
Printer
Sticky labels
What to do
1. On scrap paper, map out what you know about the government. You will need to
work out what you know, what gaps there are in your knowledge, and how you are going
to plug these gaps. It might be easier to focus on the three main parties – Conservative,
Labour and Liberal Democrat. Start with the Prime Minister, then work downwards, to
MPs. There are lots of MPs, so you might want to look at these separately.
2. When you are ready, start cutting out your pictures of the MPs, write their different
roles on to labels and show how everyone fits into the structure. Make it bright,
colourful and clear.
3. When you have finished, present this to the rest of your unit so that they can
understand the structure of the government.
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© The Guide Association 2013 www.girlguiding.org.uk
Go For It! Be the change
Try it this way
Why not try the same activity, but for the Welsh Assembly, Scottish Government,
Northern Irish Assembly, European Parliament or the governing structure where you
live. This will help you gain a better understanding of how decisions are made where
you live.
Let’s get moving!
Stretch your legs and get your Patrol to address their perceptions of
political people.
You will need
Whistle
What to do
ll t
It wi ake:
10 minutes
1. Pick one person to be the caller.
2. Everyone else walks around the room.
3. The caller blows the whistle and says ‘walk like you…’ and then calls out one of the
following:
…are the Prime Minister
…are on a protest march
…are the Queen
…have won an election
…are a defeated Parliamentary candidate
…are late for an important meeting.
You can also use your own suggestions.
4. The caller picks the Guide that they think is the best at walking in the style of the
person/people they suggested. This person then becomes the caller and chooses
another person to walk in the style of.
5. Talk about the prejudices that you might have about politics. Can any of these be
corrected? Do you see political leaders as men or women, or both? Why? How can
this be changed? Motivate others to believe that they can be the change they wish to
see in the world – the key message of this Go For It!.
Debating or not debating
Learn about how discussions take place in the House of Commons
– and then hold a debate in the same way.
You will need
Pens
Paper
Something to make a line on the floor with (such as a piece
of rope)
A chair for each person
ll t
It wi ake:
40 minutes
House of Commons debate
When the MPs are having a discussion or debate in the House of Commons there is
someone called the Speaker to chair the debates and ensure people don’t speak out
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© The Guide Association 2013 www.girlguiding.org.uk
Go For It! Be the change
of turn. The Speaker sits in a chair at the front of the House. Members supporting the
government sit on his or her right, and those supporting the opposition on his or her
left. To prevent any conflict, there is a red line on the floor that should not be crossed
during a discussion.
What to do
1. Decide on a topic for the debate, for example ‘the weekends should last longer’ or
‘amusement parks should be free of charge’.
2. Decide who will be a Speaker who will chair/lead the debate.
3. Divide into two teams – the government and the opposition. You will also need to
decide who is going to argue for and who will argue against.
4. Each team can take some time to plan their argument.
5. Arrange the chairs so that half are on the right and half on the left side and make a
line with the rope on the floor.
6. Members of the government should be given three minutes to put forward their
argument. They shouldn’t be interrupted during this time.
7. Members of the opposition then have three minutes to put forward their argument.
They also shouldn’t be interrupted during this.
8. Each team can then ask questions of the other side.
9. Once each side has asked all its questions it’s time to vote, just like they do in the
House of Commons. Stand on the right side if you vote ‘yes’ or move to the left side
to vote ‘no’. The Speaker then counts up the results and declares them.
Take care
Consider other people’s personal opinions during this
activity – remember that they might be adopting a point of
view which isn’t their own.
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© The Guide Association 2013 www.girlguiding.org.uk
Go For It! Be the change
You as a political animal
How many different ways are there to be involved in politics? Find one that suits you!
You will need
Pen and paper
What to do
1. Make a set of cards, each with a political activity written on it from
the list below.
ll t
It wi ake:
20 minutes
a. Vote in an election.
b. Stand as a candidate in an election for a political party.
c. Campaign door-to-door on behalf of a party or cause you believe in.
d. Attend a protest.
e. Go to a public meeting and ask a question.
f. Write to your local representative.
g. Set up a petition.
h. Sign a petition.
i. Submit a petition to Parliament.
j. Join a pressure group.
k. Join a political party.
l. Get your MP or local councillor to visit your unit or school.
m. Set up a campaign.
n. Find out about the British Youth Council and get involved – take a look at The
Senior Section website www.girlguiding.org.uk/seniorsection > What can I do? >
British Youth Council.
o. Talk to an adult about the next time they will vote.
2. In your Patrol, discuss how much of a difference you think each activity would
make. Sort them into three piles – ‘make a lot of difference’, ‘not make a lot of
difference’ and ‘don’t know’.
3. Discuss how easy or hard you think the ‘make a lot of difference’ choices would
be to do.
4. Are there some actions that would require little effort, but would make a big
difference?
Take care
If you decide to do any of the activities on the cards, check with
your Leader first – some of the activities require you to be a
certain age so you might not be able to do them all yourself.
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© The Guide Association 2013 www.girlguiding.org.uk
Go For It! Be the change
Being the change
This section will help you find out more about the different ways you
can lead a political life and how you can ‘be the change’. You have the
power to make changes so what are you waiting for? Get stuck in to
these activities to find out more about some of the ways you can
make a difference.
Campaign posters
ll t
It wi ake:
40 minutes
How are campaigns run and how could you get involved? This activity
will also get you thinking about the difference between informing and persuading.
You will need
Paper
Pens
Card
Scissors
Glitter
Paint
Newspaper
Other creative materials
What to do
1. Think about an issue that you are passionate about. It could be anything from cutting
CO2 emissions in the UK to improving women’s rights abroad or supporting a child’s
right to eat chocolate every day!
2. Design a poster that will grab people’s attention and effectively communicate what
you want them to know about the issue. You could do this as a Patrol, in small groups
or individually.
3. Now think about how you might change the poster from being informative to
being persuasive.
4. Talk about how you will make people share your point of view about the issue. Is it
fair to bend the truth or use emotive language in campaigns?
Take it further
Why do you think women are much more likely to be involved in campaigns about a
particular issue than campaign for a political party? Discuss this in your Patrol and
then share your ideas with everyone.
A campaign of your own
Now you can start a campaign about something you feel strongly
about. This could be a local, national or international issue, and be
about people, rights, the environment or your community. It could be
anything from changing an existing law to raising awareness or
introducing a new law.
You will need to think about ways of engaging different types of
people of all ages – people who aren’t interested in politics, people
who have an extreme political view, and people who are very busy
already.
ll t
It wi ake:
2 meetings
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Go For It! Be the change
You will need
lipchart paper and pens
F
Coloured paper (for making posters etc)
National and local newspapers/other media
Internet access (optional)
Coloured pens/pencils/paints etc
Other stationery as available
Local newspapers
What to do
Session one
1. People campaign to try to bring about change, to persuade people to adopt a
particular way of thinking, to amend a policy, or bring in new policies. Decide what
your campaign is going to be about. What does your Patrol feel strongly about?
2. Talk about which campaign groups you are aware of, for example international
anti-poverty charities. These charities often have high-profile campaign methods, such
as mass mailings to supporters, inserts in newspapers and magazines and
advertisements (on TV, radio, billboards, direct marketing).
3. Now think about the local campaigning groups that you are aware of. Have a look
in local newspapers. There are likely to be groups campaigning for local issues, for
example against the closure of a hospital, or challenging the local council on issues
such as traffic restrictions, council tax, parking fines etc.
4. On the flipchart paper, think of all of the issues you care about – international,
national and local. They really can be anything. Write all of these down on the paper.
From your list, choose one of the topics to focus on. Write this in the middle of a fresh
piece of flipchart paper. Make a spider diagram about it.
5. Now think about where you would like to bring about change, in relation to the
issue you have chosen.
6. It’s really important that when you start a campaign, you do some research so that
you know the facts about what you are going to campaign on.
7. Spend some time researching the issue, gathering some statistics, and finding out
more about what you want to campaign for. Take your findings to your next Guide
meeting.
Session two
1. Now that everyone has done some research, you will need to hone your idea and
make decisions on the following.
hat you are going to campaign for (be specific)?
W
Why you are going to campaign for it?
What evidence are you going to use to show that there is a need to campaign for
change? You could use statistics, testimony and media articles, for example. Always
be aware of the balance of views and remember that some articles will be written
in a biased way.
2. Are you able to link with other groups who are campaigning on similar issues?
3. How are you going to plan your campaign? Consider the following.
Make placards.
Make posters.
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ome up with a slogan.
C
Write letters to local councillors or your MP.
Write to the local or national press.
Organise a protest (speak to your Leaders about how to do this).
Start a newsletter.
Make T-shirts.
4. Think about how you are going to fundraise for your campaign and make a more
detailed campaign plan to include:
specific actions
timescales
roles and responsibilities within the group.
Take it further
Start campaigning! It’s important to have a ‘call to action’ when trying to encourage
people to support your campaign, even if it’s something which seems quite small, for
example, forwarding an email to a friend. Then there are bigger actions, such as
writing to your MP.
It’s really important that you evaluate your campaign. Consider what worked, what
didn’t work and why, and how you would do things differently. Keep track of your
campaign’s progress by considering the following.
1. Have people responded to the ‘call to action’ – how many have signed up to
the newsletter, or responded to your letters?
2. And, most importantly, has your campaign brought about change? How?
Then either celebrate your success, or discuss why it didn’t work, and what you’re
going to do next.
Try it this way
If you aren’t sure on a topic you would like to cover, take a look at the Girlguiding
website for details of our current campaigns and consider how you can join in.
Take care
Talk to your Leader about your plans before carrying
them out to check that they are safe.
Don’t be disheartened if you don’t see the changes you
are campaigning for happen straight away – some
things take time.
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A little extra activity –
Patrol message
Can you think of a message which explains why it is important that
girls your age are leading political lives and how they can get involved?
You can do this as a Patrol.
You will need
ll t
It wi ake:
15 minutes
Pens
Paper
What to do
1. Talk about what you have done for Go For It! Be the change.
a. Why do you think it is important for you to be involved with decisions which
affect you and the community around you?
b. Why is it important to understand the basics about politics?
c. Why is it important that you have positive female role models and good
leadership skills?
2. As a group, agree a sentence which summarises the most important thing you
have done, for example challenges you have undertaken, discoveries you have made
and facts you have learned.
3. Write it down so you don’t forget it – this is your Patrol message which you will
need for the rest of this session.
Pass it on
Now you have decided on your Patrol message you should share it with others. The
following activities will help you. Decide if your whole Patrol works on an activity or if
you want to work in smaller groups on different activities. Don’t forget to allow for time
at the end of your meeting to share what you have all done – make sure each Patrol
message is heard.
Read all about it!
You will need
Pens
Paper
Magazines or newspapers containing interviews (optional)
Computer (optional)
What to do
ll t
It wi ake:
30 minutes
1. Take it in turns to interview members of your Patrol about the Patrol
message. You could ask questions, such as the following.
a. Why do you think your Patrol message is important?
b. What was the best thing about Go For It! Be the change and why should other
Guides pick this Go For It!?
c. From doing this Go For It!, what changes would you like to see in the world?
2. Use this information to put together an article for a newspaper or magazine. If you
have some newspapers or magazines use them to research the different ways
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interviews are written – don’t forget, it needs to be interesting to other Guides so
make sure it is written in a way that they would enjoy.
3. Share your article with other Guides using the information at the end of this
section to help you.
Take it further
Why not talk to your local PRA (Public Relations Adviser) or M and C Adviser
(Marketing and Communications Adviser) to get your interview in the local press.
Poetry in motion
Sometimes a catchy poem can help people remember a message.
This activity is all about doing just that, so it’s remembered by other
Guides.
You will need
Pens
Paper
ll t
It wi ake:
20 minutes
What to do
1. Write a poem to share your Patrol message with others. Don’t forget, there are
many different kinds of poems and they don’t have to rhyme. If you’re not sure how to
start why not use the name of your Patrol to give you the first letter of each line of the
poem.
2. Share your poem with others – there is information at the end of this section to
help you do this.
Try it this way
If you enjoy writing songs you could always write a song rather than a poem or make
up a rap.
A creative message
You don’t have to be wonderful with words to get your Patrol message
heard. This activity is all about using art and pictures to make your
message stand out.
You will need
Paper
Pens
Selection of craft materials
Glue
Scissors
ll t
It wi ake:
30 minutes
What to do
1. Divide your Patrol into smaller groups or work individually.
2. Write your Patrol message on the piece of paper, large enough so that it can be
clearly read from a distance.
3. Use the craft materials to decorate around your Patrol message in a way that draws
other Guides’ attention to it.
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4. Think of somewhere you can display your creative message for other members of
guiding and the local community. There is information at the end of this session about
how to do this.
Try it this way
If you are feeling really creative you don’t have to use paper – why not carve your
message into some wood or create a clay tile with your Patrol message on it?
Remember to think about where you are going to display it to help pick the best
materials to use.
Take care
Take care when using sharp tools.
Sharing your Patrol message with others
Spread your Patrol message further by telling other Guides about it – there may be
other Guide groups in your local area who you could send your message to. Your
Leaders will be able to pass information to their Leaders for you. There is also the
Guide forum where you can talk to other Guides. The forum can be found at www.
girlguiding.org.uk/guides – why not share your Patrol message with them too?
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Answers
Votes for women (page 6)
3 1832 – The Great Reform Act openly excludes women from the franchise by
defining voters as ‘male persons’.
3 1838 – The Chartist movement demands universal suffrage, later altered to
universal male suffrage.
3 1851 – Anne Knight works with Anne Kent to form the Sheffield Female Political
Association, the first women’s suffrage organisation in Britain.
3 1865 – The Kensington Society forms in London and advocates women’s suffrage.
Emily Davies, Barbara Bodichon and Elizabeth Garrett Anderson are active members.
3 1867 – John Stuart Mill MP presents a petition and franchise amendment to
Parliament, which is defeated. The London National Society for Women’s Suffrage
forms.
3 1869 – Women ratepayers win the right to vote in local elections.
3 1870 – The Education Act permits women ratepayers to stand for, and vote in,
elections for local school boards.
3 1881 – Women gain the vote in the Isle of Man.
3 1897 – The National Union of Women’s Suffrage Societies (NUWSS) is founded in
London under the leadership of Millicent Fawcett. Its members become known
as suffragists.
3 1903 – The Women’s Social and Political Union (WSPU) is founded in Manchester,
led by Emmeline and Christabel Pankhurst.
3 1905 – The first militant action takes place: Christabel Pankhurst and Annie Kenny
disrupt Sir Edward Grey’s speech at a Liberal meeting in the Free Trade Hall,
Manchester, and are arrested. They are fined, but their refusal to pay results in seven
days’ imprisonment.
3 1906 – The NUWSS campaigns for the first time in a general election, pressing
candidates to pledge their support for women’s suffrage. The Liberal Party wins a
landslide victory, with a majority of MPs pledging support for women’s suffrage.
3 1907 – On 9 February 3,000 women march from Hyde Park to the Strand in support
of women’s suffrage. The ‘Mud March’ is the largest street protest held on the issue
and attracts widespread press coverage.
3 1908 – Flora Drummond and others chain themselves to the railings outside 10
Downing Street. On 21 June, the Women’s Sunday procession takes place in London
culminating in a rally in Hyde Park attended by 250,000 people.
3 1910 – The Conciliation Bill, a women’s suffrage bill, is debated in Parliament but
fails. On 18 November, ‘Black Friday’, a women’s deputation to Parliament turns into a
riot: 120 protestors are arrested and the police assault many women.
3 1918 – Women of property and aged 30 or over are granted the vote in the
Representation of the People Act. Countess Constance Markiewicz stands as a Sinn
Féin candidate for Parliament. She is elected but, as an Irish Nationalist, refuses to
take up her seat in accordance with Sinn Féin policy.
3 1919 – Lady Astor wins the Plymouth by-election and is the first woman to take her
seat in Parliament.
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3 1928 – The Equal Franchise Act is passed and women aged 21 or over gain the
right to vote. Women have the same voting rights as men.
3 1970 – The voting age is lowered to 18 for both men and women.
What does it all mean anyway? (page 10)
Houses of Parliament
The House of Commons and the House of Lords.
House of Commons
Elected lower house of the Parliament of the UK.
House of Lords
Upper house of the Parliament which double checks bills
that have been approved by the House of Commons.
Prime Minister
Leader of the ruling party.
Member of Parliament
(MP)
An elected person who represents the people of an area in
the UK in the House of Commons.
Peer
Member of the House of Lords.
Democracy
A form of government in which citizens participate equally,
either directly or through elected representatives.
Honourable Friend
Way in which MPs address each other in Parliament.
Coalition
Where two parties form a government together because no
single party gained sufficient votes to make a government.
National Assembly of
Wales
Represents the Welsh people.
Ballot
This is the paper you are given to vote with.
Manifesto
These are published by political parties before elections to
explain their points of view.
Scottish Parliament
Based in Edinburgh to represent the people of Scotland.
Member of European
Parliament (MEP)
An elected person who represents an area of the UK in the
European Parliament.
Political party
A group of people who hold similar political views.
European Parliament
A decision-making body made up of MEPs from 28
countries and based in Brussels, Belgium.
Opposition
The large political party which is not in power in the UK.
Ministers
Members of Parliament who take on the responsibility for a
specialist area such as education or health.
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Take it further
If you enjoyed this Go For It!, why not try…
eam leader badge
T
Team player badge
Communicator badge
Independent living badge
Hobbies badge
Go For It! Streets ahead
Go For It! Life wise
Go For It! Peace
Go For It! Teamwork
Together We Can
Ask your Leaders if you can have a look at these resources if you don’t know where to
find a copy.
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Notes for Leaders
A balanced programme
One of your responsibilities is to ensure that your Guides experience a balanced and
varied programme. Chat to the Patrol members and find out what their plans are –
encourage them to choose a variety of different activities.
Remember you can ensure a balance by doing unit activities, games and so on in
addition to Go For Its!.
Safety
Ensure the Guides are safe. You should always adhere to the rules within The Guiding
Manual and, depending on the girls’ ages and abilities, you may need to give extra
support with:
going outside the normal meeting place
inviting members of the public into the meeting place
staying away from home in unfamiliar surroundings
the use of specialist equipment, such as tents, knives and cooking appliances
personal and food hygiene
allergies and what to do in the event of an allergic reaction
using the internet safely – see A Safe Cyber Space, www.girlguiding.org.uk >
Members’ area > What’s happening > Our online community > Guidelines > Online
safety guidelines.
©The Guide Association 2013
Writing Group: Helen Beecher Bryant, Amy Carmichael and Isabelle Mahoney
Project Coordinator: Jen Buche
Project Editor: Alison Shaw
Series Designer: Yuan Zhuang
Designers: Angie Daniel, Yuan Zhuang
Girlguiding is an operating name of The Guide Association. Registered charity number
306016. Incorporated by Royal Charter.
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© The Guide Association 2013 www.girlguiding.org.uk
Go For It! Be the change