Activities Guidebook 1 of 60
Activities Guidebook
This is a guidebook compiling all of STLF’s activities, and more! Please, of course, use this as a GUIDE.
This is not intended to be used verbatim—make this your own!
Table of Contents
Icebreakers and Energizers ......................................................................................................... 1 - 20
Team Builders .......................................................................................................................... 20 - 23
Leadership ............................................................................................................................... 24 - 27
Diversity................................................................................................................................... 27 - 47
Reflection................................................................................................................................. 48 - 54
Positive Affirmation/Recognition ............................................................................................. 54 - 60
Activity Name:
Repeat-After-Me Songs
STLF Developmental Outcomes:
Affection for Others; Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None
Time:
No Limit
Group Size:
Medium to Large
Goal:
Participants get excited, let loose, and crazy. Gets people out of comfort
zone while everyone else is as well.
Facilitation:
(1)
BE LOUD, ENERGETIC, and CRAZY
(2)
(3)
(4)
Everyone gets in circle with the facilitator in the middle.
Sing the song and have everyone else follow suit.
The variety of songs to choose from:
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 2 of 60
Boom Chicka Boom
“This is a REPEAT-AFTER-ME song!”
I said a boom chicka boom (echo)
I said a boom chicka boom (echo)
I said a boom chicka Rocka chicka Rocka chicka boom (echo)
Oh yeah (echo)
Uh huh (echo)
One more time (echo)
___________ style (echo)
*Different styles: Loud, Whisper, Southern, Valley Girl, Opera, Attitude, British, Rocket, Harley, Janitorial, Teacher.
Coast to Coast
“This is a REPEAT-AFTER-ME song!”
From coast to coast, (Repeat)
STLF is the most. (Repeat)
From Coast to coast (Repeat)
STLF is the most. (Repeat)
Na na na na na (Repeat)
Na na na na na na (Repeat)
Na na na na na na na (Repeat)
Na na na na na (Repeat)
From East to West, STLF is the best
From State to state, STLF is really great
From City to City, STLF is really pretty
From Town to town, STLF is getting down ETC ETC ETC
Brown Squirrel
Brown Squirrel, Brown Squirrel,
Shake your bushy tail!
Brown Squirrel, Brown Squirrel,
Shake your bushy tail!
Take a peanut from your hand...
(Shout) AND SHOVE IT UP YOUR NOSE!!!
Brown Squirrel, Brown Squirrel,
Shake your bushy tail!
*When saying "brown squirrel" make bowing action with arms. When saying "shake your bushy tail" turn around and
shake your bottom.
When saying "Take a peanut from your hand" pretend to take a peanut from your hand.
When saying "AND SHOVE IT UP YOUR NOSE!" pretend to shove the peanut up your nose.
Baby Shark
Baby shark do do, do do do do
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Activities Guidebook 3 of 60
Baby shark do do, do do do do
Baby shark do do, do do do do
Baby shark
*Repeat with using appropriate actions
Mama Shark
Papa Shark
Grandma Shark
Saw a shark
Swam away
Shark attack
Lost a Leg
Rescue Boat
Princess Pat
“This is a REPEAT-AFTER-ME song!”
The Princess Pat (Egyptian style)
Lived in a Tree (roof over head)
She Sailed across (ocean motion)
The seven seas (hold up 7 fingers; make C with hand)
She sailed across (ocean motion)
The channel two (hold up 2 fingers)
and she took with her (both hands over shoulder like holding a bag)
Arrigabamboo (shake booty all the way down)
Arrigabamboo (shake booty all the way down)
Now What is that? (shrug)
It's something made (bang hands together)
by the Princess Pat (Egyptian style)
It's red and gold (Twirl hand around like you're waving a string at your waist)
And purple too (bring your voice up. point high)
That's why it's called (Get loud; cup hands around mouth)
Arrigabamboo (shake booty all the way down)
Now the Captain Jack (strong man)
Had a mighty fine crew (salute X 2)
He sailed across (ocean motion)
The channel two ( hold up 2 fingers)
But his ship sank (Hold nose and sink down)
and yours will too (point finger and shake hand in scolding motion)
If you don't take (both hands over shoulder like holding a bag)
Arrigabamboo (shake booty all the way down)
Arrigabamboo (shake booty all the way down)
Now What is that? (shrug)
It's something made (bang hands together)
by the Princess Pat (Egyptian style)
It's red and gold (Twirl hand around like you're waving a string at your waist)
And purple too (bring your voice up.point high)
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 4 of 60
That's why it's called (Get loud; cup hands around mouth)
Arrigabamboo (shake booty all the way down)
There Was a Great Big Moose
“This is a REPEAT-AFTER-ME song!”
There was a great big moose!
He liked to drink a lot of juice.
There was a great big moose!
He liked to drink a lot of juice.
Singin' oh way oh
Way oh way oh way oh way oh
Way oh way oh
Way oh way oh way oh way oh
The moose's name was Fred.
He liked to drink his juice in bed.
The moose's name was Fred.
He liked to drink his juice in bed.
Singin' oh way oh
Way oh way oh way oh way oh
Way oh way oh
Way oh way oh way oh way oh
He drank his juice with care,
but he spilled some in his hair.
He drank his juice with care,
but he spilled some in his hair.
Singin' oh way oh
Way oh way oh way oh way oh
Way oh way oh
Way oh way oh way oh way oh
Now he's a sticky moose … Full of juice ( SHOUTS) … And on the loooooose
Rumba Rumba
“This is a REPEAT-AFTER-ME song!”
Rumba Rumba
A tiki tiki tonga
A wasa wasa wasa
O lay O lay O lay a wasa
( Faster and faster)
Wiggalo
Hey ___ (call out to someone)
Hey what?
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 5 of 60
Are you ready?
For what?
To Wig?
Wig what?
Wiggalo!
You put your hands up high
Your feet down low
Thats the way you wiggalo( Do a dance move move)
Everyone repeats then passes to next person
Milk Song
Give me a long M
M..................
Give me a short m
M
don't want no pop no pop
don't want no tea no tea
just give me milk
moo moo moo moo (one person sticks out thumbs
and another pulls them as if milking a cow)
wisconsin milk
moo moo moo moo
Give me a long I
I.................
Give me a short i
I
don't want no pop no pop
don't want no tea no tea
just give me milk
moo moo moo moo (one person sticks out thumbs
and another pulls them as if milking a cow)
wisconsin milk
moo moo moo moo
Give me a long L
L................
give me a short L
L
don't want no pop no pop
don't want no tea no tea
just give me milk
moo moo moo moo (one person sticks out thumbs
and another pulls them as if milking a cow)
wisconsin milk
moo moo moo moo
Give me a long K
K....................
give me a short k
© Copyright Students Today Leaders Forever (STLF) National 2008.
K
don't want no pop no pop
don't want no tea no tea
just give me milk
moo moo moo moo (one person sticks out thumbs
and another pulls them as if milking a cow)
wisconsin milk
moo moo moo moo
Give me a long milk
CHOCOLATE
give me a short milk
SKIM
don't want no pop no pop
don't want no tea no tea
just give me milk
moo moo moo moo (one person sticks out thumbs
and another pulls them as if milking a cow)
wisconsin milk
moo moo moo moo
Activities Guidebook 6 of 60
Activity Name:
Hot Seat
STLF Developmental Outcomes:
Affection for Others; Sense of Community/Individuality
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None
Time:
Approximately 5 minutes per person
Group Size:
Around 5 per group (many groups)
Goal:
Participants learn more about each other and connect on a
personal level. Participants learn to become open with the
group. Participants become actively involved in the facilitation
of the activity.
Facilitation:
(1)
Participants break off into groups of around 5 people
(2)
One participant starts in the “Hot Seat”
(3)
Everybody else in the circle rapid fires questions at the
person in the “Hot Seat”. The individual in the “Hot
Seat” can opt not to answer certain questions at own
disgression. There can’t be follow-up questions
immediately after the previous question is asked and
answered.
(4)
It goes until the timer says “time” and then a new
person is in the “Hot Seat”.
(5)
Everyone is in the “Hot Seat” and then the game is over.
Activity Name:
Electricity
STLF Developmental Outcomes:
Sense of Community, Affection for Others
Main Concept:
Icebreakers and Energizers
Supplies Needed:
An object (something to grab/touch), a coin
Time:
No Limit
Group Size:
Large
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 7 of 60
Goal:
Participants learn to cooperate with each other, have fun, and
reinforce communication skills. LET OFF STEAM!!
Facilitation:
(1)
Participants partner off and face each other while
forming two lines.
(2)
Hold hands with the people on your side, thus your
partner is on the other side
(3)
Facilitator is on one end with the coin
(4)
One person at the beginning of the line from each team
by the facilitator has their eyes open while everyone
else’s are closed.
(5)
The facilitator flips the coin continuously until it lands
on ‘heads’. In silence, the person at the beginning of
the line must squeeze the hand of the person next to
him/her. This generates an ‘electric current’ of sorts all
the way through to the end of the line.
(6)
The persons at the end of each line race to an object
once he/she receives a squeeze. The person to get the
object first gains a point.
(7)
The lines shift with the person at the beginning moving
to the back and everyone else moving forward one. It
keeps going until every gets to go or a certain number
of points are gained.
(8)
In the event of a fault squeeze, the team loses a point.
Activity Name:
Hovda
STLF Developmental Outcomes:
Affection for Others; Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None
Time:
No Limit (it will end itself)
Group Size:
Large
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 8 of 60
Goal:
It gets people moving, having fun, and interacting with peers.
People will become competitive, develop strategies, and get rid
of some energy.
Facilitation:
(1)
The facilitator demonstrates each number/action
before the game begins by getting volunteers from the
group.
(2)
Each number correlates with an action
- 2 = birdie on a perch, carrying like a baby OR sitting on
one knee.
- 3 = teeter totter, one person in the middle with the
others teeter tottering on each side going up and
down
- 4 = train, person in front must CHOO CHOO with
caboose bending over
- 5 = merry go round, one in the middle with hands up,
four others circling like a merry go round.
- 6 = minivan, driver and navigator (with map) in the
front, two annoying kids fighting in the middle, last
two are sleeping on the road trip.
(3)
Everyone is in one big group. People move around
singing “mingle, mingle, mingle” continuously until the
facilitator yells out a number. The number called refers
to the amount of people needed in each group and is
associated with an action.
(4)
People are eliminated if they aren’t in a group doing an
action with the correct amount of people. The ones no
longer in the game go off to the side and cheer.
(5)
The game continues until there are two people left or
until the facilitator decides to call off the game. The
people remaining are declared the winners!
Activity Name:
High-Five Unique Trait
STLF Developmental Outcomes:
Affection for Others; Public Speaking, Sense of Community,
Social Awareness
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 9 of 60
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None
Time:
No Limit
Group Size:
Medium to Large
Goal:
Participants learn more about each other and connect on a
personal level. Participants learn to become open with the
group. Participants become actively involved in the facilitation
of the activity.
Facilitation:
(1)
Everyone creates a large circle with one person in the
middle.
(2)
The individual says something unique about
themselves. People in the circle who share the same
trait raise their hand. The individual in the middle highfive’s everyone who has their hand up.
(3)
The individual in the middle stays in the middle until
he/she says a trait that no one else in the circle also has.
The individual then picks someone else to be in the
middle.
(4)
The game keeps going until the facilitator feels like the
activity should be finished based on energy, time,
interest.
Activity Name:
Flash
STLF Development Outcomes: Social Awareness; Affection for Others; Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None
Time:
No limit
Group Size:
Any
Goal:
Participants learn more about each other and connect on a personal
level. Participants learn to become open with the group. Participants
become actively involved in the facilitation of the activity.
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 10 of 60
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
Activity Name:
Participants form a circle.
One participant begins by asking a question.
Everybody goes around the circle and answers the question.
The participant that asked the question answers it last. In true
Flash style, questions should be quick and the answers should
be quicker. However, if you’d like this to be a little deeper
activity, be prepared to allow additional discussion.
The next person in the circle asks a question.
Repeat steps three and four as long as you’d like.
Before you end the activity, tell the group, “We’ll do three more
questions, so make ‘em count!” If time permits, allow
everybody in the circle to ask a question.
Classic Name Game
STLF Development Outcomes: Affection for Others; Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None
Time:
20 minutes
Group Size:
At least ten, less than 35
Goal:
Participants learn the names of fellow group members.
Note:
This activity could frustrate a lot of participants, but it is particularly
effective in learning names, especially for the facilitator.
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
Participants form a circle.
One participant begins by saying their name with an adjective
that describes them starting with the same letter or sound as
their name (Jumping Jack, Shy Sarah, Crazy Kyle, Nice Nicole).
The next participant says the name of the person that came
before them and then their name.
The next participant says the names of the two people that
came before them and then their name.
The activity continues until the last participant says the names
of everyone that came before them.
If a participant is having trouble remembering somebody’s
name or adjective, or if they are trouble coming up with an
adjective for themselves, allow other group members to help.
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 11 of 60
Alterations:
Instead of adjectives and names, you can use names with other
characteristics, such as their favorite place to eat or what they brought
on the bus (Jack brought a deck of cards, Sarah brought photo album,
Kyle brought a journal, and Nicole brought some snacks).
Activity Name:
Question Ball
STLF Development Outcomes: Affection for Others; Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
A question ball (a ball with questions written on it)
Time:
No limit
Group Size:
Any
Goal:
Participants learn more about each other and connect on a personal
level. Participants learn to become open with the group.
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Activity Name:
Participants form a circle.
Throw someone the question ball.
When they catch it, they should answer the question on their
right thumb.
Tell the group that this is a “Challenge by Choice” activity. If
they do not feel comfortable with the question on their right
thumb, they have the right to throw it up to themselves and get
a new question.
After they answer the question, they should throw the ball to
someone else.
Repeat steps three, four, and five as long as you’d like.
Before you end the activity, tell the group, “We’ll do three more
questions, so make ‘em count!”
Channel Surfing
STLF Development Outcomes: Leadership Skills; Affection for Others; Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None that are absolutely needed, but if you have a whiteboard,
chalkboard, or piece of large poster paper, that would help.
Time:
15 minutes
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 12 of 60
Group Size:
Medium to large
Goal:
Participants learn more about each other and connect on a personal
level. Participants learn to become open with the group. Participants
speak in front of the entire crowd without realizing it 
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
Alterations:
Before beginning the activity, identify some questions. Some
good ones include: (a) Name // Year in School // Major, (b) Pet
Peeves, (c) What EXCITES You, and (d) If you were on MTV’s
“Made,” what would your goal be. If you have a whiteboard,
chalkboard, or poster board, write the questions large enough
so that everyone in the room can see.
Line the participants up “lecture hall style” with rows of seats
(or sit on the floor in rows) all facing forward. If you have a
whiteboard, chalkboard, or poster board, the participants
should be facing it.
Three to five volunteers should come up to the front and face
the front standing in the same direction as the seated
participants.
Read the participants the questions.
When the activity begins, one of the volunteer participants will
turn around and begin answering the questions. The volunteer
will need to speak fast, and go for as long as possible.
Whenever one of the other volunteers feels like it, they should
turn around and cut off the speaking volunteer. The speaking
volunteer should then turn back around and face away from the
crowd. The new speaking volunteer should also try to speak fast
and for as long as possible.
Repeat step six. When somebody who used to speak turns back
around, they should continue speaking from the same point
they left off at (hence… Channel Surfing).
When one of the volunteers finishes speaking, they should run
back to their seat and somebody new should run to the front.
Allow the activity to continue until all participants have had a
chance to be up front.
Instead of having a random person run up after someone sits down,
have the person who just finished tag someone new to go to the front.
When someone finishes, everybody who hasn’t been to the front yet
should raise their hand for a high five.
As a second alteration, set three to five questions for everyone (just like
in step one). In addition, give each participant their own unique
question on an index card or scrap of paper. When you write out the
questions, write “Index Card Question” as the last question.
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 13 of 60
Activity Name:
Orientation Upset (AKA “All My Friends”)
STLF Development Outcomes: Affection for Others; Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None that are absolutely needed, but having seats would be ideal.
Time:
No limit
Group Size:
At least ten
Goal:
Participants learn more about each other and connect on a personal
level. Participants learn to become open with the group.
Note:
This activity is highly mobile… Make sure that everybody in your group
can participate!
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
Participants form a circle. There should be one less spot then
people. If you have chairs, a chair can be a spot. Otherwise,
have one person stand out (usually the facilitator) and tell the
participants that they are standing on a “spot.”
The one person out should be in the middle of the circle. They
should say, “All my friends…” and something about themselves.
For example, “All my friends used to play baseball.” Point out to
the participants that this does not literally mean that all of his or
her friends used to play baseball, but that they themselves used
to play baseball.
If anybody in the outside circle also used to play baseball, they
should get up and move to a different spot. They should not
move to the spot directly to their right or left.
The person in the middle may need to say several
characteristics before somebody agrees. That’s okay! They’re
just unique, and we just get the opportunity to learn more
about them!
As participants move, the person in the middle should try to
steal a spot before someone else gets there. Then, the person
without a spot is the new person in the middle.
Tell the group that if, at any time, you (as the facilitator) yell out
“Orientation Upset!,” everybody must switch places. Use this as
a tool when a very shy participant ends up in the middle and
would be extremely uncomfortable if you don’t “bail ‘em out,”
of with a participant that is being inappropriate (i.e. “All my
friends like to get drunk”).
Repeat steps two through six as long as you’d like.
Before you end the activity, tell the group, “We’ll do three more
questions, so make ‘em count!”
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 14 of 60
Activity Name:
Two Truths and a Lie
STLF Development Outcomes: Affection for Others; Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None
Time:
No limit
Group Size:
Any
Goal:
Participants learn more about each other and connect on a personal
level. Participants learn to become open with the group. Participants
become actively involved with the facilitation of the activity.
Facilitation:
(1)
(2)
(3)
(4)
Activity Name:
Participants take turns sharing three interesting “facts” about
themselves. Two of these should be true, and one (randomly)
should be made up.
Other participants try to guess which one of the facts was a lie.
The participant reveals the correct answer, and then the next
participant gives their three facts.
Allow the activity to continue until all participants have gone.
Never Have I Ever
STLF Development Outcomes: Affection for Others; Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None
Time:
No limit
Group Size:
Any
Goal:
Participants learn more about each other and connect on a personal
level. Participants learn to become open with the group. Participants
become actively involved in the facilitation of the activity.
Note:
Be careful when you select this activity! It often leads to very mature
responses, and you don’t want to open a can of worms! This activity is
great when you play it with close friends or if you are working with a
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 15 of 60
very mature crowd. You wouldn’t want to attempt this activity unless
you feel confident in your audience and your facilitation skills.
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Activity Name:
Participants form a circle.
Participants begin by holding up a certain number of fingers
(five to ten).
One participants begins by saying “Never have I ever…” and
finishing the statement with something they have, in fact, never
done. For example, “Never have I ever been out of the state.”
Any participant that has done that activity puts down one
finger. In this example, if you have been outside of the state,
you would lower one finger.
Going around the circle, repeat steps three and four.
When a participant lowers all of their fingers, they are out.
Continue the game until one person wins, or until time allows.
Stare Down Switch
STLF Development Outcomes: Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None that are absolutely needed, but having seats would be ideal.
Time:
No limit
Group Size:
At least ten
Goal:
Just for fun!
Note:
This activity is highly mobile… Make sure that everybody in you group
can participate! Also, tell the group before you begin that they will be
running around a little bit, and that they may be bumping into one
another. Just remind them to take it easy.
Facilitation:
(1)
(2)
(3)
Participants form a circle. There should be one less spot than
people. If you have chairs, a chair can be a spot. Otherwise,
have one person stand out (usually the facilitator) and tell the
participants that they are standing in a “spot.” The one person
out should be in the middle of the circle.
Once the game begins, everybody on the outside of the circle
should look at each other while the person in the middle scans
everybody else.
Once two people on the outer circle establish eye contact, they
should try to switch spots.
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 16 of 60
(4)
(5)
Activity Name:
As participants move, the person in the middle should try to
steal a spot before someone else gets there. Then, the person
without a spot is the new person in the middle.
The activity can repeat as long as the facilitator would like.
Scream and Sit/Screaming Feet
STLF Development Outcomes: Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None
Time:
5 minutes
Group Size:
At least ten
Goal:
Participants get a little loud and let off a little bit of steam!
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
Activity Name:
Participants form a circle. There are no backseats to the circle!
Everybody should look down.
When you (the facilitator) says, “One… Two… Three… Go!,”
everybody should look up at one other person.
The goal of this activity is to look up at somebody who is looking
at somebody else. If you look up and somebody is looking back
at you, scream loudly and dramatically and sit down. You’re out!
If you would like to use this activity as an icebreaker, have
participants yell the name of the person they are looking at
when they are eliminated.
The activity continues until there are two participants, one
participant, or no participants left.
Thumper
STLF Development Outcomes: Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None
Time:
No limit
Group Size:
At least ten, less than 25
Goal:
Participants let off a little steam!
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 17 of 60
Note:
Apparently, somebody has adapted this game into a drinking game. If,
when you begin to explain this activity, somebody says, “Hey! I know
this game! This is a drinking game!,” be prepared to respond with
something like, “Ohh… I don’t like that. We’re going to play the sober
version!”
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
Activity Name:
Participants form a circle.
Each player identifies a hand motion. For example, the “snap in
Z formation,” the “elephant nose,” the “rock star hand” etc.
Go around the circle and have everybody demonstrate their
hand motion.
To begin the activity, everybody begins patting their laps or
desks to create a drum roll. This drum roll continues for the
duration of the round.
One participant starts by yelling, “What’s the name of the
game?!?!” Everybody else should yell, “Thumper!” The
participant will yell, “How do you play?!?!” Everybody should
yell, “Fast!” The participant should yell, “How fast?!?!”
Everybody should yell, “Real fast!”
The participant then, quickly, performs their hand motion and
the hand motion of another participant. By doing this, they are
essentially “passing” to somebody else in the circle. Everybody
else should continue with the drum roll. When the participant
finishes the hand motions, they will join back into the drum roll.
This new participant repeat steps six.
This continues until somebody messes up.
Repeat steps four through eight. The participant who messed
up starts the next round in step five.
The activity continues as long as the facilitator would like.
Dippity Dippity Dip (Also done as ‘Boppity Bop Bop’)
STLF Development Outcomes: Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None
Time:
No limit
Group Size:
Any
Goal:
Participants let off a little steam!
Facilitation:
(1)
Participants form a circle.
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 18 of 60
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
Activity Name:
One participant (usually the facilitator) goes in the center of the
circle.
This person puts both of their hands together (as if to play patty
cake with themselves) and points their fingers up, elbows out.
Then they say “dippity dippity dip.” As they say each “dippity,”
they should lower their hands/elbows straight up and down. As
they say “dip,” they should thrust forward with one foot and
enthusiastically point (using their hands, still together) at
another participant in the outer circle. By doing this, they have
essentially “passed” to another participant.
The new participant should then repeat step three, passing it to
another person.
The two people next to the person saying “dippity dippity dip”
should each put their hands together (as if to play patter cake
with themselves) and point to the person. They should say “dip
dip dip” and put their hands down (like they’re pouring tea)
each time they say “dip.” They should do this while the person
is saying “dippity dippity dip.” If the person in the middle is the
person saying “dippity dippity dip,” everybody in the outer
circle says “dip dip dip” with the hand motion.
Instead of pointing to another participant for “dip,” the person
saying “dippity dippity dip” may also point straight up in the air.
If he or she does this, everybody says “dip dip dip” with their
hands patty-caked straight up in the air as they jump in place in
a circle. Then the person who last said “dippity dippity dip” still
has it.
When anybody messes up, they are the new participant in the
circle.
Repeat steps two through seven.
The activity can continue as long as the facilitator would like.
Big Booty
STLF Development Outcomes: Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None
Time:
No limit
Group Size:
About seven to twelve
Goal:
Participants let off a little steam!
Facilitation:
(1)
Participants form a circle.
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 19 of 60
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
Activity Name:
One participant should be identified as “Big Booty.” Then, going
clockwise around the circle, the next person is “Booty Number
One,” “Booty Number Two,” “Booty Number Three,” etc.
Everybody sings the following while they keep a beat by patting
their thighs then clapping: “Ahhhhh… Big Booty! Big Booty, Big
Booty, Big Booty! Uh-Huh! Big Booty!” The thigh-clap beat
continues throughout the entire round.
Big Booty says, “Big Booty, Number…” and then the number of
one of the other participants. By doing this, they have
essentially passed to another participant.
The new participant should say their number and the number of
another participant (“Number Three, Number One”). They can
also pass it back to Big Booty (“Number Three, Big Booty”).
Participants can also stall by repeating their number (“Number
Three, Number Three, Number Three, Number One”). The
important thing is that participants remain on beat!
If any participant messes up, they go to the end of the line.
Participants following the participants who messed up will thus
get a new number.
Make sure everyone knows their (new) number.
Repeat steps two through seven. The goal is to be Big Booty!
The activity can repeat as long as the facilitator would like!
Chitty Chitty Bang Bang
STLF Development Outcomes: Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None
Time:
No limit
Group Size:
About seven to twelve
Goal:
Participants let off a little steam!
Facilitation:
(1)
(2)
(3)
Participants form a circle.
One participant starts a rhythm/dance. They will sing “Chitty
Chitty Bang Bang, Bang Bang” as they maintain the rhythm.
“Chitty Chitty Bang Bang, Bang Bang” can be considered a
measure.
The next participant in the circle repeats the rhythm/dance on
the very next beat. While they do this, the original participant
starts a new beat.
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Activities Guidebook 20 of 60
(4)
(5)
(6)
(7)
Activity Name:
The third participant in the circle then starts the original
rhythm. The second participant starts the second rhythm. The
original participant will start a third rhythm.
This pattern of “passing the rhythm” continues until somebody
messes up.
Any participant can start the next round.
The activity can continue as long as the facilitator would like.
High Five Rally
STLF Development Outcomes: Sense of Community
Main Concept:
Icebreakers and Energizers
Supplies Needed:
None
Time:
5 minutes
Group Size:
At least ten
Goal:
Participants let off a little steam!
Facilitation:
(1)
(2)
(3)
(4)
Participants find a partner.
Participants high five with their right hand, then clap, then high
five with their left hand, then clap, then go to high five with
both hands, but stop right before their hands hit.
Participants have a couple minutes to try to repeat steps one
and two with a many people as possible. Have participants
count as they go.
After the time limit, if you’d like, have participants try again and
beat their “record.”
Activity Name:
Trust-Builder Circle
STLF Development Outcomes:
Collective Action; Sense of Community
Main Concept:
Team Builders
Supplies Needed:
Chairs for every participant
Time:
15-20 minutes
Group Size:
20+ (Good activity for big groups
Goal:
Participants experience a sense of community and dependence
on one another. Physical touch, breaks comfort zones.
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Activities Guidebook 21 of 60
Participant experiences since of individual importance within
the group.
Facilitation:
(1) Have all the students form a circle seated on chairs.
(2) Have every student rotate to the right (their bodies – chairs
remain stationary) and lay down on the knees of the person
behind them.
(3) Remove chairs intermittently until entire circle is supported
only by the participants.
(4) Remind students to support each other! If one falls, the
entire circle collapses.
Activity Name:
Song Wars
STLF Development Outcomes:
Leadership Skills, Collective Action
Main Concept:
Team Builders
Supplies Needed:
None
Time:
No Limit
Group Size:
At least two groups of 5-8 (more fun with more teams)
Goal:
Participants learn more about each other and contact on a
personal level.
Facilitation:
(1) Distribute teams throughout the room.
(2) Facilitator gives the entire group one word (boy, girl, love,
happy, dream for example)
(3) Each group must sing a known song with the word given by
the facilitator. The turns simply go in clockwise order
around the room, so groups know when to have their song
ready. Cannot repeat a song sung by another group. Must
start the song within ten seconds.of the beginning of their
turn. If they break these rules, the team sits down – last
team standing wins!
Activity Name:
Star Power
STLF Development Outcomes: Leadership Skills; Affection for Others; Social Cognition; Collective
Action; Sense of Community
Main Concept:
Team builders
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 22 of 60
Supplies Needed:
Rope
Time:
10 minutes
Group Size:
Large
Goal:
Participants learn to cooperate with each other, have fun, and reinforce
communication skills.
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
Sample Debriefing Questions:
(1)
(2)
(3)
(4)
(5)
Activity Name:
Assemble the group into a line or circle.
Have all participants pick up the rope.
Participants can move their hands along the rope, but they
cannot change places with each other, and they must always be
holding the rope.
Participants must form a five-pointed star with the rope in ten
minutes with no rope left over at either end. The star may be
just the outline of a star or one in which the lines cross over
each other.
Some groups will finish this very quickly. If time permits, have
participants form different shapes.
Debrief and reflect!
How does this activity relate to teamwork (We had to
cooperate; We had to agree on things; We had to support the
final outcome; We had to listen to each other; etc.)
How did you deal with everyone’s ideas about the way to
proceed?
Did anyone emerge as the leader? How did they function?
How did you handle disagreements?
What implications does this have for us back on campus?
Classic “Ice Breaker”
STLF Development Outcomes: Leadership Skills; Social Cognition; Civic Efficacy; Sense of Community
Main Concept:
Team builders
Supplies Needed:
Two blocks of ice with a shirt inside each one (make at least twenty-four
hours in advance, put one shirt in each of two quart size freezer bags;
fill the freezer bags with water and leave them in the freezer; when the
bags freeze, cut the bags open, leaving just the blocks of ice and tee
shirts.
Time:
20 minutes
Group Size:
At least ten, less than forty
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Activities Guidebook 23 of 60
Goal:
Participants learn to work together towards a common goal requiring
teamwork, strength, persistence, and strategy.
Note:
Use old shirts… They’ll be ruined!
Facilitation:
(1)
(2)
(3)
(4)
(5)
Alterations:
Participants are divided into two teams.
Each team is given a block of ice with a shirt frozen inside of it.
Teams compete to be the first team to remove the shirt from
the block of ice and have somebody from the team put on the
tee shirt.
Each participant must participate in some way in removing or
wearing the shirt.
Participants may not use liquids in removing the shirt.
If you have more time and want an additional challenge requiring more
teamwork and strategy (and less strength), tell the participants that
they cannot throw the block of ice. They must instead melt the shirt out
of the ice.
Activity Name:
Expectation Circle
STLF Development Outcomes:
Leadership, Reflection
Main Concept:
Team Builders
Supplies Needed:
None
Time:
5-10 Minutes
Group Size:
Any
Goal:
Participants learn more about each other and connect on a
personal level. Participants open up to the group. Participants
speak in front of a group.
Faciliation:
(1) Participants form a circle. Can be used before almost ANY
activity
(2) Participants discuss their expectations for the activity – what
they expect of each other, ground rules, what they expect to
gain from the activity.
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Activities Guidebook 24 of 60
Activity Name:
Help! Rope Maze Challenge!
STLF Development Outcomes: Leadership Skills; Social Cognition; Sense of Community
Main Concept:
Leadership
Supplies Needed:
Rope, blindfolds
Time:
20 minutes
Group Size:
Any
Goal:
Participants learn to appreciate help when reaching goals.
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
Without participants seeing, create a maze out of rope. Have
one starting point, then wrap the rope around whatever you
can: Poles, tables, chairs, etc. When you tie ropes together, you
can have them go in various directions. Tie the ends of the rope
together, so it is continuous.
Explain the following rules: Each participant will be brought over
to a rope maze. Each participant should grab onto the rope
maze with at least one hand. They must feel along the rope until
they have exited the maze. (Note: Be vague! If someone asks
how they will know when they have exited the maze, say, “Trust
me, you’ll know.”) Tell the participants that at least one hand
must be on the rope at all times. Tell them that different
participants may be going different directions through the
maze. Tell them that it is okay to pass other participants, as long
as at least one hand remains on the rope at all times. Tell the
participants that if, at any time throughout the maze, they need
help, they should raise their hand. (Again, be vague! If
somebody asks what kind of help you can give, say, “I’ll help if
you raise your hand.”) Finally, after explaining all the previous
rules, tell participants that they will be blindfolded!
After explaining the rules of the activity, blindfold each
participant. Some may need two blindfolds.
Walk each participant over to the maze. Place one of their
hands on the rope. Ask them to wait there while you get other
participants.
Once all the participants are holding rope, tell the participants
that they can begin. Sit back while the participants attempt the
maze.
If any participant raises his or her hand, quietly remove them
from the maze. Take off their blindfold and whisper to them,
“Shh… You’re out of the maze.”
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Activities Guidebook 25 of 60
(7)
(8)
(9)
Sample Debriefing Questions:
(1)
(2)
(3)
(4)
Periodically remind the group, “If you need help, raise your
hand.”
When participants have completed the maze, lead them in
debriefing. Do everything possible to allow each participant to
exit the maze. However, if time runs out and you absolutely
positively cannot wait for participants to exit the maze, say, “I
bet if you raise your hand to ask for help you can find your way
out.” If they still do not ask for help, tell them to take off their
blindfolds. Nonetheless, this activity works much better if every
participant finds their own way out by asking for help
themselves, even if it takes longer.
Make sure to let participants know that this activity was not
done to humiliate anybody and apologize if anybody feels
embarrassed.
What assumptions did you make?
How did your handicap affect your likelihood to ask for help?
What kept you from asking for help sooner?
What are some ways we can apply the lessons learned in this
activity to STLF and [school name]?
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Activities Guidebook 26 of 60
Activity Name:
Double Take
STLF Development Outcomes: Leadership Skills; Social Awareness; Affection for Others; Collective
Action; Sense of Community
Main Concept:
Leadership
Supplies Needed:
None
Time:
15 minutes
Group Size:
Medium to large
Goal:
Participants find effective ways to communicate their ideas amongst the
entire group and to ensure that everybody’s voice is heard.
Facilitation:
(1)
(2)
(3)
(4)
Sample Double Take Characteristics:
Participants should stand up and spread out.
Participants should pair up, introduce themselves, and shake
hands.
The facilitator should read out a characteristic (for examples,
see below). Participants should find someone else who shares
the characteristic, introduce themselves, and shake hands. The
characteristics go from visual characteristics to characteristics
that require verbal communication. Pay especially close
attention to how the group interacts during the characteristics
requiring verbal communication. Many will just yell and scream
over each other, and you should bring this up during debriefing.
Debrief and reflect!
Hair Color
Eye Color
Shoe Size
Age (or year in school)
Favorite color
Favorite pizza topping
Pet ownership
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Activities Guidebook 27 of 60
Major (or dream career)
Sample Debriefing Question:
(1)
(2)
(3)
(4)
(5)
Activity Name:
What assumptions did you make? (We didn’t make
assumptions; That we needed to hurry; etc.)
Why did you try to do this so quickly? (We thought it was a
race; We wanted to meet new people; Everyone else was
moving fast; etc.)
Towards the end, characteristics were less visible and required
more verbal communication. When this happened, what was
your strategy? (We just yelled; We took turns yelling; etc.)
How well do you think you did?
What would you do differently next time?
Connections Are Everywhere!
STLF Development Outcomes: Social Awareness; Affection for Others; Sense of Community
Main Concept:
Diversity
Supplies Needed:
None
Time:
10 minutes
Group Size:
At least ten, less than 35
Goal:
Participants learn the similarities that connect them.
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
Activity Name:
One volunteer participant (or the facilitator) stands up and
begins to talk about unique things about themselves.
When another participant finds a similarity, they should get up
and link arms with the original participant. If more than one
person finds the same similarity, only one should link arms (just
pick one, or use rock, paper, scissors).
The new participant begins to talk about unique things about
themselves.
Repeat steps two and three until everyone is connected.
The last participant should then try to find a similarity to link
themselves up to the original participant, making a complete
circle.
The facilitator should say, in a SUPER cheesy voice, “See… Even
though we are all different, we all have similarities that bond us
together!”
Privilege Race
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 28 of 60
STLF Development Outcomes: Reflection; Social Awareness; Affection for Others; Civic Efficacy; Sense
of Community
Main Concept:
Diversity
Supplies Needed:
None (but large area needed)
Time:
20 minutes
Group Size:
Medium to large
Goal:
Participants are introduced to the concept of privilege. They also
experience a visualization of the effects of diversity with a focus on
socioeconomic status and race (among others).
Note:
This can be a very intense activity for a lot of participants. Make sure
your audience is mature enough to handle it!
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
Sample Debriefing Questions:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Privilege Race Statements:
Participants should line up in one long, horizontal line with
plenty of room behind of and in front of them.
Participants should hold hands. Encourage participants to try to
hold hands as long as possible throughout this activity, but tell
them that a point may come where they are no longer able to
hold hands, and that’s okay. At that point, they should just let
go.
Participants should listen to the statements (below) and follow
their directions.
One at a time, read the statements.
After all the statements have been made, tell participants to
look around.
After a couple of silent minutes, bring the group together to
debrief.
What happened?
How did this exercise make you feel?
What were your thoughts as you did this exercise?
What have you learned from this experience?
What does holding hands, then becoming so distant that you
can’t hold hands anymore represent?
What can you do with this information in the future?
Is it possible to be the fastest runner and still lose the race?
If your ancestors were forced to come to the USA not by choice, take
one step back.
If your primary ethnic identity is American, take one step forward.
If you were ever called names because of your race, class, ethnicity,
gender, or sexual orientation, take one step back.
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 29 of 60
If there were people or color who worked in your household as
servants, gardeners, etc., take one step forward.
If you were ever ashamed or embarrassed of your clothes, house, car,
etc. take one step back.
If your parents were professionals (doctors, lawyers, etc.) take one step
forward.
If you were raised in an area where there was prostitution, drug activity,
etc., take one step back.
If you ever tried to change your appearance, mannerisms, or behaviors
to avoid being judged or ridiculed, take one step back.
If you studied the culture of your ancestors in elementary school, take
one step forward.
If you went to school speaking a language other than English, take one
step back.
If there had more than 50 books in your house when you grew up, take
one step forward.
If you ever had to skip a meal or were hungry because there was not
enough money to buy food when you were growing up, take one step
back.
If you were taken to art galleries or plays by your parents, take one step
forward.
If one of your parents was unemployed or laid off, not by choice, take
one step back.
If you attended private school or summer camp, take one step forward.
If your family ever had to move because they could not afford the rent,
take one step back.
If you were told that you were beautiful, smart and capable by your
parents, take one step forward.
If you were ever discouraged from academics or jobs because of race,
class, ethnicity, gender or sexual orientation, take one step back.
If you were encouraged to attend college by your parents, take one step
forward.
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 30 of 60
If you were raised in a single parent household, take one step back.
If your family owned the house where you grew up, take one step
forward.
If you saw members of your race, ethnic group, gender or sexual
orientation portrayed on television in degrading roles, take one step
back.
If you were ever offered a good job because of your association with a
friend or family member, take one step forward.
If you were ever denied employment because of race, ethnicity, gender
or sexual orientation, take one step back.
If you were paid less or treated unfairly because of your race, ethnicity,
gender or sexual orientation, take one step back.
If you ever inherited money or property, take one step forward.
If you had to rely primarily on public transportation, take one step back.
If you were ever stopped or questioned by the police because of your
race, ethnicity, gender or sexual orientation, take one step back.
If you were ever afraid of violence because of your race, ethnicity,
gender or sexual orientation, take one step back.
If you were generally able to avoid places that were dangerous, take
one step forward.
If you were ever uncomfortable about a joke related to your race,
ethnicity, gender or sexual orientation, but felt unsafe to confront the
situation, take one step back.
If you were ever the victim of violence related to your race, ethnicity,
gender or sexual orientation, take one step back.
If your parents did not grow up in the United States, take one step back.
If your parents told you you could be anything you wanted to be, take
one step forward.
Activity Name:
First Impressions
STLF Development Outcomes: Reflection; Social Awareness; Affection for Others; Sense of Community
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 31 of 60
Main Concept:
Diversity
Supplies Needed:
Pictures of people (not famous) in neutral settings
Time:
15 minutes
Group Size:
At least ten, less than 25
Goal:
Participants learn how strong first impressions can be. They learn to get
to know each other before making judgments.
Facilitation:
(1)
(2)
(3)
(4)
(5)
Sample Debriefing Questions:
Divide participants into teams. Teams should be about five
members each.
Give each team four to six pictures.
The teams should discuss for six minutes their first impressions
of the people based only on what they see in the picture.
Each team should report to the large group on one of the
pictures they felt the strongest first impression.
Debrief and reflect!
(1)
(2)
Alterations:
How east was it to agree on your first impression?
Was there disagreement among the team members? What
were some of the reasons for disagreement? (Different
upbringing; Different history with a certain kind of look; etc.)
(3)
What judgments do we make based on the way people look?
(4)
What judgments do others make about us and the way we
present ourselves?
(5)
When are first impressions important?
(6)
Why is it important for us to get to know somebody before
judging them?
Have each group determine the career and salary of each picture.
Activity Name:
Similarities and Difference
STLF Development Outcomes: Social Awareness; Affection for Others; Sense of Community
Main Concept:
Diversity
Supplies Needed:
One copy of the “Similarities and Differences” handout per person
Time:
10 minutes
Group Size:
At least ten
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 32 of 60
Goal:
Participants learn more about each other and connect on a personal
level. Participants learn to become open with the group.
Facilitation:
(1)
(2)
Give each participant a handout (below).
Participants mingle and have ten minutes to complete the grid
by finding participants and discovering one similarity and one
difference for each.
Similarities and Differences
Name
Activity Name:
Similarity
Difference
Four Corners
STLF Development Outcomes: Social Awareness; Affection for Others; Sense of Community
Main Concept:
Diversity
Supplies Needed:
None needed, but this activity works best if you have four pieces of
paper (one that says, “Strongly Agree,” one that says “Agree,” one that
says “Disagree,” and one that says “Strongly Disagree”).
Time:
15 minutes
Group Size:
At least ten
Goal:
Participants begin to learn a more broad definition of diversity. They
learn that everybody has different values.
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 33 of 60
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
Sample Debriefing Questions:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Scenario Statements:
Identify four corners of a room. Tell participants that one corner
is “Strongly Agree,” one corner is “Agree,” one corner is
“Disagree,” and one corner is “Strongly Disagree.” If you have
signs to designate each corner, lay them out now.
Tell participants that you will read out statements, and that
they should move to the appropriate corner of the room based
on whether or not they agree with the statements. Tell them
that they must choose one corner, and that they cannot be in
the “middle.” Tell participants that if they change their mind as
they discuss each statement, they are allowed to move.
Read a statement (below).
Once participants move, ask one or two members from each
corner to explain why they have chosen that corner.
Repeat steps three and four until all the statements have been
read (or until time runs out… Remember to leave enough time
for reflection)!
Debrief and reflect
When scenarios were vague, how easy or difficult was it for you
to interpret the scenario for yourself?
How did it feel visualizing your values or morals?
How did it feel when you were in a group with many other
people?
How did it feel when you were in a group by yourself, or with
very few other people?
What did this activity reveal about values and perspectives?
Why is it important to be aware of other peoples’ beliefs?
What is the difference between tolerating a belief and
embracing a belief?
It is okay to drive 70 mph in a 55.
It is okay to drive 30 mph in a 30 mph school zone.
I would not say anything if McDonald’s only charged me for one of my
fry orders, when I actually ordered two.
I would steal for my family if we couldn’t afford food.
I will let my children watch TV and play video games.
I would turn in a friend for cheating.
It is okay to download music without paying.
It is okay to date a friend’s ex- boyfriend or girlfriend.
Activity Name:
Human Connection
© Copyright Students Today Leaders Forever (STLF) National 2008.
Activities Guidebook 34 of 60
STLF Development Outcomes: Social Awareness; Affection for Others; Sense of Community
Main Concept:
Diversity
Supplies Needed:
None
Time:
35 minutes
Group Size:
At least ten
Goal:
Participants make human connections based on similarities and make
human connections with stereotyped groups.
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
Participants form a circle.
The facilitator should say: “This next exercise can be very
impactful and emotional. People who open themselves more to
this experience typically find it very intense. As always, it is
important for you to choose what level of involvement feels
appropriate for you. Because things may come up for you,
please don’t leave the group; don’t leave the room because we
would have to stop the exercise. At a minimum, please stand
silently and listen to the information that is being shared.
Beyond that, you are encouraged to stretch yourself a little bit
so that you may benefit from the experience. I ask that
whatever is shared here stays with the people in this room.
However, please remember that while confidentiality is
expected, it cannot be guaranteed. If you have not made certain
things about you known before today, you may want to
seriously consider whether this is the right time to do so.”
Tell the participants that you will name a targeted group. Tell
the participants that if they believe that they are a member of
that group, and if they feel comfortable doing so, they should
walk silently towards the center.
Tell the group that when they walk into the middle, you will
read some information about that group. Remind that group
that not every member of a group will follow every stereotype,
experience, or feeling. Remind the group that you will speak in
generalities.
Tell the group: “This experience is to be done in silence. No
talking. No giggling. No responding. No questioning.”
Begin the activity by reading the groups below. When people
move into the center, read the descriptions under each group.
If, at any time, nobody moves into the center for a particular
group, the facilitator should move into the center and say, “I
stand here to represent the _____ group.”
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(7)
(8)
Sample Debriefing Questions:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
After each statement is read, say, “Look to the outside circle
into each other’s eyes and make a human connection.”
Participants should return to the outer circle.
Debrief and reflect.
What did you see?
What did you feel?
What did you think?
What came up for you?
How did it feel when you stepped out vs. staying in the outer
circle?
What was it like to see a fellow team member step out?
Was there anything that you saw that you didn’t expect to see?
What positive things did you see in this activity?
If there was one thing you were going to take away from this
activity, what would it be?
How can you contribute to support your team?
Human Connection Statements:
If you are an athlete, please move to the center.
Here we have all of our "dumb jocks" who only got into college because they can play a
sport. Fortunately their coach was there to help them read the admission application. They
are too busy with practice, classes, and mandatory study hall, to become involved with
anything on campus. But hey if they are good enough to get drafted, they won't have to
spend all five years here anyway. And if not, there are many things you can do with a
General Education or Physical Education degree, as long as it does not involve reading. LOOK
TO THE OUTER CIRCLE INTO EACH OTHER'S EYES AND MAKE A HUMAN CONNECTION.
If you are in a fraternity, please move to the center.
You are frat guys, who will only live with other frat guys, and only go to frat parties. You give
more than $1,000 of your parent's money in social dues each year to support your brothers.
You tend to be a walking billboard for your frat. If you are dating someone, they probably
have the right hair color, the perfect body, and are in the right sorority. The only committed
relationship you have though is with your fellow brothers, because what happens in the frat
house after 1:30am stays in the frat house. What a girlfriend doesn't know won't hurt them
right, or could it? LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S EYES AND MAKE A
HUMAN CONNECTION.
If you are in a sorority, please move to the center.
You are sorority girls, who only hang out with other sorority girls, and only go to frat parties.
You tend to be a walking billboard for your sorority. Your parents, like all good parents,
provide you with plenty of money to waste away. You only eat what you want when no one
is looking just to spit it up later. You are always dieting and working out because you ended
up five pounds heavier than you were as a freshman in high school. Mr. Right better be in
the Right fraternity, or he is like totally wrong. People have called you superficial, but hey
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what do you care about a word that you cannot even spell? LOOK TO THE OUTER CIRCLE
INTO EACH OTHER'S EYES AND MAKE A HUMAN CONNECTION.
If you are a member of a fraternity or sorority that is historically Black or Hispanic, please move
to the center.
Historically Black or Hispanic Greek lettered organizations were founded to provide a safe
place for these underrepresented groups to feel a sense of belonging. Some of them were
founded in response to discrimination in membership practices of predominately white
Greek lettered organizations. Differences in culture and stereotyping create barriers
between different ethnic organizations making it a challenge to work together for a
common goal LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S EYES AND MAKE A HUMAN
CONNECTION.
Women, please move to the center.
Women can expect to make less money than men do for equal work. They can be accused of
being too emotional, irrational, aggressive, castrating, a pushy broad, or not tough enough
to take it when they try to stand up for themselves or seek to follow their dreams. Women
often feel trapped, minimized, dismissed. They can expect to do the majority of the work in
the home as well as rearing the children and caring for aged parents, even if they have a fulltime job outside of the home. Women can expect to be blamed for what does not go well
with their children. They must be cautious of where they go, especially when alone. The
potential for being assaulted, raped, and then blamed for it exists every day of their lives.
Women can expect to learn to blame themselves for what happens to them, and to see
other women as less valuable than men. LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S
EYES AND MAKE A HUMAN CONNECTION.
Men, please move to the center.
From birth you have been told to be the strong one because "Boys don't cry". You spend the
first half of your life listening to people tell you not to express your emotions, just to spend
the 2nd half of your life listening to a woman tell you she just wished you would express
your emotions. You were forced into physical sports and marketed towards alcohol and
tobacco. You cannot beat root beer that comes in beer glasses, and bubblegum that is
packaged like chewing tobacco. You are the expert of sexual relationships; you even know
when a woman wants it, even if she doesn't think so. LOOK TO THE OUTER CIRCLE INTO
EACH OTHER'S EYES AND MAKE A HUMAN CONNECTION.
If you are a President of your organization or in a major decision-making or policy-making
position, please move to the center.
The oppression of classism. You have achieved the ultimate level within an organization. If
the organization succeeds you will be praised for it, if the organization fails, you will be
blamed for it. Those in the outer circle are both the people who got you where you are, as
well as those who now must help get you where you are going. Someone in the inner circle
can run a power trip on someone on the outer. They have the power to do so, and it is done
all the time. LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S EYES AND MAKE A HUMAN
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CONNECTION.
Anyone who attended private high school, please move to the center.
Those who are circling you now stereotyped you as being the rich kid. Your school, in most
cases, is viewed as being safer than a public school, where there are no drug problems, no
gang problems, and smaller classes for better education. When in actuality those problems
can be found at all schools whether public or private. You are more likely to
be going to college and not have to worry about financial aid or working a job thanks to your
parents. LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S EYES AND MAKE A HUMAN
CONNECTION.
If both your parents did not go to college, please move to the center.
The oppression of classism. The people in the center are missing one of the key ingredients
that predict the likelihood that they will graduate from college. Institutions of higher
education ignore this fact and expect that they will have the support of family and the
understanding of a system that is passed on from parents to children. They have less than a
7% chance of becoming a university professor. LOOK TO THE OUTER CIRCLE INTO EACH
OTHER'S EYES AND MAKE A HUMAN CONNECTION.
If you consider yourself overweight, please move to the center.
Offshoot of ableism. This is a horrendous oppression. Overweight people are often the
subject of verbal abuse, are targeted as in need of change, not only of their bodies, but also
of their personalities. They are represented as stupid, lazy, always happy, lacking in will
power, uneducated, and unmotivated, by people in general and often by members of their
own families. They are the target of countless advertising gimmicks that promise beauty,
success, or sexual attractiveness, if they will buy a product to become thin or look thin. They
will be pushed into behaviors, which are harmful to them, and if they refuse, punished by
ostracism and discrimination in employment. The internalized oppression of how you feel
about your body and therefore about yourself can be immobilizing. LOOK TO THE OUTER
CIRCLE INTO EACH OTHER'S EYES AND MAKE A HUMAN CONNECTION.
If you are a person of color, please move to the center.
These people are the so-called "minorities". Already one in four US persons defines him or
herself as nonwhite and are increasing at rates as high as 10 times the white European
population. Some of their ancestors came to this country in chains as slaves. The land was
taken, their families exterminated systematically. They have done the manual labor that no
one else wants to do and have been poorly paid for it. Their families were put in
concentration and internment camps during World War II merely because of their race and
national heritage. From the moment they were born they have had to push against the
internalized oppression that says they are not as good as white people. They have been
minimized, put down. Their role models have been gardeners and cleaning ladies. Lynchings
still happen in the United States. LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S EYES AND
MAKE A HUMAN CONNECTION.
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If you are Jewish, please move to the center.
Jews have been persecuted where they have lived. They have been banned from institutions
in the USA, stereotyped as power hungry, ostracized from social clubs, and continue to be.
Six million Jews were exterminated systematically with the full knowledge of the world. The
world is not a safe place, and many Jewish people live with the fear of annihilation. It has
happened, and they know it can happen again. Think of what it must have been like to be a
Jewish mother in 1943. LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S EYES AND MAKE A
HUMAN CONNECTION.
If you are from a rural community, please move to the center.
The oppression of classism. These people are often the target of "country bumpkin" jokes,
are stereotyped as slow, dumb, lazy, no ambition, "farmers", conservative. Their community
lifestyle is the object of jokes and derision. They are encouraged to leave their community
for "a bigger and better" place. They will often feel uncomfortable in large crowds, feel
stifled by the traffic in a large town, and find living in close proximity to lots of people to be
uncomfortable. Their community may suffer severe economic hardship and even disappear
if it is linked to a one-product economy. LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S
EYES AND MAKE A HUMAN CONNECTION.
If you were raised in an inner city, please move to the center.
The oppression of classism. These people will be stereotyped as "street smart", dangerous,
from a poor school, wanting to make fast money, into drugs, involved in gangs, from a
broken home. They are more likely to be poor, from a single-parent household, and the
victim of violence. LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S EYES AND MAKE A
HUMAN CONNECTION.
If you were raised in a suburb, please move to the center.
The oppression of classism. These people will be stereotyped as "rich kids", spoiled brats,
from a rich school, involved in sports, and they park their brand new car in the fourth garage
space at their parent’s large home. They are "street stupid", the victim of street ignorance.
They could not make it a day in the real world without their dad's MasterCard and their
mom's Visa. LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S EYES AND MAKE A HUMAN
CONNECTION.
If you are a white male, please move to the center.
You inherited the privilege of power and authority, yet you find yourselves blamed for the
problems of the world. You are expected to be the breadwinner. You cannot show emotions
for fear of being perceived as weak. It is assumed you would not be interested in or good at
rearing children or being the primary caregiver. LOOK TO THE OUTER CIRCLE INTO EACH
OTHER'S EYES AND MAKE A HUMAN CONNECTION.
If you are a Black male, please move to the center.
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You may be stereotyped as being from Chicago, a thug, dangerous, from fatherless families,
into drugs, involved in gangs, only listens to rap music. You are viewed as someone who is
targeted by the police and presumed to have committed a crime; you are here in college on
a sports scholarship or in some special remedial program. LOOK TO THE OUTER CIRCLE INTO
EACH OTHER'S EYES AND MAKE A HUMAN CONNECTION.
If you are a Hispanic male, please move to the center.
You may be stereotyped as being from Chicago. You are also targeted by the police and
presumed to have committed a crime. LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S
EYES AND MAKE A HUMAN CONNECTION.
If you are under 25, please move to the center.
The oppression of adultism. People under 25 have limited rights, their concerns are
minimized, they are considered young and foolish, at risk for sexually transmitted diseases
of epidemic proportions. They are among the least represented groups in the government
and often at the mercy of adults in authority who would abuse them in exchange for grades
or other symbols of acceptance and success. We exoticize youth yet deny you decisionmaking rights. Most males under 25 cannot legally rent an automobile. LOOK TO THE OUTER
CIRCLE INTO EACH OTHER'S EYES AND MAKE A HUMAN CONNECTION.
If you are a gay man, lesbian, bisexual or transgendered, please move to the center.
This group is still blamed for the AIDS epidemic. They are accused of the vilest of crimes as if
they were the sole perpetrators. They must lead secret lives from their families, employers,
and friends, or risk being ostracized. People feel perfectly justified in making insulting
comments and banishing you from their religious institutions. They are at risk for verbal
abuse at any time. In 1999, the highest incident of violence was against gay and lesbian
people. In many settings, people cannot cross over for fear of the consequences. Know that
if you can't cross, you will feel tremendous pain. Know that I know that. LOOK TO THE
OUTER CIRCLE INTO EACH OTHER'S EYES AND MAKE A HUMAN CONNECTION.
If English is not your first language, please move to the center.
The oppression of racism- language oppression. These people are considered a nuisance and
burden. They may be shamed by teachers and other students, and are laughed at and made
fun of as if monolingualism equals patriotism. Research shows that it takes at least three
years for an individual to get command of a language. Think of children in school - five days
a week, six hours a day, for three years - the incredible boredom. LOOK TO THE OUTER
CIRCLE INTO EACH OTHER'S EYES AND MAKE A HUMAN
CONNECTION.
If you are Christian, please move to the center.
These people are considered holy rollers and believe everything written in the Bible. To have
beliefs counter to Christianity is certain condemnation but your soul can be saved if you
convert. LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S EYES AND MAKE A HUMAN
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CONNECTION.
If you are Muslim, please move to the center.
These people are considered extremist and willing to die for Allah. They oppress women and
expect total submission from them towards their husbands or males in the household. They
hate Jews and believe the Jew is the scourge of the earth. LOOK TO THE OUTER CIRCLE INTO
EACH OTHER'S EYES AND MAKE A HUMAN CONNECTION.
If you are agnostic or atheist, please move to the center.
These people are considered spiritually lost and doomed to Hell by Christians. They lack a
moral compass because they are not guided by Christian beliefs. LOOK TO THE OUTER
CIRCLE INTO EACH OTHER'S EYES AND MAKE A HUMAN CONNECTION.
If you have served in the armed services, please move to the center.
The oppression of classism. With the exception of World War II, working class women and
men go to war; working class women and men fight and die for their country. Ross
Perot said, "It's not the sons and daughters of beautiful people who go to war." LOOK TO
THE OUTER CIRCLE INTO EACH OTHER'S EYES AND MAKE A HUMAN
CONNECTION.
If there is a history of alcohol abuse in your family, please move to the center.
The people in this group are more likely to have difficulty having fun, expressing their
feelings, maintaining intimate relationships, be over or under involved with parents
regardless of age or distance. They are more likely to be attracted to victims in love and
friendships, to feel guilty when assertive, to give in to others, even when it is harmful to
them. Think of fear, the sadness, the denial, the hurts and mistreatments, and how it
impacts family members, friends and co-workers. LOOK TO THE OUTER CIRCLE INTO EACH
OTHER'S EYES AND MAKE A HUMAN CONNECTION.
If you come from a single parent family, please move to the center.
The oppression of adultism - for the child who never had any say in how her or his life would
be, and was often left to wonder about the other parent who may not have been around.
The oppression of classism - they are more likely to be reared in poverty, less likely to
graduate from college, expected to take care of siblings at an earlier age, less likely to have
had adequate child care, more likely to be put in the role of an adult in their family, they
learned to do without. LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S EYES AND MAKE A
HUMAN CONNECTION.
If you are a single parent, please move to the center.
The oppression of sexism - although many more fathers in divorced settings are helping with
parenting, the primary responsibility, in general, remains with the mother, the woman. The
oppression of classism - if you have money, you get to leave your child in a safe and happy
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place while you work. If not, you may have to leave them crying and feeling afraid. Putting
responsibilities on them at an early age because you have no other option, coming home at
night totally exhausted and knowing you must parent alone. LOOK TO THE OUTER CIRCLE
INTO EACH OTHER'S EYES AND MAKE A HUMAN CONNECTION.
If you were adopted, please move to the center.
People in this group are viewed to have a lost sense of identity, especially if they do not
know who their maternal parents are. Others make the assumption that because a person
was put up for adoption, they were not wanted by their parents. LOOK TO THE OUTER
CIRCLE INTO EACH OTHER'S EYES AND MAKE A HUMAN CONNECTION.
If you have a disability, visible or hidden, please move to the center.
The oppression of ableism - we are making progress, on a national and institutional level, to
provide help and support to persons with disabilities, yet we still have more work to do.
People with physical disabilities are sometimes looked upon as people who need help or
assistance from others. People with learning disabilities are sometimes assumed to be
dumb, slow, or unable to compete on an academic level. The oppression of classism - if you
cannot find the resources to pay for such help and support, you will be ignored, excluded,
perhaps denied opportunities on many levels. You may be viewed as a burden to your
family, ignored by classmates, and pitied by society in general. Think about children....and
their future. LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S EYES AND MAKE A HUMAN
CONNECTION.
If there is mental illness in your family, please move to the center.
The oppression of ableism - the lack of national priority to provide assistance. The
oppression of classism - think of the horror stories of our mental healthy system (although
there are some improvements), the need to institutionalize a member of your family, and
then to have to deal with the embarrassment, to walk away and have to deal with guilt of
having done so. LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S EYES AND MAKE A
HUMAN CONNECTION.
If there was or is physical or verbal abuse in your family, please move to the center.
It is estimated that over one million children in the USA are permanently injured by physical
abuse every year. In some schools it is still permitted, with parental consent, to paddle a
child. One in every four girls and one in every seven boys will be sexually molested before
they reach 18 years of age. Little children with no place to go, no place to hide; terrorized,
brutalized...think of little children. LOOK TO THE OUTER CIRCLE INTO EACH OTHER'S EYES
AND MAKE A HUMAN CONNECTION.
Activity Name:
Honesty Line
STLF Development Outcomes: Social Awareness; Affection for Others; Sense of Community
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Main Concept:
Diversity
Supplies Needed:
None
Time:
10 minutes
Group Size:
At least ten
Goal:
Participants make human connections based on similarities and make
human connections with stereotyped groups.
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
Sample Debriefing Questions:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
Honesty Line Statements:
Participants form a line. If space is tight, they can form a circle,
but there should be reasonable amounts of room in between
each participant.
Participants close their eyes. Tell participants that, throughout
the activity, they may be revealing information about
themselves, and that if they do not feel comfortable revealing
information about themselves, they should remain standing
silently. Tell participants that even though their eyes are closed,
others may have the opportunity to see them.
The facilitator reads the statements below.
After each statement is read, participants who believe they are
a member of that group step forward.
After participants step forward, the facilitator may have
everybody open their eyes, just the people who stepped
forward, or just the people who stepped back. Participants that
opened their eyes should establish eye contact, step back, and
close their eyes.
After all the statements have been read, debrief and reflect.
How did it feel to step up, not knowing if anybody else would
step up with you?
How did it feel to establish a secret connection with people with
similarities?
Would you be more or less likely to step up if you did not have
your eyes closed?
How did it feel when you were in a group with many other
people?
How did it feel when you were in a group by yourself, or with
very few other people?
What did this activity reveal about values and perspectives?
Why is it important to be aware of other peoples’ beliefs?
What is the difference between tolerating a belief and
embracing a belief?
Step forward if your favorite music genre is country.
Step forward if your preferred method of communication is email.
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Step forward if you were involved in you high school’s student council.
Step forward if you are from what you would consider a small town.
Step forward if you have ever attended private school.
Step forward if you are a member of a Greek-lettered affiliated
organization.
Step forward if you would consider yourself an athlete.
Step forward if you would consider yourself overweight.
Step forward if your parents did not go to college.
Step forward if you consider yourself religious.
Activity Name:
Walk to the CORE
STLF Development Outcomes: Social Awareness; Affection for Others; Sense of Community
Main Concept:
Diversity
Supplies Needed:
Time:
None
20 minutes
Group Size:
Medium to large
Goal:
Participants make human connections based on similarities and make
human connections with stereotyped groups.
Facilitation:
(1)
(2)
Participants form a circle.
The facilitator should say: “This next exercise can be very
impactful and emotional. People who open themselves more to
this experience typically find it very intense. As always, it is
important for you to choose what level of involvement feels
appropriate for you. Because things may come up for you,
please don’t leave the group; don’t leave the room because we
would have to stop the exercise. At a minimum, please stand
silently and listen to the information that is being shared.
Beyond that, you are encouraged to stretch yourself a little bit
so that you may benefit from the experience. I ask that
whatever is shared here stays with the people in this room.
However, please remember that while confidentiality is
expected, it cannot be guaranteed. If you have not made certain
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(3)
(4)
(6)
(7)
(8)
Sample Debriefing Questions:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
things about you known before today, you may want to
seriously consider whether this is the right time to do so.”
Tell the participants that you will name a targeted group. Tell
the participants that if they believe that they are a member of
that group, and if they feel comfortable doing so, they should
walk silently towards the center.
Tell the group: “This experience is to be done in silence. No
talking. No giggling. No responding. No questioning.”
Begin the activity by reading the groups below. If, at any time,
nobody moves into the center for a particular group, the
facilitator should move into the center and say, “I stand here to
represent the _____ group.”
Participants should return to the outer circle.
Debrief and reflect.
What did you see?
What did you feel?
What did you think?
What came up for you?
How did it feel when you stepped out vs. staying in the outer
circle?
What was it like to see a fellow team member step out?
Was there anything that you saw that you didn’t expect to see?
What positive things did you see in this activity?
If there was one thing you were going to take away from this
activity, what would it be?
How can you contribute to support your team?
Remember, it is ESSENTIAL to phrase the invite of this activity as one of the following:
1. “If you identify with this statement, please walk to the core”
2. “If you, or someone who is close to you, identifies with this statement, please walk to the core”
Walk to the CORE Statements:
I am a female.
I am in high school.
I have been to Disney Land.
I am a person that does well in school.
I am described by others as a minority.
I am a person that has been affected by the war in Iraq.
I am a person that does well in athletics.
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I am an only child.
I am a perfectionist.
I come from a family that is well known in my community.
I am a person that lives in the shadow of an older sibling.
Someone in my family has died of cancer.
I am a person that feels unsafe in my school or community.
I or someone close to me has experienced depression.
I am a person that has experimented with drugs and alcohol.
I or someone close to me has been sexually, verbally or physically abused.
I am a person that stands up for my beliefs.
I am a person that others can trust.
I have used my physical appearance to get a head.
I am a person that has struggled with academic dishonesty.
I am a person that is afraid to tell people that I love them.
I am a person that is afraid to let other people get to know me.
I am or will be the first person in my family to graduate from college.
I am a person that has been mistreated because of my faith.
I am a person that has been called names because of my race.
I am a person that has had a dream.
I am a person that believes I will graduate from high school.
I am a person that others in this room can learn something from.
I am a person with a story.
I am a person that believes in others.
I am a person that believes high school students can make a difference.
I am a person that has not walked to the core.
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I am a person that believes that I can change the world.
Activity Name:
Accountability Partners (AKA Accountabilabuddies)
STLF Development Outcomes: Leadership Skills; Reflection; Social Awareness; Affection for Others;
Social Cognition
Main Concept:
Reflection
Supplies Needed:
None (paper optional to pair up)
Time:
No limit
Group Size:
Any
Goal:
Participants make more intense connections allowing for deeper
reflection.
Facilitation:
(1)
Participants are paired up (ideally, pair up male participants
with male participants and female participants with female
participants). You can do this any way you’d like, from the
simple to the complex. If you’re looking for a unique way to pair
people up, consider coming up with a list of famous pairs (i.e.
ketchup-mustard, Homer-Marge, peanut butter-jelly, Mary
Kate-Ashley, etc.). Write one name per piece of paper. Give
each participant a piece of paper, and they have to find their
pair without blatantly saying what is written on their paper (i.e.
“Eat me on sandwiches, I’m red, etc.”).
(2)
Periodically (i.e. once a night, etc.) accountability partners meet
to discuss their experiences, days, backgrounds, WHATEVER!
Anything goes! Meeting with accountability partners is a perfect
way to end an evening… Whenever they finish, they’re done for
the night.
Activity Name:
Yarn Activity
STLF Development Outcomes: Leadership Skills; Reflection; Social Awareness; Affection for Others;
Social Cogitation; Collective Action; Sense of Community
Main Concept:
Reflection
Supplies Needed:
A roll of yarn
Time:
60 minutes
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Group Size:
Any (typically medium to large)
Goal:
Participants learn that everybody has struggles, but that as a group we
can overcome individual struggles and focus on our accomplishments.
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
(12)
Activity Name:
As with every activity, ensure that the mood and atmosphere is
appropriate. For this activity, it is especially important that the
lighting is dim and that the participants are settled down and
ready for a more serious activity.
Participants form a circle (seated).
One person starts with a roll of yarn (ideally, a facilitator that is
usually goofy, but can be serious). This person should share
something that they struggle with.
The first person holds on to one part of the yarn and throws the
rest of the yarn to another participant across the circle from
them.
The next participant shares something that they struggle with.
Repeat steps four and five until all participants have gone. The
last participant should throw the yarn back to the first person.
The first participant should then share something they are
proud of.
The first participant then holds on to another piece of the yarn
and passes it to their right.
The next participant shares something that they are proud of,
holds the yarn, and passes it to their right.
Repeat until all participants have shared. The last participant
should pass the yarn back to the original participant.
Have all participants pull the yarn taught. Have the participants
lean back until the yarn snaps. Everybody should have a piece of
the yarn.
Tell the participants that they can keep their piece of yarn and
make it into a bracelet, anklet, backpack tag, etc. as a constant
reminder of the connections formed with the group, and that as
individuals we all have struggles, but that as a group we can
overcome our struggles and have a lot to be thankful for.
Soundtrack (or Title Track) of Your Life
STLF Development Outcomes: Leadership; Reflection; Sense of Community
Main Concept:
Reflection
Supplies Needed:
None
Time:
30+ minutes depending on group size.
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Group Size:
10+
Goal:
Participants have the opportunity to reflect on their lives or their
present feelings.
Facilitation:
(1) NOTE: This activity needs some sort of transition to pass along from
one participant to the next, because the activity is not intended to be
done with no complimentary components. A participant begins by
choosing a song that describes their current feelings or reflections.
(2) Based on the transition method, this participant will choose the next
person, and the cycle will continue until the activity comes to an end.
Activity Name:
Letter to Self
STLF Development Outcomes: Leadership; Reflection; Social Awareness; Sense of Community
Main Concept:
Reflection
Supplies Needed:
Paper and Writing Utensils
Time:
20+ minutes
Group Size:
Any size.
Goal:
Participants have the opportunity to reflect on their lives and/or their
present feelings through writing. Too many times, participants do not
take time to write about their feelings, the sense of community they
have felt, or the things they have learned while on a tour. Setting aside
a special time to allow participants to jot down a few things that will be
read at a later date will allow them to remember these special times in
the future when they receive their letters.
Facilitation:
(1) Have participants spread out on the ground, turn on quiet music,
and give a short recap of what has happened throughout the past week.
Explain how things always happen so fast, but in order to take
everything in, it helps to write things down and reflect on the
experience.
(2) Facilitators distribute papers and writing utensils, and envelope to
each participant.
(3) Facilitators should instruct the group to write their mailing addresses
on the outside of the envelope. Here, they should explain that they will
be mailing the letters that participants write to themselves back to
them after a 6-8 month period.
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(4) Then, Participants reflect on their experience quietly by writing a
letter to themselves.
Activity Name:
Self Concept Quiz
STLF Development Outcomes: Reflection
Main Concept:
Reflection
Supplies Needed:
1 copy of the self Concept Quiz per participant (see below)
Time:
25 minutes
Group Size:
Medium to large
Goal:
Participants learn that they all have struggles and things that they are
proud of.
Facilitation:
(1)
(2)
(3)
(4)
(5)
(6)
Early in the week, give participants the Self Concept Quiz.
Collect the quizzes and leave them anonymous.
During the week, go through the quizzes and highlight one
response per sheet.
Towards the end of the week, bring participants into a room
with candles and dim lighting. Make sure the participants are
ready for a serious activity. As participants are entering the
room, they should be silent. The participants should be silent
for the duration for the activity. The participants should sit at a
station with paper and a pen.
One at a time, facilitators should read the highlighted
responses.
After all the responses are read, participants should be allowed
to write on the paper their Believe Statements.
After a few minutes of allowing participants to write their
Believe Statements, allow participants to share, if they would
like.
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Self Concept Quiz
Whether they are adjectives, phrases, people, groups, titles, etc; finish the statements:
I am _______________________________________________________________________.
I am _______________________________________________________________________.
I am _______________________________________________________________________.
I am _______________________________________________________________________.
I am _______________________________________________________________________.
_______________________________________________________________ is proud of me.
_______________________________________________________________ is proud of me.
_______________________________________________________________ is proud of me.
_______________________________________________________________ is proud of me.
_______________________________________________________________ is proud of me.
I struggle with ________________________________________________________________.
I struggle with ________________________________________________________________.
I struggle with ________________________________________________________________.
I struggle with ________________________________________________________________.
I struggle with ________________________________________________________________.
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Why do I think that? Is that really me definition of what I am and want to be? or is it what others want
and see of me? What do I have to do to change? Am I fulfilling what I want to be? What do I think I am?
What do others think I am? What do I think others think I am?
REMEMBER, you are human, too. We are all the same boat. We are all trying to be happy. You are an
intelligent, capable, beautiful individual—everyone else knows and believes it. When will you admit it to
yourself? When will you start believing in YOU?
I feel _______ ________________________________________________________________.
I feel _______ ________________________________________________________________.
I feel _______ ________________________________________________________________.
I feel _______ ________________________________________________________________.
I feel _______ ________________________________________________________________.
Activity Name:
Candlelight Activity
STLF Development Outcomes: Leadership Skills; Reflection; Affection for Others; Sense of Community
Main Concept:
Reflection
Supplies Needed:
A candle per participant, and maybe some extra candles around the
room. The activity tends to last awhile, so your best bet is to get candles
and put them in cups.
Time:
90 minutes
Group Size:
Any (typically medium to large)
Goal:
Participants reflect on their experiences and are given an outlet to
express their experiences and recognize another member that has
especially impacted them.
Facilitation:
(1)
(2)
(3)
As with every activity, ensure that the mood and atmosphere is
appropriate. For this activity, it is especially important that the
lighting is dim and that the participants are settled down and
ready for a more serious activity.
Participants form a circle (seated).
One person starts with a lit candle. This person should share for
a few minutes about their experiences and what the group has
meant to them.
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(4)
(5)
(6)
(7)
(8)
Activity Name:
Then the speaker should identify another participant who was
especially impactful to them. They should light their candle,
thus “passing” the floor.
This new participant shares their experiences and what the
group has meant to them.
Repeat steps four and five until all participants have gone.
Start “Mighty Ducks.” One person should say their name and
where they are from, and then blow out their candle.
Repeat Mighty Ducks until everybody has blown out their
candle.
Secret Letter from Parents/Friends
STLF Development Outcomes: Social Awareness; Leadership; Sense of Community
Main Concept:
Reflection
Supplies Needed:
None
Time:
30+ minutes depending on group size.
Group Size:
20+
Goal:
Participants are deeply affected by this unexpected and emotional
activity. The goal is for the participants to hear a meaningful piece of
writing from a family member, guardian, or close friend that leaves a
special mark on their heart in an open, safe, and familial-like
atmosphere. This is great for retreats, tours, or camps, and should be
treated as one of the more emotional, “serious” activities.
Facilitation:
Note: **Facilitation of this activity begins at least one month in
advance. It is very important that facilitators are responsible in tracking
down all of participants close friends/guardians and keeping this a
secret!
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(1) Facilitators get a list of parent emails from participants in a
deceiving but appropriate way.
(2) Facilitators send out emails to parents/close friends of participants
asking for a secret piece of writing that is NO MORE than 250 words
describing the participant. They explain in the email that this is
secretive and must be a positive note. They also explain their goals
for the activity to the writer. They inform the writer that they can
either email them back the piece, or mail it in.
(3) Facilitators collect all the letters and distribute them amongst each
other evenly. Then, each facilitator reads the letters to practice
articulation.
(4) On the day of the activity, facilitators set a serious tone at night by
executing a proper transition into a space for the activity, such as a
trust walk.
(5) In a dark room, participants will use flashlights to shine light on their
letter, and one facilitator will explains what is taking place.
(6) Then, facilitators take turns shining light on their letters,
announcing the name of whom the letter is for, and then reading
the letter aloud.
(7) After reading each name, the facilitator should turn off his/her
flashlight leaving the room in complete darkness until the next
facilitators turns his/her flashlight on. The process continues until
all letters are read.
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Activity Name:
Words of Wisdom **Reserved for Leadership
Camp**
STLF Development Outcomes:
Leadership Skills, Reflection
Main Concept:
Reflection
Supplies Needed:
Music-playing device
Time:
1-2 hours
Group Size:
Any
Goal:
Participants open up to the group, practice public speaking
skills; listeners get an opportunity to learn from their leaders
Facilitation:
(1) Speakers share a short story/message
(2) Speakers play a meaningful song to accompany their
message
(3) Speakers distribute an object to every listener that
appropriately accompanies their message, much like “40
Things” on the Tour.
Activity Name:
Silent Affirmations/Shoulder Tap
STLF Development Outcomes: Reflection; Sense of Community
Main Concept:
Positive Affirmation/Recognition
Supplies Needed:
None
Time:
20 minutes
Group Size:
At least ten, the more the better!
Goal:
Participants give and receive anonymous praise.
Facilitation:
(1)
(2)
Assemble the group into a circle (everyone sits facing away from
the circle).
Have everyone close his or her eyes. Also, nobody should speak
for the duration of the activity.
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(3)
(4)
(5)
(6)
(7)
The facilitator should be in the center of the circle. He or she
should tap several members of the group. These members
should open their eyes and come to the center of the circle, but
remain silent.
The facilitator reads some of the silent affirmations (below). The
participants in the center should tap a many people as
applicable on the back.
Have the participants return to the circle and close their eyes.
The facilitator should select several new members and repeat
steps three through five.
This activity continues until all participants have been given a
chance to be in the center, and until all statements are read.
Silent Affirmations Statements:
Tap the people on the shoulder who…
You want to thank, but have not.
You have especially enjoyed getting to know this year.
Have helped you out when you were stressed out.
Have influenced you to work on bettering yourself.
You hope you don’t lose touch with in the future.
You admire.
Have surprised you this year.
You hope to get to know better.
You feel are quiet leaders.
You think are good listeners.
You think are good about looking out for the underdog.
You would go to when you need a boost.
’s shoulder you’d cry on.
You would go on a road trip with.
You’d like to see speak out more.
You think are future leaders.
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You think are creative.
Makes you laugh or lifts your spirits.
Have more to offer.
You feel a connection with.
You’d like to spend more time with.
Have been there for you.
Are mentors to you but may not know it.
’s opinion you value highly.
You would seek out for advice.
You would want on your plane if it was going down.
’s humor you appreciate.
You think always have a good attitude.
Are good listeners.
Could relax and have fun more often.
You enjoy doing work with.
You feel somewhat distant from.
You would feel comfortable sharing a secret with.
Have helped you when you really needed it.
Have inner strength.
Are always in a great mood.
Interests you.
Have a positive effect on you.
Put in a lot of effort.
You think could open up more.
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Work well with different individuals.
Have done something to make you smile.
You feel could be more assertive.
Are always funny and makes you laugh.
You have shared a good experience with.
You would feel safe crying with.
Are well rounded individuals.
You feel are very important to you.
Are very motivated.
You would like to share more with.
You would like to be more like.
Are great friends.
Could interact more.
Make you feel good about yourself.
Show enthusiasm.
Have supported you.
Inspire you.
Challenge you.
Activity Name:
This Is A Person…
STLF Development Outcomes: Warm and Fuzzy
Main Concept:
Positive Affirmation/Recognition
Supplies Needed:
Paper, Pens, Markers, all optional
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Time:
Group Size:
If using paper, 30-40 minutes. If choosing to do verbally, 45 minutes 1
hour.
Entire Bus, 30-40
Goals:
To allow participants to realize they have impacted someone else’s life.
If done verbally, participants are able to know who is looking up
to them. If done silently with paper, students anonymously
compliment one another.
Facilitation:
Silent Version:
1. Pass around paper and writing utensil.
2. Can decide to set the atmosphere with quiet music and
candles if desired.
3. Give a brief opening statement such as, “Throughout these
past days, you have all impacted someone’s life on this bus
whether you know it or not. It is not always easy to express
how much you have grown to appreciate a new or old
friend, but tonight as we do this activity, you will be given
the chance to anonymously tell each person on the bus how
they have affected you.”
4. Have each person write their name in the middle of the
paper and include a drawing if so desired.
5. To begin, have everyone pass their paper to the person on
their left. At this time they will no longer see their own
paper, but each paper will be passed around the entire
circle so that everyone has a chance to write a word or
phrase about each new friend they have made.
6. To end, allow about 5-10 minutes for students to read over
their paper and close with brief questions to let them think
about how they felt while reading their own paper.
Verbal Version:
1. Have entire group form into a circle, with the ability to see
everyone.
2. Each person will be the first to answer one question, after
they have answered, the person to their right will then say
the name of an individual on the trip who the question
applies to. After completing the entire circle, allow
participants to come up with a few of their own questions.
3. Questions usually go from funny and light, to more serious.
Questions:
1.
2.
3.
4.
5.
6.
This is someone who makes me laugh.
This is someone who I will talk to at school more.
This is someone who I want to take care of my kids.
This is someone who I would want to throw me a surprise party.
This is someone who I would trust with my love life.
This is someone who I would want to travel the world with.
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7.
8.
9.
10.
11.
12.
13.
14.
15.
Activity Name:
This is someone who impacted my life.
This is someone who makes me smile.
This is someone whose laugh I enjoy.
This is someone who I believe in.
This is someone who I want to have coffee with.
This is someone who I want to go shopping with.
This is someone I could be stranded on a desert island with.
This is someone whose conversations I enjoy.
This is someone I would go to the movies with.
Name-An-Inspiration Transition
STLF Development Outcomes: Leadership; Reflection; Affection for Others; Sense of Community
Main Concept:
Positive Affirmation/Recognition
Supplies Needed:
None
Time:
2 mins per transition / total time depends on activity.
Group Size:
10+
Goal:
The main goal of this activity is to give participants the opportunity to
reflect on their STLF experience by choosing a person within the circle
that has served as an inspiration or role model, thereby creating a
special bond with that person as well as an overall sense of unity with
the present group. This type of transition creates special memories for
the experience.
Facilitation:
(1)
It is important to note that the Name-an-inspiration Transition is
one of a few transition-techniques that STLF uses during group
activities. Therefore, this particular transition can be applied to
quite a few different activities and the facilitation can be
tailored according. For the most part, this transition-technique
would occur after forming a circle.
(2) Beginning with a national core member or facilitator, choose a
person who you see as a role model, inspiration, or who has
impacted you and explain why this person has left a special mark on
you.
(3) The person you speak about will choose another person and the
process will repeat until the end of the activity.
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Activity Name:
(The Infamous, Illustrious) YEAH BUDDIES!
STLF Development Outcomes: Leadership; Reflection; Affection for Others; Sense of Community
Main Concept:
Positive Affirmation/Recognition
Supplies Needed:
None
Time:
No more than 10 minutes.
Group Size:
Any size. Even self-yeah buddies exist!
Goal:
Participants get a chance to recognize others in a group and create a
time for reflection, group bonding, relationship-building, and a special
type of fun that is unique to the STLF culture!
Facilitation:
(1) Form a circle
(2)
The Yeah Buddies begin. The standard format for a Yeah Buddy is:
“I’d like to give a Yeah Buddy to (name) for (whatever).
(3)
The cycle continues until it is an appropriate time to stop!
© Copyright Students Today Leaders Forever (STLF) National 2008.