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Take Action and Progression

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by

Amanda Host

on 11 March 2015

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Transcript of Take Action and Progression

Take Action and Progression
Building Girl Leadership Though Community Action
Save the Ocean!!
Your troop lives in an active beach community. The girls love spending time in and around the water. Lately they've noticed an issue at their favorite watery hangout- too much trash! (yuck)
Daisy's Take Action!
Daisy's participate in a beach clean up, afterward they talk about the issue of trash on the beach, why it's a problem and who it effects.

Daisy's can:
Identify people and places they consider helpful and valuable in their communities
Recognize when they can make something better
Respond to requests for help with actions and words
Brownies Take Action!
Brownies notice trash on the beach and can identify a solution. They participate in a beach clean up and invite others (Girl Scouts and non-Girl Scouts) to help.

Brownies can:
Explain how addressing as issue can benefit their community
Demonstrate or teach skills to other girls
Describe ways their actions contributed to bettering something
Reflect!
Celebrate and share what you learned!
Juniors Take Action!
Juniors identify an issue they're passionate about and discuss one of the possible root causes (not enough people to pick up trash). Then they connect with community organizations to get more information. The troop hosts a SU beach clean up and education day with activities that reinforce why clean oceans are important. They also put up signs around the beach (or at the local library/community center/school) to educate others about keeping the beach clean.

Juniors can:
Map community assets and identify opportunities to better their community
Outline steps, resources and timelines and assign tasks to meet their goals
Cadettes Take Action!
Cadettes identify an issue and possible solutions, connect with a local ocean-based organization to learn about what they noticed. They decide that one root cause of the issue is a lack of trash and recycling receptacles on the beach. They petition local government and advocate for more cans to protect and improve the ecosystem, as well as the infrastructure to support/maintain them.

Cadettes can:
Identify multiple root causes for a problem and explain the differences between them
Tailor their message to various audiences
Identify community organizations to help on some aspect of their project
Seniors and Ambassadors Take Action!
After identifying an issue and brainstorming the possible root causes, Senior and Ambassador Girl Scouts connect with and seek advice from community organizations who can help. They create a detailed action plan to get their local government to require all major community events to provide trash bags for event participants printed with educational information about the beach ecosystem and the importance of keeping it clean.

Seniors and Ambassadors can:
Give examples of advocating for an issue in their community
Monitor their own progress and determine criteria for success
Describe how their advocacy efforts helped their community.
What is Take Action?
Take Action projects give girls the chance to address the root cause of issues they identify in their community. These projects have a lasting impact that continues after the girls have completed their initial work. Take Action projects are done WITH the community while service projects are done FOR the community.
Community and Asset Mapping Part 1
Community mapping helps girls identify the intersection between community needs, their own interests, and realistic possibilities for improvement.

Break into small groups of 3-5 and find a good spot to work.
Use your imaginations to envision your community. Describe the features and characteristics of a community you would like to explore and map out based on a real or imagined community.
Choose an artist or take turns and draw the buildings, streets, landmarks, businesses, libraries, schools, and parks (simple lines and boxes work just fine).
Brainstorm some community needs that might exist for each place you've drawn.
What issues exist in your imaginary community?
Write down 3 issues that exist in your "real" community.
Community and Asset Mapping Part 2
Now its time to identify the resources available in each community through asset mapping.

Use your map to identify resources that might exist in your community, for example:
City hall - girls can contact the mayor and other elected officials
A homeless shelter - girls can talk to the shelter director about programs that they can develop to help the homeless in their community
A local owner of a salvage yard - girls can ask the owner for help developing effective ways to deal with trash that is hard to recycle (like refrigerators, TV's and cell phones)
Who on the list has knowledge and background of root causes for various community issues?
Who might be good at helping to think through solutions?
Who can help you access additional resources?
Pop Quiz!
A troop of Juniors are passionate about helping animals. They visit their local animal shelter to ask how they can help. The executive director asks them for help gathering blankets, towels, and pet toys, items they always need. The girls' troop leader asks the girls to think about the root cause of the issue and the girls decide that overcrowding at the shelter and a lack of community awareness are two potential causes. The girls decide to hold a pet awareness event and invite the pet shelter and some other local organizations to provide information on proper pet care, spay and neutering services, and adoption opportunities. In addition, the girls offer activity stations and booths where attendees can make pet toys or drop off donations for the shelter. At the end of the day the girls have several big boxes of donations for the shelter, the shelter has several new volunteers, and many pets have new homes and informed owners.

What make this a "good" Take Action project?
Full transcript