Educational activities by
Janet Salmons.
Salmons and Associates

Photographs by
Joanna B. Pinneo

Leader’s Guide: Rachael

Rachael’s story lends itself to a rich exploration of several important topics relevant to girls’ lives.

Topics to Explore:

1. Self-image and Identity Development;

2. Overcoming Adversity;

3. Perseverance and Discipline;

4. Dreaming "Big," Taking Chances, and Beating the Odds;

5. Learning from Others.

Whether you’re a parent, classroom teacher, or youth leader, you know the importance of engaging young people in a variety of in-depth learning experiences and activities that help them to "process" and to better understand the material being taught. While simply reading each story may be sufficient for some girls to prompt self-reflection and learning, others may need additional support.

Grrlstories.org offers this support through a variety of structured activities related to each Exploration Topic. Parents who wish to organize meaningful learning experiences for (and with) their daughters can use these activities at home. Teachers and/or youth leaders who wish to engage groups of young women in active learning and discussion can use them in the classroom.

1. Self-image and Identity Development

A. Masks

Suggested Use: Early stages of group work. This activity is especially useful for helping girls express themselves and to help build a sense of community within the group.

Goals and Learning Objectives

To provide an opportunity for girls to reflect on their own self-image and emerging identities.

To provide an opportunity for girls to be creative in representing themselves.

To provide an opportunity for girls to express their hopes and dreams for the future

Materials Needed

Construction Paper – a light color

Scissors

String

Glue (or glue sticks)

Various magazines and newspapers

Directions

1. Give each of the girls a sheet of construction and a 9 inch length of string;

2. Have them cut the construction paper into an oval-shape, with two small holes for eyes, and one larger one for the mouth;

3. Poke two holes on the sides (where the ears would be);

4. Attach string to the two holes.

5. Have the girls cut out slogans, sayings, images from magazines and newspapers that "say something" about themselves;

6. Have the girls create a collage on the "masks" using the clippings, drawings, paintings, etc. to represent their own self-images;

7. When finished, have each girl share their "masks" and "identities" with the group;

8. If in a classroom or consistent setting, display the masks around the room throughout the year – have the girls continually add-to or make changes to them as the year progresses. You may also want to organize reflection activities periodically to have the girls reflect on ways in which they’ve grown over the course of time.

Variations

Use paper mache to create "hard shell" masks to hang on the wall;

Create "puppets" or dolls that represent self-image;

Create a group mural that will remain in the classroom;

Have the girls create their own portfolios or magazines (or "zines") that represent themselves;

Have the group create a "photo album," with one page per girl; For the technology-minded – have the girls create their own websites.

B. Group Affirmations

Suggested Use: Early to mid-stages of group development. This activity is useful for reinforcing positive characteristics and helping group members get to know each other.

Goals and Learning Objectives

To reinforce positive characteristics in girls;

To build a sense of community within a group; and

To practice speaking within a group.

Materials Needed

1. Distribute small pieces of paper to each member of the group;

2. Have each person write three positive characteristics or aspects of their personality on the paper (these should be three of their favorite things about themselves). Encourage the group to try to avoid using physical characteristics;

3. Collect the pieces of paper and co-mingle them in a container;

4. With each group member seated in a circle, pass the container around and have each person select a piece of paper;

C. News About You – Journalist Interview

Suggested Use: Beginning stage of group development. This activity is useful for helping group members get to know each other, and to begin incorporating academic skills into group work. This activity can be adapted to be either very short (brief, one-day activity), or a longer, ongoing project, depending on time and level of interest.

Goals and Learning Objectives

To build a sense of community within a group;

To practice listening, memory, and public speaking skills;

To practice journalistic writing; and

To learn valuable interview (and data collection) skills.

Materials Needed

A set of interview questions. Suggested questions include:

Who? – Who was involved? Say more about these people.

What? – What happened? What was it like?

When? – When did it happen?

Where? And – Where did it happen?

Why? – What were the events that lead up to it? What did it all mean? Why were you proud of this event? Why do you think people would be interested in this?

Variations

TV or Radio newscast or feature story (adaptation – create a story board);

Have girls identify and interview their role models, local heroes, teachers, parents, family members and do the same.

2. Overcoming Adversity or Living with a Disability

A. Masks

Suggested Use: Early stages of group work. This activity is especially useful for helping girls express themselves and to help build a sense of community within the group.

Goals and Learning Objectives

To provide an opportunity for girls to reflect on their own self-image and emerging identities.

To provide an opportunity for girls to be creative in representing themselves.

To provide an opportunity for girls to express their hopes and dreams for the future.

Materials Needed

Construction Paper – a light color

Scissors

String

Glue (or glue sticks)

Various magazines and newspapers

Colored pens, crayons, pastels, paints, etc.

Directions

1. Give each of the girls a sheet of construction and a 9 inch length of string;

2. Have them cut the construction paper into an oval-shape, with two small holes for eyes, and one larger one for the mouth;

3. Poke two holes on the sides (where the ears would be);

4. Attach string to the two holes.

5. Have the girls cut out slogans, sayings, images from magazines and newspapers that "say something" about themselves;

6. Have the girls create a collage on the "masks" using the clippings, drawings, paintings, etc. to represent their own self-images;

7. When finished, have each girl share their "masks" and "identities" with the group;

8. If in a classroom or consistent setting, display the masks around the room throughout the year – have the girls continually add-to or make changes to them as the year progresses. You may also want to organize reflection activities periodically to have the girls reflect on ways in which they’ve grown over the course of time.

Variations

Use paper mache to create "hard shell" masks to hang on the wall;

Create "puppets" or dolls that represent self-image;

Create a group mural that will remain in the classroom;

Have the girls create their own portfolios or magazines (or "zines") that represent themselves;

Have the group create a "photo album," with one page per girl;

For the technology-minded – have the girls create their own websites.

B. Group Affirmations

Suggested Use: This activity is suggested to complement a discussion of Rachael’s vision impairment, or some other discussion about adversity or how people cope with disabilities. You may want to have the girls share their own thoughts and pre-conceived notions of what it’s like for someone like Rachael, on a day-to-day basis before beginning

this activity. The activity can be adapted to be a short-term, one-day activity, or it could extend itself to be a whole unit on social issues, scientific issues, and explorations in literature, depending on time and interest.

Goals and Learning Objectives

To provide girls with an opportunity to experience what it’s like for people who are vision impaired;

To provide girls with a sense of what it takes people like Rachael to overcome adversity and to achieve, in spite of it;

To provide girls with a basis for looking more in-depth at social policy related to people with disabilities, scientific concepts, and explorations in literature (optional).

Materials Needed

Vision simulator glasses (can be obtained for $1 each from The Lighthouse Inc., (800)453-4923). Alternative: Use old pairs of glasses (or sunglasses) and coat the lenses with Vaseline.

Time and access to a public library, and other neighborhood "public" places such as a bus station, police station, etc.

Directions

Short-Term Activity

1. Have girls wear the "vision impaired" glasses;

2. Have them walk around the room with a mission of locating items that have been previously identified. Note: If possible, have them go outside and do the same;

3. Ask them to share their experiences about what it was like in a group discussion or through a written assignment.

Longer-Term Activity

1. Divide into pairs where one girl is "vision impaired" and the other is a "guide."

2. Explain that the guide’s role is to watch out for safety (looking out for oncoming traffic, etc.), but that the "vision impaired" individual must, to the extent possible, accomplish the tasks on her own – she cannot ask questions of her guide.

3. Have them "take a walk" in the community, with a set destination (for example, going to the library).

4. Have them locate a certain item (e.g., a book of some kind in the library, order a sandwich in a deli, etc.). Again, the vision impaired person should attempt these tasks on her own.

5. Have the group discuss and share their experiences in the classroom.

6. Have the group then spend some time researching community resources available for vision impaired people (e.g., braille signs, assistive technologies, and other community resources). (optional)

7. Have the group research local (and state) policies related to the vision impaired or other disabilities (optional).

8. Have the group interview members of the community who are vision impaired to find out how they cope with their disability, take advantage of resources, and/or wish to change existing policies (optional).

Variations

Have the group (with the vision impaired glasses) try to identify various items (fabrics, objects, etc.) by touch.

Have the group identify items by sound.

Vary the "disabilities" or adversities within the group. For example, some group members could wear ear-plugs, others hop on one leg, another could be in a wheelchair, and still another could be given a test or a set of directions that was in an entirely foreign language, etc.

Have the group discuss the various ways that people experience adversity and/or disabilities.

C. Biographies

Suggested Use: Early stages of group work. This activity is especially useful for helping girls express themselves and to help build a sense of community within the group.

Goals and Learning Objectives

To provide an opportunity for girls to reflect on their own self-image and emerging identities.

To provide an opportunity for girls to be creative in representing themselves.

To provide an opportunity for girls to express their hopes and dreams for the future.

Materials Needed

Access to a library

Local newspapers (and possibly archives)

Magazines

Personal Interviews with local "heroes" (optional)

Internet – although not recommended as the only source

Directions

1. Have each member of the group spend time researching biographies, news articles, or magazine articles about individuals who have achieved great things in spite of their various adversity or disability. Note: Instruct the group that they should use multiple sources of information – If getting information off the web, they should complement their research with some other source (i.e., interview, news article, book, etc.).

2. Have each person prepare either a written report, oral presentation, skit, poem (their choice) about that person, highlighting their accomplishments and how they saw themselves.

3. Have the group share their "biographies" to the rest of the class.

4. Have the class discuss what they’ve learned from each of the individuals’ stories and share how it relates to Rachael’s life or their own lives

Variations

Have the girls research only women’s biographies.

Have the girls research only young peoples’ biographies (individuals under the age of 18).

Have the group compile their "stories" in a scrapbook or portfolio that remains in the classroom as a reminder of strength and courage.

3. Perseverance and Discipline

A. Everyday Courage

Suggested Use: This activity is useful in any setting and is a good way to challenge young girls to step out of their comfort zones and apply their own courage in everyday settings.

Goals and Learning Objectives

To teach girls the importance of stepping out of their comfort zones;

To encourage girls to be courageous and try new things;

To develop efficacy, leadership, and courage in girls.

Materials Needed

None

Directions

1. Have the group identify (either in a group discussion/brainstorm or on a piece of paper) something that they are afraid of doing.

2. Have the group share those things.

3. Then ask the group to identify something in an everyday setting that they are uncomfortable doing (e.g., talking in front of a large group, making new friends, etc.).

4. Once they have each identified those things, have them divide into smaller groups of 2-3 people.

5. Have the small group spend a day (or some period of time) together, supporting each other in "practicing" the things they are afraid of. The groups can begin by brainstorming a list of activities that would help the girls practice, and then set out to implement those activities (for each person).

6. Have the other members of the group evaluate the girl’s performance over time.

7. The groups will rotate so that by the end, each member has an opportunity to practice their skill set.

8. Discuss this experience with the larger group.

9. Assign various writing assignments to accompany this activity (poems, journal writing, essay writing, etc.).

B. Reaching Out to Our Peers – Becoming a Mentor

Suggested Use: This activity is suggested only after significant discussion around the issue of people with disabilities has occurred. It may be necessary to obtain permission from school officials in order to complete this activity. While this activity can be accomplished within a short period of time, this is not recommended. We recommend that this become an ongoing and lasting relationship between the girls and their "peers" (perhaps for the entire school year, or one term, or even longer).

Goals and Learning Objectives

To help girls better understand the lives of students who have special needs;

To help improve the lives of students with special needs within the school;

To raise awareness about students with special needs within the community.

Materials Needed

Permission to carry-out project from school officials (and perhaps families of individual students with special needs

Directions

1. In many cases, there are young people who have special needs right in our own backyards. There may be community programs that support these individuals and/or there may be individuals attending schools who have special needs. Have your group of girls identify a set of those individuals (preferably one per girl). They can be in the same school, in a community program, or in an elementary school.

2. Prepare the girls to approach the teachers, program leaders, etc. to ask permission to "shadow" them for a period of time (We recommend that this activity not be a short-term, one-day event. Ideally, this relationship would become an established activity that the girls participate in over the course of the year, and beyond). We recommend that the relationship follow the stages presented below, with structured group-work in their classrooms to complement what they are experiencing.

C. Applying What We’ve Learned – Teaching Others

Suggested Use: This activity is suggested only after significant discussion and prior learning experiences around the issue have taken place. The group will need to obtain permission of elementary grade classes or groups in order to carry it out. In addition, the group may need additional preparation on skill sets such as public speaking, presentation skills, etc.

Goals and Learning Objectives

To reinforce what girls have learned by applying their knowledge through teaching others

To practice organizational and public speaking skills

Materials Needed

Varies – depending on girls’ interests, resources available, and elementary classrooms (groups) involved.

Directions

Research shows that one of the best ways to learn something is to teach others. This activity involves girls in applying what they’ve learned about overcoming adversity and living with disabilities by helping younger children to better understand these issues.

Identify a nearby elementary grade classroom (or group -- 2^nd or 3^rd grade is recommended) that would be interested in having the group of girls speak to them about what they’ve learned.

Have the group of girls organize a presentation on what they’ve learned. The presentation should be appropriate for the 2^nd or 3^rd grade level.

Arrange a schedule for the group to visit the school to make their presentation (the presentations can be a one-time event or they could be scheduled as a series, to take place over a certain period of time).

Variations

Instead of a series of presentations (or in addition to), the girls could become mentors to the elementary students and engage them in one-on-one activities with other students who have disabilities, or other activities related to the issue.

Recommended Resources for this Activity

Teaching Tolerance is an excellent publication and online resource for teachers, parents, and other educators who want to explore these issues with children further. You may find a variety of additional activities and resources on their website, www.teachingtolerance.org. Diane Charash, a reading teacher from New York shares some of her ideas she uses with her 2^nd grade class to teach a unit of study or discussion around issues of disabilities. Your group of girls may want to borrow some of her ideas and incorporate some of the suggested readings below:

Read the story called Lucy’s Picture, by Nicola Moon (Dial Books, $14.95), to the elementary classroom. This charming story tells of a young girl who creates a texture collage for her blind grandfather so that he can "see" his guide dog, his garden, the pond and surrounding hills through his sense of touch. The girls could also have the younger children make their own texture puppets using materials such as felt, burlap, rope and buttons. This craft activity helped them explore and refine their tactile awareness.

Read Patricia MacLachlan’s vivid narrative Through Grandpa’s Eyes (HarperCollins, $4.95) to the younger children. This narrative shows how John learns to "see" the world as his blind Grandpa does: realizing it’s morning by the warm feel of the sun; knowing that Grandma is preparing breakfast by the sound of clanging pots; recognizing flowers by their smell.

Read Bill Martin Jr. and John Archambault’s Knots on a Counting Rope (Henry Holt, $15.95). This story recounts the birth of a blind Native American boy and his relationship with his grandfather. Each time the elder tells his grandson the story of the boy’s birth, he ties a knot, representing strength, in a counting rope. When the rope is filled with knots, the boy will know the story and be strong enough to "cross the dark mountains" that he might face because of his disability.

Mom’s Best Friend, by Sally Alexander (Macmillan, $14.95), uses compelling photographs to tell the true story of the author’s experiences in training with a new guide dog. The bittersweet and candid narrative, told from the point of view of Sally’s young daughter, Leslie, follows Sally at the training center as she develops trust with her new dog and gets to know her blind peers.

Have the group view the Reading Rainbow video Best Friends (available from Great Plains National, [800] 228-4630), which contains a segment on the training of guide dogs. Afterwards, have the group talk about the special mobility challenges that confront the visually impaired.

Read A Very Special Critter, by Gina and Mercer Mayer (Western Publishing, $2.98) with the group. The story describes how "Critter," a made-up shaggy animal character who is disabled, helps his classmates with their studies, while they help him by pushing his wheelchair.

Incorporate Braille alphabet cards asking students to decode Braille words from a vocabulary list.

Develop "role play" situations with the children, for example, have the children "act out" who they would act if they met a blind child in a certain situation like a new student at school. Incorporate puppets into the role play situation.

Have the elementary class organize their own awareness campaign within their school. They could create a brochure, set up a display, give their own presentations, or write a book.

Ask students to make a list of Braille signs they find in their community (for example, on an ATM machine or an elevator door). Make a composite list and discuss the purpose of each sign and how helpful it would be to a blind person. Brainstorm other places where such signs would be useful to visually impaired persons.

The above resources and description of activities were based on and excerpted from "Through Different Eyes," an essay that originally appeared in the Fall 1997 issue of Teaching Tolerance magazine and currently appears on their website at www.teachingtolerance.org. Please visit this website for more details, curriculum ideas, and resources. Visit the "Brave Girls and Strong Women Bookstore:http://member.aol.com/brvgirls/ to locate and purchase other books.

D. Women Who Change the World

Suggested Use: This activity is useful to familiarize girls with the numerous women who have persevered to create change in their own lives and in society. The activity can be developed locally, using stories of local heroes, can incorporate the "heroes" that girls know and identify, or can refer to famous women (either well known, or not so well known) throughout history.

Goals and Learning Objectives

To develop awareness of the ways in which women contribute to positive change in the world.

To highlight the qualities of perseverance, discipline, and leadership within these women.

To provide opportunities for girls to practice research skills.

Materials Needed

Access to a library

Access to the internet (optional)

Directions

1. Begin lesson by sharing a quote by Margaret Mead: "It is said that a small group of thoughtful, concerned citizens cannot change the world. Indeed, it is the only thing that ever has." Engage the group in discussion and reflection activities about the meaning of this quote.

2. Lead a discussion to point out that throughout history, there have been many women who have exemplified the spirit of this quote – Rachael being one of these people, doing her part in the field of sled dog racing.

3. Identify a set of these women throughout history – either using the International Women of Hope Study Guide or through some other method of research.

4. Have each girl choose one of the women to research in-depth. The goal is to find out more about her life story, issues she pursued throughout her life.

5. Then, have each girl conduct research on the issues her "woman" worked on. How has the issue changed since the time the woman hero was alive? What are the current factors facing this issue?

6. Have the girls develop their own ideas and perspectives around this issue.

7. Hold a "timeless" conference for all of the issues. Structure it like an open forum. Have the girls be prepared to speak out about their issue, both from a present perspective and using the "voice" of their woman hero

Variations

Instead of a conference, girls can create a fictional "dialogue" around their issue, using the "voices" of their women heroes.

The girls could present their "conference" or "dialogue" to others, or hold a community forum, allowing others to weigh-in on the issue.

Resources

The WEEA Equity Resource Center has a great list of "Women of Achievement" and excellent biography references at http://www.edc.org/WomensEquity/women.htm

E. Everyday Dedication Assessment

Suggested Use: This activity is useful for building community awareness.

Goals and Learning Objectives

To help girls identify people applying dedication and discipline in their everyday lives.

To highlight the importance of discipline and dedication.

To practice research skills.

Materials Needed

None

Directions

1. Have group of girls conduct an assessment of their school, neighborhood, community, family, etc. to determine where everyday people are demonstrating dedication and discipline in their lives.

2. Have the girls document each of these "episodes" or "vignettes" of dedication.

3. When they are all collected, have them sort them and organize them, in various ways (by issue, by gender, by age), documenting these results as you go.

4. Compile all of the results into a dedication report that the group can present back to the community.

4. Dreaming "Big," Taking Chances, and Beating the Odds

A. Women Who Change the World

Suggested Use: This activity is useful to familiarize girls with the numerous women who have persevered to create change in their own lives and in society.

Goals and Learning Objectives

To identify local women leaders in the community and learn what it took to achieve their level of success.

To expose girls to positive role models in their community.

To practice interview and public speaking skills.

Materials Needed

None

Directions

1. With the group, identify local women leaders in the community. Who are the female political leaders? Who are the female business leaders? Who are the women community activists? What about the school principal or superintendent? You may want to bring the girls to the local Chamber of Commerce to identify local businesses with women CEO’s, to the City or Town Hall (or State House) to identify political leaders who are women, etc. Involve the girls in every step of the investigation.

2. Once you’ve identified these local leaders, have the girls prepare a set of questions to ask them on the phone, including inviting them to come and speak to the group.

3. Have the girls make the phone calls, arranging for the local leaders to speak to the whole group. Note: You may want to organize a panel of discussion with two or three women. Depending on the ratio of girls and women, you could have small groups matched with each woman.

4. Have the girls identify a set of questions to ask each of the women leaders either in a panel format or individual questions and answers.

5. Once all of the women leaders have spoken to the group, have the girls compile their responses, "publish" it, and distribute it throughout the community to raise awareness about women’s roles in community life.

Variations

Girls could visit the place of work, and ask questions while seeing how and where the women leaders in the community work.

Resources

Visit Rachael’s website: http://www.sleddogrides.com/; and learn more about dogsledding at http://www.wyomingstagestop.org/ and http://www.dogsled.com/.

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5. Learning From Others

A. Appreciation Circle

Suggested Use: This activity is an appropriate closing activity.

Goals and Learning Objectives

To have girls reflect on and appreciate others who’ve taught them valuable lessons in life

To build community within the group

Materials Needed

None

Directions

Have the girls sit on the floor in a circle.

Remind them of Rachael’s reference to what her father taught

her about life and acceptance at the end of Rachael’s story.

Ask each girl to share one thing they’ve learned from another

person in the group, the community, family or other.