WESTMINSTER 8TH GRADE

Leadership Retreat
FEBRUARY 10-11, 2011
Teacher Notebook….Table of Contents
 Itinerary for Thursday and Friday 2

 Packing List 3

 Chaperone phone numbers 4

 Grounds map 5

 Odds and Ends to Remember 6

 Activities and Initiatives –

Service Learning Modules
I– Overcoming Inertia 7
Three Ways to Serve and Learn
II – Focusing the Force 9
Coming to Consensus

III – Time to Accelerate 13

Writing a Grant Proposal

Human Ladder – The Art of Leadership 19

Reflective Hike – Thinking about Leadership 20

Navigation 21

No–prop Activities/ Rain Activities 24

Master Schedule by Team 26

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 The Westminster Schools
8th Grade Leadership Retreat
Simpsonwood, Norcross, GA
Daily Schedules – February 10–11, 2011

Thursday, February 10, 2011

7:15 am Arrive at School at “normal” time

7:45 am Group Homeroom in Turner Gymnasium
8:05-8:15 am Load Buses / Depart for Simpsonwood
9:00 am (±) Arrive at Simpsonwood – Settle in
9:30 am Daily Briefing in North Georgia Room
10:00 am Team-Building / Service Learning Initiatives/Project
Planning/Reflective Hike/Human Ladder/Navigation
Rotation by advisement groups
11:30 am-1:00pm Lunch in Dining Hall by assigned rotation
2:00pm Team-Building / Service Learning Initiatives/Project
Planning/Reflective Hike/Human Ladder/Navigation
Rotation by advisement groups
6:00 pm Dinner in Dining Hall
6:45 pm Special Devotion – North Georgia Room
8:00 pm Dance – North Georgia Conference Room
10:00 pm Curfew – Back to rooms; Pack up / ready for departure
11:00 pm Lights Out!

Friday, February 11, 2010

7:00 am Rise & Shine!!

8:00 am Breakfast in Dining Hall
8:45 am Daily Briefing – North Georgia Room
9:00 am Team-Building / Service Learning Initiatives/Project
Planning/Reflective Hike/Human Ladder/Navigation
Rotation by advisement groups
12:30 noon Lunch – Dining Hall
1:30 pm Check out / Load Buses / Departure
2:15 pm (±) Arrive at Westminster

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 The Westminster Schools
8th Grade Leadership Retreat
Simpsonwood, Norcross, GA
February 10–11, 2011
PACKING LIST
Recommended:
_ 1 pair long underwear (NOT COTTON)
_ 3 changes underwear
_ 2 sports bras for girls
_ 3 changes socks
_ Sleepwear
_ Outerwear: Jackets/pants/fleece for
extreme wind / cold / rain / snow
_ 1 pair of water proof boots or hiking shoes
_ 1 pair sneakers
_ 1 wool/fleece stocking-hat & baseball hat
_ 2 pair long pants or jeans
_ 1 pair shorts
_ 1 pair warm (water/wind proof) gloves
_ 2 warm shirts
_ 2 light-weight shirts
_ shampoo
_ comb/brush
_ toothbrush and toothpaste
_ writing materials
_ flashlight
_ 1 or 2 Nalgene water bottles marked with name

Suggested:
_ sunglasses
_ sunscreen
_ lip balm
_ insect repellent
_ small day / hip pack
_ camera (film / batteries / memory stick)
_ spending money ($20) for store souvenirs

Please DO NOT bring:

_ Knives
_ Cell Phones
_ Electronic Devices
Snacks (will be provided while at Simpsonwood)

Pillows, blankets and bed linens are provided.

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 Fireworks and firearms are prohibited at Simpsonwood.
WESTMINSTER 8TH GRADE
Leadership Retreat Trip
FEBRUARY 10–11, 2011
Faculty Chaperones Cell Phone #’s
Cell # MALE Cell # FEMALE

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 The Lodge at Simpsonwood Conference Center

Navigation

Reflective Hike
Hike

Howard Hall

Chattahoochee rm.
Chestatee/Ettowah rms.

North Georgia Room

O’Neill Room

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 Some Odds and Ends to Remember

 At the first orientation meeting, meet as homeroom and establish your system for always meeting back
together. Remember that no one is dismissed – to free time for example – until you have established a
protocol for when to meet back up and where.

 Please keep your cell phone on at all times. Also, remember to program some emergency cell numbers in your
own phone: Bo, Chuck, Susan, Mark, Chuck, Leslie Ann, etc.

 Students may not leave the dining hall until they have been dismissed.

 Certain chaperones will be designated to move to the front of the line at each meal so they can report to the next
gathering place when students are dismissed. We will start with all the ladies at our first lunch, the gentlemen at
dinner and continue rotating women/men.

 We will have a comprehensive first aid kit at the conference center with Pepto- Bismol, Sudafed PE, cough syrup,
etc.

 If you have a student who becomes ill, send them to Leslie Ann at the Rollins center and we will make
arrangements for him or her to be picked up.

 Bring a backpack, satchel, etc to tote your stuff. Be sure your name is on everything. Remind students to do the
same (backpacks, jackets, gloves, etc.).

 Everyone should carry a marked water bottle for all activities.

 Please keep your schedule/notebook with you at all times during the day. You will need this material, especially
if we have to make any schedule adjustments.

 Free Time –Students should only be in their accommodations by gender.

 Curfew indicates when students should be back inside their respective lodging. Lights out should be just that.

 We will have a scheduled snack at 2:30 on Thursday outside the North Georgia room.

 Students should not purchase drinks/snacks from the vending machines.

 Please remember always to keep your students close at hand.

 Lost and found will be located in a corner of the North Georgia Room. You may also want to start a lost and
found at each lodging.

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 Service Learning Module I
Overcoming Inertia
(Howard Hall – off the Dining Room, Rollins Center)

Facilitators:
Overview of Service Project Challenge – staff led
Learning from Examples – individual Groups
Sharing What We’ve Learned -- student led
3 Ways to Serve -- staff led

Description of Activities:
1. Overview of Service Project Challenge – Students will get an overview of the challenge that is before
them: to design a service project that has a positive impact on a particular issue or problem of choice. The
majority of projects will be carried out the morning of April 26th . Projects are not limited to this time period
exclusively. This time has, however, been set aside for them to use as appropriate.

2. Learning from Examples: Service is not an act; it is an attitude. A servant is one who is willing to
see a need, willing to learn all about the issue and willing to act.
 Homerooms will count off from 1-4, using cards which homeroom advisors will pass out. On the card is
a written prompt asking students to consider the examples before their groups and find one story to share
back with their homeroom. The prompt will ask students to focus on the need the individual was willing
to see, what he or she had to learn and how he or she acted.
 Students will have 15 minutes at their individual stations to browse, find a story to share and consider
the 3 elements of the prompt: a willingness to see, to learn and to act.
 Students will return to homeroom groups and the student leaders for Action Step 4 will facilitate a
discussion during which each group will share the story they found, using the 3 elements of the prompt
to guide them.

3. 3 Approaches to Service – Students will see how a particular topic can be approached either through an
advocacy project or an indirect or direct service project or some combination of the three approaches. This
will be a brief demonstration but will hopefully help students during their brainstorming to consider many
different possibilities.

Slide Show Example –with examples from the floor

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 Three Modes of Service Learning

Direct Engagement:
When students’ service activities bring them into direct contact with others, they are providing direct
service. These projects can encourage students to develop responsibility for their own actions, be
dependable, make a difference in another person’s life, focus on the needs of others and learn to get
along with people who are different. When students engage in direct service they are directly meeting
a need in the community.

Examples:

 Cook/serve/deliver food for the homebound or homeless;

 Staff a health clinic;
 Teach English as a second language;
 Tutor, mentor, or coach youth;
 Visit elders in a long term care facility;
 Volunteer in a shelter for the homeless.

Indirect Engagement:
When students’ service activities do not bring them into direct contact with other people, they are
providing indirect service. These projects provide some insight into problems that exist in society and
how individuals can make a difference. Students engaging in indirect service actually support direct
service.

Examples:

 Plan drug, violence, or disease prevention programs;

 Volunteer for disaster services;
 Assist with an environmental project;
 Participate in urban renewal projects such as mural or house painting;
 Build low-income housing;
 Fundraise with direct interaction with a nonprofit beneficiary;
 Create brochures, flyers, posters, or annual reports for a nonprofit organization.

Advocacy Engagement:
When students’ service activities involve them in lobbying, speaking, or performing in public support
of specific causes or issues, they are providing advocacy. These types of service encourage
students to persevere and become more aware that the system does not change quickly. They
enable students to articulate the problem, suggest logical solutions based on careful research, work
with adults, persuade people to act in new ways in relation to an issue or cause, understand the
duties and privileges of citizenship, and appreciate the complexities of the political or social process
and their roles in it. When students advocate for a cause they are seeking to eliminate a
community need.

 Conduct information campaigns;

 Draft legislation that helps or protects the community;
 Lobby on behalf of a community issue;
 Conduct nonpartisan voter registration drives;
 Organize a nonpartisan letter writing campaign for a social issue.

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 Service Learning Module II
Focusing the Force
(Howard Hall – Off the Dining Room, Rollins Center)

Facilitation:
Brainstorming Norms -- Staff Led
Brainstorming 3 ways – Student Led
Choosing the top 5 – Student Led
Decision-Making Tool Criteria – Staff led/ Student Leaders
Building Consensus -- facilitated by Student Leaders for Action Step 4 with staff available

Give out individual copies of problem-solving matrix

Description of Activities:
1. Brainstorming Project Ideas – This time is for students to brainstorm ideas. Before breaking apart into
collaborative groups, staff will offer some guidelines to consider for project ideas. Although some homerooms
may have already considered specific projects, students will be encouraged to suspend those constraints for the
moment and envision other project ideas as a way of thinking through possibilities. Students will also be
encouraged to focus on the ways they can share their time and talent beyond fundraising. The student leaders
for Action Step 4 will facilitate the brainstorming process. The student leaders will guide students through the
three different approaches to service and encourage students to generate ideas for each: Direct Service, Indirect
Service and Advocacy. The group’s ideas should be recorded on a piece of chart paper where everyone can see.
Student leaders should review the guidelines for good brainstorming.

 Think as a Community -- Encourage active participation of all group members.

 Keep it relaxed -- Help keep a high-energy, enthusiastic climate.
 Suspend judgment -- Do not criticize or compliment ideas as they are presented.
 Think freely -- Encourage creative thinking, including out of the box ideas.
 Tag on – Improve, modify and build on the ideas of others.
 Go for Quantity -- Avoid stopping when the ideas slow down; try to generate as long a list as possible
within the allotted time.
 Organize the Chaos --Take turns speaking and listen thoughtfully
 Appoint a scribe – Have someone volunteer to record all the ideas

2. Coming up with the Top 5 – Without any conversation, student leaders should give everyone a few
minutes to thoughtfully consider each of the ideas listed. Then, with eyes closed, students should raise their
hands to vote for three of the projects that they are excited about and interested in. The students leaders may
also vote, but they should keep tally of everyone’s votes. After tallying up the votes, the leaders should read out
the top 5 and write them in the space provided on the poster-size Problem Solving Matrix. Leaders should be
sure to write their homeroom’s name at the top of the poster.

3. Filling in the Matrix -- Students will see a short demonstration of how to create and use criteria-based
logic-elimination grid to rate brainstorming ideas. This tool has been designed to help students narrow in on a
particular project. The rating and scoring process will be modeled briefly by staff. Students will be reminded of
the factors they need to take into consideration, such as transportation and other budgetary constraints and how
to reach a consensus.

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Student Leaders will guide their homerooms as they generate the criteria by which their project idea could be
evaluated. These include the ones listed on the matrix, but should also include others, ranging from the
objective (such as cost) to the more subjective, (is this something we are passionate and excited about). These
criteria should be listed on the matrix where indicated.

4. Rating and Responding to the Project Ideas – After the matrix has been filled in, student leaders will
ask the homeroom students to rate each project for themselves on the individual copies of the matrix provided.
Using the numbers one through 5, with 5 being the highest and 1 the lowest, students will rate for themselves
each idea based on the criteria determined. When students are finished, they should turn the matrix over and
write on the back, responding to the prompt there. The prompt asks them to use the information from the
decision-making tool and their own insights to select the project idea that most/best speaks to them. They
should consider the ratings they have given each project, but they are not bound by the numbers alone. Students
will have 5-6 minutes to capture in words the reasons for their decision. They will have the opportunity later to
share their writing and lobby for their choice.

5. Sharing and Working toward Consensus – Staff will lead the whole group in generating group norms
for what it means to come to consensus. Students will be asked to consider what coming to consensus looks
and sounds like and inversely, what it does not look or sound like.

Consider
How will decisions be made?
Who will influence the decisions?
How will conflict be managed?
How should people feel about the decisions that were made?
What will happen if ideas are not followed up upon?
How will you know if people are satisfied with the decision?

After norms have been established, the student leaders will ask each individual to share aloud what he or she
has written about a particular project idea. After everyone has had an opportunity to share, student leaders will
facilitate discussion as the group tries to come to a decision about the particular project they would like to
pursue.

Student voice and individual assessment will go a long way in helping to determine the best choice of project.
However, group consensus and compromise will play the deciding role in honing in on a selection. Student
should remember that aspects from one project might be melded into another to come up with the best project
idea. Student leaders can coach students in looking for ways to combine and re-create original ideas –
borrowing the best from several project proposals.

Groups should not necessarily expect to complete this process during this time. We will start the discussion,
take a break and reconvene during SL III, during which there will be plenty of time to finish this process and
begin to plan the project.

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 Reflective
Writing Prompt:

Use the information from the decision-making matrix, as well as your own insights, experiences, and interests to carefully
consider each project idea. Take the next 5-6 minutes to capture your thinking in words by responding to the prompts
below. You will have an opportunity later to share your writing.
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 Which project idea(s) that speak(s) to you and what are the reasons for your decision?
 What are the merits of such a project and how does it conform to the criteria and considerations that your group
has agreed upon?
 How could you marry the best ideas of different projects into one that truly represents the interests of your
homeroom?

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 Service Learning Module III
Time to Accelerate
(O’Neil Room – Rollins Center)
Facilitation:
Spring Service Initiative Proposal – staff will offer suggestions as to how to begin planning and introduce
the Project Proposal form and explain its use
Project Planning and Proposal Development – student leaders will facilitate the planning for the project and
the development of the project proposal presentation.

Description of Activities:

1. Project Planning –
a. Strike while the iron is hot. The time to begin planning is now while their ideas are fresh in
everyone’s minds. Now that Student Leaders for Action Step 4 have helped the group come to
some consensus around a project idea, they will hand off to a new set of leaders for step 5 in
order to plan.
b. The Student Leaders for Action Step 5, acting as facilitators, will assist by asking questions that
help direct planning and guide the other students as they outline in more detail exactly how they
will carry-out their selected project. This is a leadership opportunity for all students – a chance
for them to realize that they can make a difference. (Teachers can be a valuable resource to your
group as they can foresee logistical details and possible stumbling blocks.) Asking questions can
help students generate a list: What supplies will you need? What questions remain unanswered?
Whom will we need to contact? Suggesting that the group break-down the project into “next
steps” will help students zoom in on the individual elements that make up the larger project.
c. Mobile laptops will be available for research, as well as chart pads and markers for note-taking.
Staff will be on-hand, traveling around to consult with groups concerning individual projects and
pertinent details.

2. Project Proposal – Once student groups have fleshed out an outline for their projects, they will need to
proceed to the proposal phase.

 Students will need to draft and revise their project proposals ultimately to be submitted on the
attached form. The proposal walks students through the various steps of the initiative, allowing
them to explain the why and the how of their particular project. Great care should be taken in
thoughtfully drafting the responses to the different parts of the form in order to communicate
effectively the hopes, intentions and plans of the homeroom.

 Students will have one more planning time during the assembly period on Tuesday, February
15th and Friday, February 18th to complete the proposals and plan their presentations.

 On February 22nd these proposals will be presented to a committee comprised of members of the
Service Learning Leadership Council, the community and the school in order to secure approval
and funding. These presentations should last from 3-5 minutes and should include some kind of
visual aide, slide show, etc. After the initial presentation, members from the committee may ask
questions and offer guidance to the group. Each proposal and presentation will be thoughtfully
considered and evaluated.

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  Members of the SLLC will meet with individual homerooms on Tuesday, March 1st to explain
the committee’s response to their request. They will detail the amount of money approved and
confer with the homeroom regarding any questions, suggestions or requests the committee might
have in moving forward. Homerooms will have additional planning time during assembly period
that day.

Project Timeline

Tuesday, February 15th Project Proposal Writing 10:35 -- 11:15

Friday, February 18th Project Proposal Writing 10:20 – 11:15
nd
Tuesday, February 22 Project Proposal Presentation 10:15 – 11:15
Tuesday, March 1st Project Proposal Feedback 7:55 – 8:10
Tuesday March 1st Project Planning 10:15 – 10:40
Friday, March 18th (CEW) Project Planning 10:00 – 11:15
Tuesday, March 22nd Project Planning 10:35 – 11:15
Tuesday, March 29th Project Planning 10:35 – 11:15
th
Friday, April 15 Project Planning as needed 10:15 – 10:40
Tuesday, April 19th Project Planning Finalization 10:35 – 11:15
Tuesday, April 26th Project Implementation 8:00 – 12:00
Tuesday, May 3rd Project Presentation Planning 10:35 – 11:15
Tuesday, May 10th 8th Grade Projects Presentations Assembly 10:20 – 11:15

Please remember that these dates are subject to some modification as circumstances require.

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Project Cycle

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 The Glenn Institute Grant Application
(To be turned in via Moodle)

Provide the following information to assist the Service Learning Leadership Council Grant Advisory Board in
making their decisions concerning financial and other support they might provide your homeroom.
Homeroom:

Project Name:

Vision Statement: What is the issue you are going to address? What impact do you hope to have?

Project Description: What are you proposing to do? How will your project work? Describe in narrative form
the details as to how you will execute your vision statement. On a piece of chart paper create a project plan flow
chart that maps the steps that you need to take in order to bring the service initiative to fruition. You will present
this to the Glenn Grant Advisory Panel during your presentation.

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Community Partner/Nonprofit Organization: Whom have you chosen to support through your project? What
is the organization’s mission statement? Include some history and information about the programs and services
they provide. Check out their rating on Charity Navigator and report any findings. Include your contact person
and number if possible.

Identify Needs: What will you need to complete your project? List below and indicate the items or services for
which you are seeking funding assistance.

Able to Need
Resources Needed Obtain Funding Quantity & Cost
Ourselves

TOTAL GRANT REQUEST: $

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Notes for Presentation to The Glenn Institute High School Grant Advisory Board: Are there questions you
might want to ask the panel? Is there any advice or assistance you might ask them to provide?

The Glenn Institute High School Grant Advisory Board’s DECISION & COMMENTS:

Homeroom’s Project Report: After completing your service initiative, please submit a one paragraph
summary about the project to The Glenn Institute High School Grant Advisory Board.

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 Human Ladder
Leadership in Action
(Chattahoochee Room, Brooks Hall)
Goals:
Trust building
Communication

Materials:
One ladder rung per pair (approx. 3’ long 1.5” wide)
Two chairs or some other objects to climb up/down on ladder

Set up:
Have the group members pair up with someone roughly the same size as them. Pairs should line up opposite one another,
forming two lines of people, shoulder to shoulder. Rung holders should hold the rungs with both hands with arms
comfortably extended. Rung holders should keep knees bent and their feet in spotting stance. The rungs should be all
roughly at the same height and as level as possible.

One climber will go at a time, with one spotter on each side, and a safety manager at the end.

The climber will step up onto the chair in preparation to walk the ladder. The climber will ask all the rung holders,
“Ladder ready?” and all rung holders should reply “ready”. Once they have heard that affirmation, the walker should then
say “walking” and the rung holders should reply “walk away” if they feel that they are ready for the walker.

The spotters should walk on either side of the walker, providing an additional safety net if needed.

The safety manager will hold the chair at either end of the ladder and ensure that all ladder holders are paying attention
and doing their job.

Safety Issues:
The ladder walker should always have three points of contact with the ladder and the rung holders heads (one foot, two
hands or two feet, one hand). Walkers shouldn’t stay too long on any one rung, and should only have one foot per rung.

*Make sure that the activity is briefed with physical and emotional safety in mind. No comments on people’s weight or
strength should be allowed.
Variations:
If you get through each person and have extra time, you can add obstacles so that the ladder rungs are at different heights.
You can also have the walker be blindfolded. Lastly, you can change the challenge to a distance challenge by having the
pairs join the end of the line once the walker has passed over their rung.

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 Reflective Hike
Thoughts on Leadership
(Meet at Campground)

Facilitation: Solo -- Directions will be given by staff / Homeroom advisors will

facilitate collective sharing

The Solo Walk: As a reflective exercise, students will be directed to take a solo walk. In this activity,
students would be spaced at 1-minute intervals to walk along a trail alone and observe their surroundings and
reflect on the Odyssey Course experience.

Groups will re-convene and share their thoughts and observations from their ‘solo’ and then share their
thoughts/ fears about the Odyssey course. This will be adapted based on whether the walk precedes or follows
the Odyssey experience.

Thought Questions for Students to Consider:

 Compare being out of your natural element in the wilderness to being out of your natural element on the
Odyssey course? How might you extend the metaphor?
 What fears do/ did you have about the Wilderness? About the Odyssey course?
 How were/ will you able to find your way through the Odyssey? How were you able to find your way
through the Wilderness?
 How do these traits/skills fit with your definition of leadership?
 How can you apply any of these situations to your normal lives at school or elsewhere?
 What can you take from any or all of the Blue Ridge experience to help as you work to develop your
service initiative?

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 NAVIGATION
What is it to Lead
(Athletic Field)
(In case of ghastly weather, this activity will take place in the unheated gym in the Chestatee
and Etowah buildings in Brooks Hall)
Goal/Life Skill
Problem Solving
Trust Building
Communication

Objective
To work with a small group of people to successfully navigate through a field filled with obstacles, touching as

few as possible.

Materials
A bounded area (can be inside or outside) made with ropes, masking tape, or marked with cones
Items for students to go around…cones, papers, balls, rubber chickens, carpet squares, trashcans…etc.

Time
30 minutes

Set Up
Set up a large area that has a boundary…Items are scattered randomly, but relatively equal within a bounded area. Have a
safe zone that is visually apparent marked with a play rope, masking tape or line boundary. Then break the group up in to
smaller groups of three. If there is not an even number, it is preferable to use groups of four rather than groups of two.

Framing

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How would you get around in this world if you suddenly lost your ability to see or speak? What sort of
problems do you think you might face? Do you ever feel as though you can’t see a clear path ahead of you? In
this activity we will have the opportunity to put our trust in our teammates as we attempt to navigate through a
maze of obstacles.

Guidelines
1. Choose one person in your group to be the compass (they can see, but not speak or move), one will
be the ship (they can move, but not see or speak), and one person will be the captain (they can
speak, but not see or move).
2. Create a plan for communicating within your group to get your ship safely across the circle, touching
as few obstacles as possible.
3. When all groups are ready, have the ships step up to the circle and be blindfolded (you may want to
rearrange the obstacles so that they can’t rely on their memory to get them through the maze).
4. Count the total number of times the people who are moving through the playing field touch an
object.
5. Have the members of the groups switch roles and re-plan their strategies to reduce the number of
times they touch the obstacles.
6. Once the second round is completed, have the group members switch roles one last time and then
ask them to come up with a common goal for the number of times they will allow themselves to
touch an obstacle while moving through the playing field.
Safety
Have the person walking through the maze keep their bumpers up (arms slightly bent, hands up to protect
themselves).

Debrief
 How did you feel when you were the captain/ship/compass? Which role did you prefer? Why?
 What was the most difficult thing about this activity for you?
 What might the obstacles in this maze represent in your life at Westminster?
 What happens when you hit an obstacle and have to start over?
 Not all obstacles can successfully be avoided, but some can. What can you do to avoid as many obstacles as
possible?
 Who or what might represent the captain/ship/compass in your life? Who or what can serve as the
captain/ship/compass for the 8th grade leadership initiative?
 What are some obstacles you foresee with this initiative and what can be done to overcome them?
 How can you take what you’ve learned from this activity and apply it to your leadership initiative?

Facilitator Notes
If students do not wish to wear a blindfold, they may close their eyes for the duration of the
walk. Although students may try to get through as fast as possible, remind them that this
is not a race. Emphasis should be on trusting your partner to get you through the maze
safely.
Variations
If you have a particular goal that you would like each person to focus on, you can have him or her write it on an index
card. Before the start of the activity, have the partners discus their goals with each other. They can place them somewhere
in the maze. The captain and the compass will then lead the ship through the maze to their goal. This sets up a discussion
about pitfalls or obstacles one might face while trying to reach their goal.

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 Additional Activities- 8th Grade leadership Retreat

No-Prop Activities
These activities can be used anywhere and at anytime, if you find your group with some down time.

The Knot
Students form a tight circle, everyone facing in. Have them raise their right hands. Reach across the
circle and grasp another person’s hand. Then do the same with their left hands. Without losing contact,
the group must untangle themselves.
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Together, the group must count to twenty-one in random order. No member of the group can say two
consecutive numbers. There is absolutely no gesturing of any kind. No talking unless saying a number.

Animal line up
Students form one line, shoulder to shoulder. Go down the line and whisper an animal into each
student’s ear (elephant, mouse, frog, rabbit…). Students must then line up in order of smallest to largest
animal. You can add certain parameters to the game, depending on what the group can handle. For
example, students maybe blindfolded and can’t talk. Or perhaps they can see but can’t talk and so they
have to act out the animal.

Prop Activity
Turnstiles

Goal/Life Skill
Group planning and decision making
Overcoming initial failure

Objective
To move your entire group from one side of a turning rope to the other without touching the rope

Materials
One retired climbing rope long enough to use as a two person jump rope.

Time
15 to 30 minutes depending on level of difficulty

Set Up
You and your partner hold opposite ends of the rope with the group completely on one side.

Framing
Your homeroom has had to accomplish many tasks and will have to pass through many hurdles to accomplish
your leadership initiative. During this activity you’ll have to use the team-building skills you’ve learned during
this experience to make your way through the different levels of this challenge.

Guidelines
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Round 1: Get the group from one side of the rope to the other without touching the rope. If someone touches, the group
must start over

Round 2: Get the group through the rope without touching in consecutive rotations. If the rope makes a full rotation
without someone passing through the rope, the whole group must start over

Round 3: Following all the rules from the previous two rounds, see how few rotations you can get everyone through in.

Round 4: Everyone must jump together. They do not have to run in and jump, they can all start together in the middle.

Safety
It is essential that students be careful and are aware of the rope. It is a tripping hazard as well as dangerous if
caught around the neck. The speed of the rope turning is up to you as a facilitator. Keep it within reason, and
keep it safe.

Debrief
 What happened?
 If the group was highly successful, what were the methods that worked?
 How did you all agree on a method?
 If not, what were some areas you might change if you did this activity again?
 Was it frustrating to have to start completely over? What pushed you to try again?
 Have you faced any of these same challenges with your leadership initiative?
 What do you see being your team’s greatest challenge as you continue working on this project? What are some
ways you could alleviate these potential problems?

Additional Challenge
If the group has time, you can add an additional level onto the different challenge stages. To accomplish level 5, the group
must get everyone through to the other side following the same rules as all the previous levels. In addition, three people
must jump with every turn of the rope

25
 Thursday
I,2 3, 4 5,6 7,8 9,10 11,12 13,14
Mackey Gough Caldwell Lalley Davis Hansen Reina

  Dietrich   Dobbs Braden Woods Orsini

Sadtler Hoyos Meyer Eubanks Wild Plomgren Jones
    Chalberg Karvis      
9:00 Settle In Settle In Settle In Settle In Settle In Settle In Settle In

9:30 Briefing Briefing Briefing Briefing Briefing Briefing Briefing

10:0
0 DGW DGW DGW HL HL Hike SL I
10:3
0 DGW DGW DGW HL HL Hike SL I
11:0
0 DGW DGW DGW Free Free Hike Hike
11:3
0 DGW DGW DGW LUNCH SL I SL I Hike
12:0
0 LUNCH LUNCH LUNCH LUNCH SL I SL I Hike
12:3
0 LUNCH LUNCH LUNCH Free LUNCH LUNCH LUNCH
1:00 SL I Navigation HL SL I LUNCH LUNCH LUNCH
1:30 SL I Navigation HL SL I Free Free Free
2:00 Hike SL I SL I DGW DGW HL HL
2:30 Hike SL I SL I DGW DGW HL HL
3:00 Hike Hike SL II DGW DGW SL II SL II
3:30 Free Hike SL II DGW DGW SL II SL II
4:00 HL Hike Free SL II SL II DGW DGW
4:30 HL Free Hike SL II SL II DGW DGW
Navigatio
5:00 SL II SL II Hike Navigation n DGW DGW
Navigatio
5:30 SL II SL II Hike Navigation n DGW DGW
6:00 Dinner Dinner Dinner Dinner Dinner Dinner Dinner
6:30 Dinner Dinner Dinner Dinner Dinner Dinner Dinner
Devotiona Devotiona Devotiona Devotiona
6:45 Devotional Devotional l Devotional l l l
Devotiona Devotiona Devotiona Devotiona
7:00 Devotional Devotional l Devotional l l l
7:30 Free Free Free Free Free Free Free
8:00 Dance Dance Dance Dance Dance Dance Dance
10:0
0 Curfew Curfew Curfew Curfew Curfew Curfew Curfew
11:0
0 Lights out Lights out Lights out Lights out Lights out Lights out Lights out
26
Navigation-- Athletic Field
Hike -- Campground  
HL -- Chattahoochee    
SL I -- Howard  
SL II -- Howard  
SL III -- O'Neil  
Free -- HR planned    

Friday
I,2 3, 4 5,6 7,8 9,10 11,12 13,14
Mackey Gough Caldwell Lalley
Davis Hansen Reina
  Dietrich   Dobbs Braden Woods Orsini
Sadtler Hoyos Meyer
Eubanks Wild Plomgren Jones
    Chalberg
Karvis      
Breakfas
8:00 Breakfast Breakfast Breakfast Breakfast t Breakfast Breakfast
Breakfas
8:30 Breakfast Breakfast Breakfast Breakfast t Breakfast Breakfast
9:00 Free SL III Free Hike SL III SL III SL III
9:30 Navigation SL III Navigation Hike SL III SL III SL III
10:00 Navigation SL III Navigation Hike SL III SL III SL III
10:30 SL III SL III SL III SL III SL III SL III SL III
11:00 SL III HL SL III SL III Hike Free Free
11:30 SL III HL SL III SL III Hike Navigation Navigation
12:00 SL III Free SL III SL III Hike Navigation Navigation
12:30 LUNCH LUNCH LUNCH LUNCH LUNCH LUNCH LUNCH
1:00 LUNCH LUNCH LUNCH LUNCH LUNCH LUNCH LUNCH
1:30 DEPART DEPART DEPART DEPART DEPART DEPART DEPART

Navigation-- Athletic Field

Hike -- Campground  
HL -- Chattahoochee    
SL I -- Howard  
SL II -- Howard  
SL III -- O'Neil  
Free -- HR planned    

27