Activity Guide for

Daisies, Brownies, and Juniors

 World Thinking Day

I
n Girl Scouts, you are part of a special group of girls that stretches
across the world. On February 22 of each year, Girl Scouts and
Girl Guides from 150 countries celebrate World Thinking
Day. (That’s one big celebration!) World Thinking Day is a
way to celebrate with girls all over the world by doing the
same activities around a shared theme.

The 2020 World Thinking Day theme is “Diversity,

Equity, and Inclusion.”

To earn your World Thinking Day award, you will explore

the meaning of diversity, equity, and inclusion and carry out
a Take ActionTM project to address the theme in your community
or beyond!

World Thinking Day Award Activities

There are five steps to earning your World Thinking Day award.
1. Explore World Thinking Day and the diversity of the Girl Scout
movement
2. Explore inclusion and diversity
3. Explore equity
4. Prepare and plan a Take Action project for World Thinking Day
5. Carry out your Take Action project

The first three steps have choices that will help you explore diversity,
equity, and inclusion, and connect to your Girl Scout sisters!
In steps four and five, you’ll plan and then carry out a Take Action
project that makes your community, country or world a more
diverse, equitable or inclusive place.

Let’s get started!

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STEP 1
Explore World Thinking Day and the
diversity of the Girl Scout Movement
Choice 1: Make a Diversity, Equity, Inclusion Collage

With your Girl Scout friends and an adult if you need help, look up the
definitions for diversity, equity, and inclusion in the dictionary or the
glossary at the end of this activity pack. Then split up into three teams
and make a collage that represents one of the words. You can use
magazines, poster board, crayons, markers, whatever supplies you
have!

Once every team is finished, present your collage to the group. Make
sure you all understand the meaning of diversity, equity, and inclusion
by talking about what you created! You might want to talk about:

n Do you know someone who is different from you? What makes that
person different?

n Do you know someone who is the same as you? What makes that
person the same?

n Is it a good thing that some people are the same and some people
are different? Why or why not?

n What does it mean to be included? What does it feel like?

n What are ways that you can include others?

n What does it mean to be fair? How are you fair at home or at

school?

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Choice 2: Create a World Thinking Day Song

Singing songs is one of many fun Girl Scout traditions. You

can sing while you are hiking, at meetings, at ceremonies, and
around a campfire! Songs help bring us all together.

One song that connects all Girl Scouts and Girl Guides around
the world is The World Song.

The World Song 1

Our way is clear as we march on,

And see! Our flag on high,
Is never furled throughout the world,
For hope shall never die!
We must unite for what is right,
In friendship true and strong,
Until the earth,
In its rebirth,
Shall sing our song!
Shall sing our song!
All those who loved the true and good,
Whose promises were kept,
With humble mind, whose acts were kind,
whose honor never slept;
These were the free!
And we must be,
Prepared like them to live,
To give to all,
Both great and small,
All we can give.

After singing the world song, make your own song for World
Thinking Day (you can also make a poem if you prefer). Try
to use some of these words: diversity, equity, inclusion,
sisterhood, girls, and world.
Then teach your song to the group!

1 GSUSA acknowledges the World Association of Girl Guides and Girl

Scouts. For more, https://www.wagggs.org/en/terms-conditions/ (ac-
cessed May 7, 2019)

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 Choice 3: Connect to Girl Scouts and Girl Guides around the World

The Girl Guide/Girl Scout Global Sisterhood is Then talk with a friend, family member,
huge! Did you know you have 10 million sisters or other Girl Scout about what you see in
in over 150 different countries? Take a look these pictures. Do these pictures represent
at the pictures of Girl Guides and Girl Scouts diversity within our movement? How can
and see if you can find three similarities and you help girls in your community feel
three differences between the girls in the included in Girl Scouts and make sure that
pictures and Girl Scouts in your community. all girls are treated fairly?
Girl Guides of Mexico Girl Guides of India

Girl Guides UK
Scouts Switzerland

Girl Guides Uganda

Girl Scouts of the United States of America

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STEP 2:
Explore inclusion and diversity
Choice 1: Play the Tight Hands Game

You will need a group to play this game. Hold hands with other girls and
make a circle. Have three girls be “outsiders.” The outsiders must try to
get into the circle through spaces between people, while everyone else
tries to keep them out—gently, no pushing or shoving allowed.

When the outsiders get into the circle, choose new girls to be “outsiders”
until everyone has had a chance.

After everyone has had a chance to be the “outsider,” talk about what
the game felt like. Some questions you might want to ask to get the
conversation going are:
n What did it feel like to be an outsider?
n Did anyone want to let the outsiders inside the circle?
n Did you let her slip in? Why or why not?
n Have you ever felt like an outsider in school? When?

After discussing the game, play again, but this time in addition to the
three outsiders, one girl in the circle will be the “Peaceful Person.” As
a Peaceful Person, this girl can help an outsider get into the circle. The
other girls in the circle must follow the Peaceful Person’s directions, so
if she says “Let her join” or “Release your hands,” the other members in
the circle must do it. When an outsider gets into the circle, she becomes
the new peaceful person. Play until everyone has had a chance to be an
outsider and the peaceful person. Then talk about how this felt. You may
want to ask:
n What did it feel like to be an outsider in the first version of the game?
n What did it feel like to be part of the circle?
n What did it feel like to be a Peaceful Person?
n How did it feel to be left out?
n Are there any clubs or daily routines that exclude certain groups?
What can we do to make sure everyone’s included?

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Choice 2: Act Out a Piece of Girl Scouts History

Girl Scouts has always been a movement that is diverse

and inclusive. From the very beginning, Juliette Low thought
that girls of every ability and background should be able to
participate in Girl Scouts. The first 18 Girl Scouts in Savannah,
Georgia, included girls from wealthy families as well as
girls from the Female Orphan Asylum and Jewish girls from
Congregation Mickve Israel.

Girl Scouts has also played an important role in difficult

periods of our nation’s history. Girl Scout troops supported
Japanese-American girls in internment camps during World
War II in the 1940s, and by the 1950s Girl Scouts was leading
the way to integrate all of its Girl Scout troops during the civil
rights era.

Visit your local library, and check out The Other Side by
Jacqueline Woodson about two friends during the civil rights
era or A Place Where Sunflowers Grow by Amy Lee-Tai about
a girl and her family during Japanese internment in World
War II, or a picture book that addresses this year’s theme of
Diversity, Equity, and Inclusion.

After reading, talk about the girls in these stories:

n What did the main characters feel in the story?
n Why do you think they felt that way?
n How might you have felt if that happened to you?
n What do you think would happen if these girls joined Girl
Scouts?

Then act it out! Pretend you are starting a troop in

Clover and Annie’s town in The Other Side or in Topaz, the
internment camp where Mari and her family live in A Place
Where Sunflowers Grow. Divide into roles of a troop leader,
characters from the story, and other girls who might be in the
troop they are imagining. Explore what it might have been like
to be a Girl Scout in those circumstances—how might it have
been challenging? How might it have been rewarding?

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Choice 3: Make a Welcome Mat

For this activity, you will need:

n Plain coir mat
n Spray paint
n Masking tape
n Adhesive letters 
n Rulers (optional)
n Newspaper or something to protect a worktable or floor.

Think about a time when you might welcome others—for example,

when someone new comes to your school or if you are having friends
over to your house. When you welcome someone, that person feels
included. How does it feel when you are included in something? How
does it feel when you are left out of something?

In this activity, you’ll create a welcome mat using words in many

other languages. Pick two or three of the words that mean welcome
in another language (there are some examples below). Carefully
apply adhesive letters to your coir rug, as straight as possible. When
the letters are on, use masking tape to make a pattern. Then spray
with spray paint and wait for the rug to dry. Once it is completely dry,
remove the tape and letters to see your inclusive creation!

Velkommen (Danish—pronounced Vel-koh-men)

Welkom (Dutch—pronounced Wel-comb)
Bienvenue (French—pronounced Bee-ehn-ven-oo)
Bienvenido (Spanish—pronounced Bee-ehn-ve-nee-doh)
Fòonying (Chinese Cantonese—pronounced Foon-yen)
Huanyíng (Chinese Mandarin—pronounced Hoo-ahn-ying)
Aloha (Hawaiian—pronounced Ah-loh-ha)
Svagat hain (Hindi, a language spoken in India—pronounced Sva-
gaht ha-AIN)
Yokoso (Japanese—pronounced Yo-o-ko-so)
Hwangyong-Haminda (Korean—pronounced Hwan-yan Ham-ee-
doh)
Mabuhay (Filipino—pronounced Ma-BU-high)
Ahlan ‘wa Sahlan (Arabic—pronounced Ahh-lehn wa Sa-lehn)
Shalom (Hebrew, language spoken in Israel—pronounced Sha-loam)
Karibu (Swahili—pronounced Care-ee-boo)
Vitej (Czechoslovakia—pronounced Vee-tai)
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STEP 3:
Explore equity
Choice 1: Play the Bandage Game

Write different types of sicknesses or health issues on index

cards (for example: a cold, broken leg, cough, headache, knee
scrape, paper cut, etc.), enough for one card for each girl who is
playing this game. Give each girl a card and have everyone act out
their card.

Once everyone has acted out their illness, give each girl a
bandage to “cure” her illness. Then talk about whether this solved
each girl’s problem. For girls who had a paper cut, a bandage
might be a good solution, but it wouldn’t really help a girl with a
cold. It was equal, but it wasn’t equity.

Even though everyone was treated equally in this situation (they

received a bandage), everyone didn’t get what they needed.
Equity means giving everyone what they need to be successful,
even if what they need is different. People have different needs.
In this case, equity would have meant giving people different
treatments because they had different injuries.

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Choice 2: Find out “What’s Fair”

For this activity, you will need small items, such as pieces of
candy or marbles. Hand them out to everyone in the group,
but don’t share them equally. Give some girls 5 or 6, some 3 or
4, and some girls should just have 1. Keep the most items for
yourself.

After handing out the items, ask girls to write or draw how they
feel about the stash they just received. For example, do they
feel upset, angry, sad, pleased, or happy?

Once everyone has written down how they feel, ask the group
to share their feelings. You might want to ask:

n How did it feel when you didn’t have the same marbles (or
candy) as the other girls?

n Is this fair? What would be equitable?

n Let’s say you know one of the girls already has marbles (or
candy) at home. Should she still get some here? Is that fair?

n What would you do if one of you asked to bring some

marbles (or candy) home for her brother or sister? Should
everyone be able to bring something home?

After talking about the piles and your feelings, decide as a

group how you’d like to share the items to be more equitable.

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Choice 3: Take an Equal Hike

Take a hike in a park or outdoor space in your community. As you

are hiking, think about whether this hike is accessible to everyone,
and how it could be made accessible. For example, could someone
in a wheelchair use this path? What about someone with visual
impairments? Or someone who speaks another language? Would they
be able to read any signs?

Talk with a park ranger to find out more about accessible trails and
why they are important. If possible, ask if there is an accessible trail
available and compare it to the trail you hiked.

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STEP 4:
Prepare and plan a Take Action
project for World Thinking Day
In a Take Action project, you:
n Identify a problem Once you’ve settled on your idea,
you’ll need to plan your project.
n Come up with a sustainable solution
Here are some good questions
n Develop a team plan that can help you get started:
n Put the plan into action
n People: Who can help with your
n Reflect and celebrate! project?

To think of a problem for your World Thinking Day Take

n Supplies: Will you need to create
posters? Print flyers?
Action project, you can ask yourself: are there times you
have seen people excluded or treated unfairly? Do people n A space: Will you need a place
feel welcome in your community? to carry out your project? Do you
need help getting there?
Remember to make your project sustainable. That means
the benefits of your project will last even after your
n Money: Do you need to put
together a budget? Will you use
project is over. Here are three ways to make your project
cookie money to support this
sustainable and an example of each!
project?
n Make your solution permanent. For example, you
might build a buddy bench at your school to help new n Time: What tasks need to be
done? When does each task need
students feel welcome and included.
to be finished? How much time
n Educate and inspire others. Make a video will you need?
celebrating the diversity of your community and share
it with your network. n What else?

n Change a rule or law. Work with your city government

to ensure that city resources are available
to the blind or visually impaired.

The ideas are endless! Please do not choose a project from these
examples. Instead, brainstorm ideas that will meet a need in your
community, get feedback, and come up with a plan.

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STEP 5:
Carry out your Take Action project
Once you’ve created your plan, it’s time to carry it out! This step will
depend on the plan you created in Step 4, but you might need to
create something (posters, videos, presentations, etc.) or contact
someone (your principal, a community member, an administrator, or a
government official). Whatever your next step is, be sure to complete
it!

Once you’ve finished your Take Action project, take time to celebrate
and reflect. What did you like about your Take Action project? What did
you learn? What might you change next time?

Congratulations on earning your World Thinking Day award and making

the world a more diverse, equitable and inclusive place!

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GLOSSARY
Accessible: Something that can be used or Equity: Fairness or justice in how people are
entered. For example, an entryway with a ramp is treated. For example, providing children with
accessible for a person in a wheelchair. disabilities accommodations at school so they
can use their equal right to education.
Braille: A system of writing or printing used by
the blind. Braille uses raised dots and points on Fairness: Treating people in a way that is right or
a page that represent letters, and a blind person reasonable.
can “read” these by touch.
Heritage: Something that comes from a person’s
Brainstorm: When you try to solve a problem or family or ethnic background. For example, a
come up with new ideas by having a discussion person may be proud of her Latina heritage.
with another person or group of people.
Inclusion: Accepting or taking in others. The
Civil rights era: During the 1950s and 1960s, opposite of this is exclusion, which is when you
African Americans fought to have the same rights don’t allow or take in others.
that other Americans had. For example, they
fought to allow blacks to attend the same schools Internment (Japanese internment camps): To
as whites, to sit where they wanted on public confine someone especially in a war. During World
transportation, and to end unfair voting practices War II, after the Japanese bombed Pearl Harbor in
against black Americans. Hawaii, Japanese Americans in the western part
of the United States were forced to leave their
Collage: Artwork made by gluing different pieces homes and live in prison camps.
of material to a flat surface such as paper or
poster board. Movement: A group of people or organizations
working together to achieve the same goal.
Disability: A condition that makes a person
unable to do something most people can do. Outsider: A person who does not belong to, or is
not allowed to join, a particular group.
Discrimination: When you treat someone
unfairly because of something about their identity, Society: A community or group of people who
especially race, age, gender, sex, religion, etc. live in the same country or area and are linked
to each other by things such as their laws and
Diversity: Having different types of people in customs.
a group, such as people of different races and
cultures. Many schools in America are diverse WAGGGS: World Association of Girl Guides and
and include students of different races and from Girl Scouts
different backgrounds and cultures. It’s important
World Thinking Day: On February 22 of every
to accept and respect people from different
year, Girl Scouts and Girl Guides celebrate global
background in order to support diversity.
sisterhood by giving back to the movement in
Equality: Being equal, fair, and the same for honor of World Thinking Day. Each year is marked
everyone. For example, equality is when everyone by a theme—in 2020, it’s Diversity, Equity, and
has the same right to go to school. Inclusion.

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