GET READY AND GET SET SO YOU CAN GO GLOBAL! Teen Travel

Girl Travel Workshop Girl Scouts of Western Washington and Hostelling International Page 1 of 14

GET READY AND GET SET SO YOU CAN GO GLOBAL! Teen Travel Workshop: Want to travel but feel like you aren’t ready? Already a travel pro but want to make sure your group is ready?

Want to learn more about the development of the travel pathway and resources and tools to come? Join us for this session about what’s on the horizon for the Girl Scout travel pathway.

TIME: 3 hours. Additional activities that can be used during the planning cycle are indicated throughout the session

design. FACILITATORS: In this guide, there are “scripted paragraphs”. Don’t read the script, but put the idea in your words. The script is

there to ensure that the concept is covered in the step. MODULES & STEPS: Module I Welcome

Step 1 Welcome, Introductions and Plan for the Day

Step 2 GS/HI Resources: GTT and Passport to Adventure and How Travel Supports the Missions of GS and HI

Module II Planning the Trip Step 1 Steps to Awesome Travel Opportunities Step 2 Purpose, Place and Time Step 3 Expectations of Each Other

Step 4 Budgeting and Planning your Trip Step 5 Money Earning

Module III What to Expect on the Trip Step 1 Culture Quest and Culture Shock Step 2 What to Pack and Wear Step 3 What Would You Do If? Step 4 Keeping Track of Your Adventures Module IV After the Trip Step 1 Service and Take Action Projects Step 2 Workshop Reflection and Evaluation

OBJECTIVES: At the end of the session, the participant will be able to:

Use the Global Travel Toolkit components with confidence

Demonstrate the planning process for an extended trip

Identify the importance of planning, budgeting, money earning and financial education in travel


Module & Step

Time Topic Method/Process Facilitator Equipment

Set-up Put one of the large timelines on the wall as a visual; create space for group agreement and print agenda

Timeline, agenda

Pre-activity If the girls did not complete these as pre-work, have the girls complete the Your Own Culture worksheet.

Your Own Culture HO

Mod I Step 1

10 min Welcome, Intros and Plan for the Day

Check In & Introductions: Welcome participants

Name

Share with the group either: what you are hoping to get out of this class today? Or, what is your previous travel experience?

Review:

Agenda

Global Travel Toolkit and Passport to Adventure

Trip Readiness and Planning, including Budgets and Money-Earning

What to expect on the trip (Safety and Cultural Exploration)

After the trip

Objectives: At the end of the session, the participant will be able to:

Use the Global Travel Toolkit with confidence

Demonstrate the planning process for an extended trip

Identify the importance of planning, budgeting, money earning and financial education in travel

Group Agreement Ask:

What is a group agreement? (Look for: ways of working together, how you want to act and be in a group, etc.)

Why is it important to have a group agreement? (Share expectations, everyone on the same page, etc.)

State: For our time together today, we are going to create a group agreement. Brainstorm (on newsprint): What things should be included in our group agreement? (Listen, be present, pay attention, turn off cell phones/texting, take care of your needs (leave if you need to use restroom), speak the truth, etc.) Facilitator note: Get agreement from the group before moving on. Ways of agreeing: snapping, clapping, giving a thumbs up, wiggle your pinkie, etc.

Group Agreement on page 19 of the Adult Tool Kit


Module & Step


Mod I Step 2

5 min Intro to Global Travel Toolkit and HI’s Passport to Adventure & How Travel Supports the Mission of GS and HI

State: The Global Travel Toolkit is designed to give girls and adults the tools necessary to create safe, unforgettable, life-changing adventures. This Toolkit is your resource for planning your trip of a lifetime

State: There are three sections to the Global Travel Tool Kit (Note: Hold up copies of each of the 3 parts of the Global Travel Tool Kit) State: The Global Travel Toolkit is available in the Travel section of the Girl Scouts of Western Washington website or for purchase at the GSWW store. The Sections of the Toolkit are in PDF format and can be downloaded and printed. Hostelling International has also created a resource you can take on your travel adventures with you. (Introduce the Passport to Adventure). Ask: Turn to the second page in your Passport to Adventure. You'll see the mission and vision of Hostelling International and the Girl Scout Promise and Law. How are they similar? In what ways do they support one another? [Facilitators note: Solicit 2 – 3 answers] State: The vision of Hostelling International is that Hostellers become caring world citizens who are catalysts for intercultural exchange and understanding and who are stewards of the earth. As Girl Scouts, we travel to have fun, but also to build our courage, confidence and character so that we can make the world a better place. As such, Girl Scouts and Hostelling International are natural partners, especially when it comes to encouraging and supporting travel. This is your trip! You get to plan, make decisions and be in charge of your travel adventure. During this workshop, we will explore how you can make this happen.

Girl Guide

Adult Guide

Travel Log

Appendix [optional]

Passport to Adventure (small blue book)


Module & Step


Mod II Step 1

5 min Steps to Awesome Travel

[Facilitator note: for inexperienced groups, use opt. A. Otherwise, use opt. B.] State: So how do you know when you are ready for an extended trip? One really important part of getting ready for a longer trip is taking smaller, shorter trips to gain skills and experience. Option A: State: I need 5 volunteers to come up to the front of the room. [Facilitator Note: Give each girl one of the travel scenarios in random order that they will hold for the rest of the group to see.] Here are some travel scenarios. We need to identify the order, or progression, that they should be taken in to best prepare for more extensive travel. Can I have 1 or 2 volunteers come up move these gals and their adventure cards in the correct order? Option B: State: In 2 years you want to travel to India. What are some examples of smaller trips you could take to gain skills so you're ready for your adventure in India? Ask: What can happen if you go on a trip that you are not physically or emotionally

ready to take? [Facilitator Note: Solicit 2-3 answers. Be sure to reference or include the

importance of being in good physical shape for the activities you are planning.]

State: A good way of testing if you are physically ready for your trip, is to work

through the “Fit to Travel” self-quiz on page 19 of the Girl Guide.

Adult Tool Kit pg. 8 (Progression Trip -Examples)

Fit to Travel (Girl Guide pg. 19)

Mod II Step 2

10 min Total 2 min intro

Purpose, Place and Time

State: Now we're going to talk about how long it takes to plan a trip. Ask: How long do you think it takes to plan a trip to Portland? What about New York? Japan? State: No matter the location of your trip, there are certain checkpoints to planning every travel experience.

Continued on next page…

Large date and activity cards from page 4 of the Girl Toolkit


Module & Step


3 min game 5 min hunt and debrief

[Facilitator note: Split the girls into groups of ~4 by having all the girls stand up. Designate places in the room as locations (# of locations TBD by number of participants). Ex: Rome, Peru, London, Thailand. Have girls move to the location they feel most drawn. Arrange groups so numbers are even.]

State: Here is a set of cards with the steps to plan a trip and a set of cards with

months on them. Pick a spot and work together to put the dates in order and then put the activities next to the appropriate time that they should be done. (Note: Give the girls 3 minutes to put in “order”. While they are working, give each group at least one of the action item sections from the timeline you placed on the wall before the workshop began. As the large group is correcting their responses, have one person come and bring their card up to the front to be added to the large timeline.)

State: The Global Travel Toolkit is set-up with a timeline as well. Using the

GTT, see if your timeline agrees with the one in the book. Correct your timeline as needed. [Facilitator Note: page 4 of the Girl Guide has the timeline.]

Ask: Share with the group either: “what surprised you about the timeline? OR

How will you use this for your own trip planning?” (Note: Solicit answers) State: Now we’re going to do a little scavenger hunt to dig a little deeper into Exploration (the Girl Guide from the Global Travel Toolkit) and find out where some of the trip planning resources are. Grab a copy if you don’t already have one. [Facilitator Note: pass out the scavenger hunt cards to the group. Give them a few minutes to find answers. Ask girls to share the answers. Leave the timeline up to use for “Expectations of Each Other”. First person to respond correctly gets a prize] A Scavenger Hunt – who can tell me what page in the Girl Guide I'd find:

1. When should you get down to details, visit the itinerary, safety check and have family meeting? (A: Girl Guide, pg. 27)

2. Where can you brainstorm money-earning ideas? (A: Girl Guide, p. 10) 3. How do you ward off culture shock? (A: Girl Guide, p. 25) 4. How do you go green on your trip? (A: Girl Guide, p. 17)

State: As you can see, there is a lot of information in the Global Travel Toolkit!

Painter tape to affix timeline to wall

The Girl Guide (page 4)

Prizes (4)


Module & Step


Mod II Step 3

10 min

Expectations of Each Other

Ask: What qualities or characteristics do you think an adult advisor should have? (Note: Solicit 2-3 answers)

State: Let’s review page 13 in the Girl Guide and the 5 Things to Look for in an

advisor 1. Sets a positive example 2. prior travel experience with girls 3. someone I could trust/turn to for help 4. knowledgeable (or willing to be) about Girl Scout travel 5. handles pressure and stress well

Note: Break girls into groups and give each group one of the following

questions to discuss:

How do you expect to partner and interact with adult advisors during the planning of your trip?

What does a good partnership between the adults and girls look like on a trip?

Report out: Have each of the groups report out on their question State: Let’s all gather around one of the timelines. Ask: When planning a trip, what activities do you think the girls can take the lead on? What activities do you think the adults need to take the lead on? [Facilitator Note: Go through each activity on the timeline and mark “Girl” or “Adult” based on who the group decides should take the lead. Afterward, have participants return to their seats. Briefly refer back to the group agreement they created at the beginning of the workshop.] Ask: How would a group agreement like this be useful when planning your trip? Optional: use this section if you have more time, or a problematic group: State: Another tool can be a behavior agreement. How would you use this to help make your trip a success?


The Adult Guide (page 19)

Cards with questions on them

Expo pen/marker for marking “Girl” or “Adult” on timeline

Behavior Agreement HO (optional)


Module & Step


Mod II Step 4

40 min total 7 min 25 min HO

Budgeting and Planning Your Trip

State: So you know that you want to go on a trip – but where are you going to go, what are you going to see, and what activities are you going to do? These are some of the most important questions you will answer as you plan your trip.

State: A great resource for trip planning is your Travel Toolkit. Refer to Page 16

in The Girl Guide for items to consider when planning your itinerary. Things to think about are:

Transport between activities

Breaks for snacks, food (note whether your accommodations provides food, like at a hostel or a bed and breakfast.)

Research cultural “hotspots”, activities in your city that you don’t want to miss during your trip.

What is the currency/exchange rate at your destination? [Facilitator Note: Have girls count off into groups, 2 or 3 girls per group. Give each group worksheets and travel guide books.] State: There are many resources you can use while planning your trips. One of the most helpful resources you will find is your travel guide. Every guide is set up differently, so let’s take a moment to explore our guides. I’m going to ask you a few questions; the first girl to answer the question using the book wins a prize.

1. I’m visiting from a foreign country. Where can I find the currency

exchange rate? [A. Inside the front cover] 2. What section do I look in to find a place to stay? [A. In the “Sleeping”

section] 3. In what sections can I find maps of the area I’m visiting? [A. In each

neighborhood section, the day trips, the map provided in the book] 4. There are symbols next to each hotel listing. How can I figure out what

the symbols mean? [A. Map legend at the back of the book or the front cover]

5. Where can I find information on how to get around the city? [A. Transportation section]

State: Now let’s use our guidebooks and the worksheet provided to plan one day of a trip in Mexico City or New York City. You will have about 20 minutes for this, so don’t feel bad if you don’t get all the way through a day. You can always pick this up later and complete.


Travel books for NYC and Mexico City

Choose Your Adventure worksheets for NYC and Mexico City


Module & Step


8 min

Report Out: After teams have had 20 minutes to work on their worksheets, each team will report out their 1-day itinerary and how much their day's adventures will cost.

State: Part of being a successful traveler is being flexible and adaptable to the situations around you. Often situations arise outside of our control. Traveling with an open heart and open mind will greatly increase your enjoyment of your trip. Not everything will go as you plan and some great things will happen that you never expected. We're going to practice being adaptable using the itinerary you just built. State: Now, I want your group to figure out what you would do if... [Facilitator’s Note: throw in a ‘roadblock’ for each itinerary. If they are visiting a

museum, maybe it is closed. If they are taking public transportation, maybe it is delayed. If they plan an outdoor activity, what are they going to do if it rains?]

Report Out: Each team will report out how they “solved” their roadblock. Ask: What do you do if the group decides to do an activity that you do not want to do? (Note: Look for tie-back to Expectations that everyone should be a part of the planning, not just a few girls or the adults – it’s a trip for everyone).

5 min

BREAK

1 min

Energizer Matzinga: Everyone stands in a circle. Facilitator asks for a volunteer to start by putting both fists into the center of the circle and say, “maaaa…”. Continue clockwise around the circle until everyone has their fists in the middle and is saying “maaa..” in unison. When the last person has put their fists into the center, everyone in unison pulls their fists back toward their bodies shouting “tzinga!” (Background: Eastern European)

Mod II Step 5

10 min Money-Earning

State: As you learned in the last activity, all travel costs money. So let’s spend some time thinking about how to fund your travel adventure.


The Girl Guide (pages 9 – 11)

Money- Earning


Module & Step


State: Money-Earning is a big challenge that can feel daunting. Let’s look at

some ways to think outside the box. On your table your will find Post-it© notes and as you see on the walls we have posters/newsprint with the words: Service, Entertainment, Product Sales, Food/Meal events, Collections/Drives and Other. Choose a partner spend the next 5 minutes brainstorming ideas for money-earning. Write each idea on a Post-it© note and place it on the poster where it fits. Try to put one or two ideas on each poster. [Facilitator Note: Do an example with the group.]

Report out: Have girls read the ideas on the newsprint. Encourage additional

ideas. Ensure that the “ideas” fit within the parameters of the GSUSA Money-Earning standards. Mention the importance of getting the most out of their money-earning activities, and to always factor in their time and energy into the resources when planning. For example, don’t just do a car wash – sell tickets ahead of time so that you have already made your money, regardless of who shows up to collect!

State: Working in your small groups, pick one activity from the chart and spend 5 minutes brainstorming ideas to market and promote it so people want to support you and your trip. (Group report out).

Posters

Tape

Post-It © Notes

Volunteer Essential Money-Earning

Mod III Step 1

20 min total 8 min

Cultural Quest and Culture Shock

State: When you are planning a trip to a foreign country or even a different part of the US, you will be experiencing a different culture. We need to make sure that we are ready to experience new cultures and ways of doing things.

Ask: What is culture? [Facilitator note: Write “Culture is…” on a piece of

newsprint. As girls brainstorm, co-facilitator can write key words girls mention on the newsprint.]

State: Culture is a complicated idea that represents many different things.

According to Webster’s Dictionary, culture means: “a set of shared beliefs, attitudes, values, etc. shared by a group of people”. Now let’s bring these definitions home to our lives. Please turn to the “Your Own Culture” worksheet that you completed (page 23 of the Girl Tool Kit). Working with a partner, spend 1 minute each sharing your answers to 1 or 2 of the questions on page 23. Discuss how your personal cultures are similar and how they are different.


Brief Encounters cards

Brief Encounters facilitator’s guide

Girl Guide (page 23)

Newsprint

Marker


Module & Step


2 min–Intro

Ask: We can often only see parts of a culture. What are some of the parts of

culture that you can easily see? [Facilitator’s Note: solicit answers: dress, food, ways of greeting (handshakes, kisses, etc.). Write answers on the top 1/3 of newsprint.]

Ask: What are parts of culture that you cannot see? [Facilitator’s Note: Solicit

answers: personal space, perceptions of time, religious views, family roles, laws, etc. For further examples, look at the culture iceberg worksheet.]

[Facilitator’s Note: Draw a squiggly line separating the “visible” and “invisible”

answers. Then, draw an iceberg around all the answers, with your squiggly line separating visible and invisible cultural traits representing the water.]

State: Culture is like an iceberg. Only about 20% of an iceberg is visible above

the water. Some aspects of culture are visible and many others can only be suspected, guessed or learned as understanding of the culture grows. Like an iceberg, the visible part of a culture is only a small part of a much larger whole. Because it can be difficult to interact well with these visible and invisible aspects of culture, we’re going to practice.

State: You are going to pretend that you are students going on a study abroad.

You are from two different countries, Pandya and Chispa. Has anyone ever heard of these countries? No? Good, because they’re made up!

Ask: Chispans and Pandyans have different “cultural norms”. Does anyone know

or can guess what a “cultural norm is?” [Solicit 1-2 answers if possible] State: A cultural norm is a way of interacting that is “normal” within a culture. For

example, in the U.S., we think it is normal to shake hands when you meet someone new.

Ask: Can you think of any different ways of greeting that are cultural norms in

other countries? (Examples: kissing on the check, bowing, etc.)


Tape


Module & Step


3 mins – game 7 mins - debrief

State: I am going to break you into two groups, Pandyans and Chispans. I will give you a piece of paper with the cultural norms for your country. After each group has read their cultural norms, we are going to have a party so you can meet the members of the other group. During the party, you will be acting according to the culture norms on your sheet of paper. Remember, you’re study abroad students who are new to the States and you really want to make new friends!

[Facilitator’s Note: Break group in two, one on each side of the room. Hand

one group the Pandya cultural norms and the other group the Chispa cultural norms. Make sure each group understands their cultural norms, and then start the party. Sit back and let them interact with each other for a few minutes, then have them return to their seats.]

[Facilitator’s Note: Take out the laminated “Brief Encounters” directions, and

ask the girls the 6 questions under the “Debrief” section.]

Mod III Step 2

25 min total 5 min intro

What to Pack? What to Wear?

State: Ask any seasoned traveler and they will tell you that they have seldom taken too few items on an extended trip – in fact, most people will admit to having taken items that they never used and wished that they hadn’t hauled extra “baggage” along. Ask: What are some ideas on how to develop a packing list and learning how

to “pack smart”? (Facilitator’s Note: Look for some of these ideas: Bring in a “packing specialist” to show how to pack smart, Research packing suggestions on the internet, Practice packing items that will be needed, Ensure girls and advisors understand they have to carry everything they pack as no one else will carry it for them).

State: We are going to take 5 minutes and play The Travel Packing Game. This

is a game that can help your whole travel group understand what to take and what to leave at home.

[Facilitator’s Note: Put girls in groups of 3-4 per group and give them the Travel

Packing Game. Have one of the girls read the rules. State: For this trip, you should not exceed 35 points. This is the approximate

amount of space available in a carry-on sized pack and be around 20 pounds of total weight. Many of the items don’t take up much space to they had lower points – or no points.

Travel Packing Game handouts


Travel Log (page 11)


Module & Step


5 min game

What to Pack? What to Wear? Continued

[Facilitator’s Note: Give the girls 5 minutes to play the game.] Ask: How many came up w/ 35 points or less? 35 points or more? Review your items – What can you do without? How can you decrease you

total points? State: Now let’s make sure you’ve got everything you need! I’m going to give you some scenarios. For each scenario, look through ONLY the items you packed to get what you need. If you need something you didn’t pack, find the item and add the points to your total. If you go over 35 points, think creatively about how to cut down your total points. State: You just arrived at the hostel for your first night, have settled in and are

excited to explore. Its 60 degrees F and partly cloudy. You’d like to walk around by the hostel, find some dinner and check out some of the shops and old building in the area.

Ask: How are you going to dress? What are you going to take with you? (daypack, camera, journal, money, appropriate clothes, good walking shoes) State: After walking around town exploring all day, you have developed blisters

on your feet. Ask: What will you do? (First Aid Kit, wear good walking shoes) Ask: Great! So now, how can you use this activity when you pack for your next

travel opportunity? (Reinforce the need to pack light, pack items that match, pack items that wear well.)

Ask: What are some of the considerations when you think of what you should

wear while visiting a foreign country or traveling around the USA? Remember, you will be representing Girl Scouts, American teen-agers and yourself. (Facilitator’s Note: Solicit answers regarding raggedy jeans, too short shorts, bare midriff or skimpy clothing, sandals/flip flops, offensive t-shirts, etc.)

Review your list and determine if there are items that are not appropriate for a trip to a foreign country.


Module & Step


Mod III Step 3

20 min total 5 min intro 10 min game and debrief 5 min Girl Guide and Safety Plan

What

Would You

Do If…..

State: We all know that one of the primary reasons for traveling is to have fun, new experiences, but we also have to consider safety and responsibility while traveling. Any new opportunity comes with some risk. Travel is no different. The key is to help lower your risks by preparing for the unexpected. Having a ‘just in case’ plan is one way to reduce risk. This will help you avoid surprises and improve the chances of the trip being successful! [Optional: The Behavior Agreement that we discussed earlier is one step to being prepared.]

State: There are many things you can do to prepare yourself to handle

situations in which your safety might be at risk. One way to prepare is to take a challenging situation and figure out how you would handle it. Let’s do an example together. You and your group are traveling in a country that does not have a legal drinking age. Jane tells you she is going to purchase some alcohol to drink later. What would you do?

Note: Solicit responses from group. The Girl Scout position is that girls and

advisors should maintain the laws of the country they live, as well as the laws of the country they are traveling. So, even though girls could drink in the country they are traveling, we ask that they refrain from doing so.

State: Find a partner. I’m going to pass out some different scenarios. Together,

discuss what you would do if the scenario happened to you. Note: Give each pair 2-4 scenario cards and give them a few minutes to

discuss. Have each group share a scenario and their response. If needed, remind them to use the advisors in their group as resources and loop them into the situation as soon as possible.

State: Turn to page 35 in The Girl Guide. Here is a list of safety tips that you

and your group should discuss prior to any trip. Is there anything here that surprises you? (Note: Give them a minute or 2 to read through the list, or ask a few girls to read aloud, and then solicit 2-3 answers)

State: One way to ensure that everyone is thinking about their personal safety is

to have each traveler, girls and advisors, create a personal safety plan. Here is a form that can be used to do this. (Note: Hand out copies of the Girl Personal Safety Plan) Let’s take a look at this plan. (Note: review the plan with the girls). Are there any other safety considerations or concerns you can think of that aren’t mentioned here that you want to discuss?

Safety Scenario Cards

The Adult Guide


Personal Safety Plan

Safety Activity Checkpoint and Volunteer Essentials


Module & Step


Mod III Step 4

2 min Keeping

Track of

your

Adventures

Ask: Great work! So, now that you know how to stay safe on a trip, lets talk about ways you can capture your experiences. (Note: Brainstorm. Ex: write, draw pictures, digital pictures, emails, blogs, Facebook, etc.).

State: Don’t forget one of the parts of the Global Travel Toolkit: The Girl Scout

Travel Log. The Travel Log is full of ideas and prompts to help you record your trip during the planning process, on the trip and after the trip.

Ask: Now that you’ve had this fantastic adventure, how can you share your

adventures with other Girl Scouts, organizations, and those people who helped you along the way (advisors, money-earning supporters, etc.)?

(Note: solicit 2-3 answers including scrapbooks, travel journals, photos, slide shows, DVD shows, articles for the Girl Scouts of Western Washington website, etc.)

Travel Log (all)


Example of a Journal

Mod IV Step 1

3 min Service

Projects

and Take

Action

Projects

Ask: While you were traveling, did you see a community need or issue that you feel compelled to address? How about designing a Service Project or a Take Action Project that addresses that need in the area you traveled, or in your local community?

State: Pair up with a partner and come up with some ideas based on what you

might expect to see or do while traveling. [Facilitator Note: The girls might not be familiar yet with Take Action – you may need to explain further Take Action is service that is both measurable and sustainable. Meaning, you can evaluate or measure the impact, and the impact is ongoing – the project has a ripple effect beyond a one-time experience.]

Report Out: Have each group report out one idea.

Mod IV Step 2

5 min Workshop Reflection

State: We’ve come to the end of this workshop. There is more to planning a trip that we weren’t able to explore in these 3 hours – so I encourage you to read through the entire Girl Guide and use it as you plan your travel adventure. Your advisors also have a workshop and a guide to help you along the way – but remember – this is YOUR adventure and the more you take the lead, the more you do and the more you share with the other girls in planning, the richer your experience will be!

State: Please complete our evaluation. The evaluation will help us know what

parts of the workshop worked for you, and what we should change. Thank you all for being here today and happy traveling!

HI/GS Evaluation

Documents

GET READY AND GET SET SO YOU CAN GO GLOBAL! Teen Travel