{"alias":"contentPage","byline":null,"standfirst":null,"content":{"layouts":[{"type":"TwoColumnLayoutBlock","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Cp class=\u0022p1\u0022\u003EAs Scouts, we\u2019re guided by our values, which are:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022p1\u0022\u003E\u003Cstrong\u003EIntegrity:\u0026nbsp;\u003C/strong\u003EWe act with integrity; we are honest, trustworthy and loyal.\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003E\u003Cstrong\u003ERespect:\u003C/strong\u003E\u0026nbsp;We have self-respect and respect for others.\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003E\u003Cstrong\u003ECare:\u003C/strong\u003E\u0026nbsp;We support others and take care of the world in which we live.\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003E\u003Cstrong\u003EBelief:\u003C/strong\u003E\u0026nbsp;We explore our faiths, beliefs and attitudes.\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003E\u003Cstrong\u003ECo-operation:\u003C/strong\u003E We make a positive difference; we co-operate with others and make friends.\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""}]},{"items":[{"gridType":"gridImageBlock","gtmId":"","gtmClass":"","image":"/media/19977/200223-028-1.jpg","width":3573,"height":2382,"altText":"Leader and scouts have a discussion","caption":"","link":null}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Cp\u003EUsing our Scout values as a guiding principle is a good place to start when discussing global issues, such as conflict overseas, prejudice and global climate change. Young people in Scouts can be affected by global issues and overseas conflict directly or indirectly. They may have questions and views that can be explored using our values.\u003C/p\u003E\n\u003Cp\u003EIt\u2019s important to remember that every young person has different experiences, cultural influences and sources of information. When discussing global issues, young people might surface views that are different to, or may not reflect, our own.\u00A0\u003C/p\u003E\n\u003Cp\u003EHowever, having the opportunity to take part in dialogue about what\u2019s happening in the world is important By doing so, we make sure everyone gets the chance to listen to different perspectives, hear other people\u2019s opinions and see things from another point of view. This may then help young people to grow or develop their own views.\u003C/p\u003E\n\u003Cp\u003EWe believe that approaching dialogue about global issues in a neutral space, guided by our Scout Values, creates a space for young people to build communities. They\u2019re able to develop friendships, learn to care for, trust and respect people from all backgrounds, and to become active citizens.\u003C/p\u003E","gtmId":"","gtmClass":""},{"gridType":"RichTextBlock","content":"\u003Ch4 class=\u0022MsoNormal\u0022\u003E\u003Cstrong style=\u0022mso-bidi-font-weight: normal;\u0022\u003EGuidance for volunteers: \u003C/strong\u003E\u003C/h4\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp class=\u0022p1\u0022\u003ETo set up a collaborative and safe space for dialogue on global issues, we often need to put our own views aside. Staying neutral and impartial is difficult when we consider our personal values, experiences and cultures. However, creating a space for young people to develop their values and views often means that we need to put our experiences aside. You\u2019ll need to avoid presenting your personal views as the main or only cause of, or solution, to a conflict. Bias can come across through things you say, but also in your facial expressions and gestures.\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003EWhen discussing global issues, such as conflict, you shouldn\u2019t seek to provide information or guide opinions. However, you\u2019ll want to provide a space for young people to critically engage with their thoughts and feelings. You can challenge inaccurate information sources as a group, as this\u2019ll help young people critically engage with news sources and social media.\u00A0\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003EOne way to prepare is by writing down your views before the session(s) or discussing your views with others. This\u2019ll allow you to express your opinions, but without impacting the dialogue between young people.\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003EIt\u2019s also important to remember that as Scouts is a charity, we can\u2019t have a political affiliation.\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003EThis means when you\u2019re representing Scouts, whether in uniform or speaking as a volunteer or representative, you can\u2019t:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022p1\u0022\u003Eendorse political parties or candidates\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003Etake political positions on issues that aren\u2019t in support of young people or the objectives of Scouts\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp class=\u0022p1\u0022\u003EWe understand that this isn\u2019t always clear, so take a look at our guidance on \u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/running-things-locally/community-impact-and-political-campaigning/\u0022 target=\u0022_blank\u0022 title=\u0022Community impact and political campaigning\u0022\u003Epolitical campaigning\u003C/a\u003E for more information. You\u2019re more than welcome to \u003Ca rel=\u0022noopener\u0022 href=\u0022/contact-us/\u0022 target=\u0022_blank\u0022 title=\u0022Contact us\u0022\u003Eget in touch\u003C/a\u003E if you\u2019ve any questions.\u003C/p\u003E","label":"Being neutral"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp class=\u0022p1\u0022\u003EWhen discussing global issues, it\u2019s important to allow young people to be heard and lead the discussions. This challenges young people to learn how to:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022p1\u0022\u003Ethink for themselves\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003Eanalyse information thoroughly\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003Ereflect on and justify their beliefs and decisions\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003Econsider the difficult decisions and complexities that take place in conflict.\u00A0\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp class=\u0022p1\u0022\u003EWhen discussing conflict, we want to support young people to come to their own conclusions and develop an understanding of personal biases, without influencing their views.\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003EWe can help do this by adopting a Youth Shaped approach, where young people set the agenda of the dialogue and an adult leader facilitates the conversation. This supports the UN\u2019s first priority of their Youth 2030 plan, which is to \u2018Amplify youth voices for the promotion of a peaceful, just and sustainable world\u2019.\u003C/p\u003E","label":"Being youth-shaped"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp class=\u0022p1\u0022\u003EAlthough you\u2019ll not be expected to provide information about conflict, it\u2019s always useful to have a brief overview of what might be discussed. It\u2019s important to use information from reputable news sources.\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003EYou may want to recommend the following for young people when learning about global issues:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003Eavoid using social media to find out information about what\u2019s happening\u003C/li\u003E\n\u003Cli\u003Efind sources that give you an unbiased view, such as the Associated Press, BBC, Reuters or Wall Street Journal.\u003C/li\u003E\n\u003Cli\u003Euse information from various news sources to gain a balanced view\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp class=\u0022p1\u0022\u003EYou may also want to lead discussions on fake news and know how to identify accurate resources, making sure young people can form ideas and opinions based on facts.\u003C/p\u003E","label":"Talking about information sources"}]}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3 class=\u0022p1\u0022\u003E\u003Cbr\u003EUsing our Scout values to help support discussions about conflict\u003C/h3\u003E\n\u003Cp class=\u0022p1\u0022\u003EWe\u2019ve gathered together some activities that you can use to explore both global issues and Scout Values.\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003EThey can be used with young people to build understanding, so can be delivered before or after a discussion on conflict with your group.\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003EYou may not want to cover each or all the activities with your group and you\u2019re able to adapt any activity to suit the needs of your young people.\u003C/p\u003E\n\u003Ch4 class=\u0022MsoNormal\u0022\u003EIntegrity: We act with integrity; we are honest, trustworthy and loyal.\u003C/h4\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022p1\u0022\u003E\u003Cstrong\u003EThe Suitcase by Chris Naylor Ballesteros\u003C/strong\u003E\u003C/h4\u003E\n\u003Cp\u003EWhen a weary animal arrives one day, with only a big suitcase, the other animals are curious. They have lots of questions, such as why he was there, where he came from and just what is in the suitcase. To learn the answers, they can either trust the newcomer or discover what they risk by not believing him.\u003C/p\u003E\n\u003Cp\u003EBut, when the animals break into the suitcase and discover a very special photograph, they begin to understand what the strange creature has been through. Together, they create a very special welcome present.\u003C/p\u003E\n\u003Cp\u003EA powerful story about immigration, trust, hope, kindness, perception and new beginnings. It\u2019s full of heart and humanity, for anyone who has ever felt unwelcome or out of place and, most importantly, learning about how we treat those in need.\u003C/p\u003E\n\u003Ch4\u003EQuestions for reflection:\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhat can this story tell us about being kind to someone we don\u2019t know?\u00A0\u003C/li\u003E\n\u003Cli\u003EHow can we make someone feel welcome when they are new to Squirrels?\u003C/li\u003E\n\u003Cli\u003EWhat should we do to welcome a new member to our group?\u003C/li\u003E\n\u003Cli\u003ECan you draw a picture of welcoming a new Squirrel to our Drey?\u003C/li\u003E\n\u003C/ul\u003E","label":"Suitable story for Squirrels"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022p1\u0022\u003E\u003Cstrong\u003EIs it true or false?\u003C/strong\u003E\u003C/h4\u003E\n\u003Cp class=\u0022p1\u0022\u003EThis game lets young people decide if a statement is true or false, then think about what happens if we choose to follow people who might also not know the answer.\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003EAsk everyone to get together in the middle of the space. Explain that when a statement is read out, they need to decide if it\u2019s true or false. If it\u2019s true, they could move to the left of the space and if they think it\u2019s false, they should move to the right of the space. When you\u2019re ready, start reading out the statements. You could give people 15 seconds to make their decision, or longer if needed. Some possible true or false statements you could use are:\u003C/p\u003E\n\u003Col\u003E\n\u003Cli class=\u0022p1\u0022\u003EGoldfish have a three-second memory span. (False. Goldfish have a memory span of at least three months.)\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EButterflies taste with their feet. (True)\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EYou can\u2019t swallow and breathe at the same time. (True)\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EOstriches bury their heads in the sand when they\u2019re scared. (False)\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EThe International Space Station orbits Earth every 90 minutes. (True)\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EThere are no railways in Iceland. (True)\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EA rhinoceros\u2019 horn is made of hair. (True)\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EChina\u2019s the largest country in the world by area (False. Russia is the largest country in the world by area.)\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EA slug has four noses. (True)\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EIt\u2019s possible to sneeze while you sleep. (False)\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3 class=\u0022p1\u0022\u003E\u003Cbr\u003EQuestions for reflection:\u0026nbsp;\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022p1\u0022\u003EHow did you decide if something was true or false?\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EDid anyone decide based on someone else\u2019s decision or just follow a friend?\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EDid you speak with someone before deciding? Did they change your mind or you change their mind?\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EDid you hear someone else talking or think someone else knew the answer and follow them?\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EDid anyone change their mind right at the last second?\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EDid anyone change their mind to then be wrong? Had they changed their mind because of someone else or because of the number of people on the other side?\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EWhat happens when we follow what someone else thinks? How can you make sure we\u2019re deciding based on our own thoughts and values?\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","label":"Suitable for Beavers and Cubs"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022p1\u0022\u003EExplore themes of Integrity with our activities:\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022p2\u0022\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022/activities/kind-news/\u0022 target=\u0022_blank\u0022 title=\u0022Kind news\u0022\u003EKind news\u003C/a\u003E\u003C/li\u003E\n\u003Cli class=\u0022p2\u0022\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022/activities/keep-your-opinions-to-yourself/\u0022 target=\u0022_blank\u0022 title=\u0022Keep your opinions to yourself\u0022\u003EKeep you opinions to yourself\u003C/a\u003E\u003C/li\u003E\n\u003Cli class=\u0022p2\u0022\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022/activities/bogus-bulletins/\u0022 target=\u0022_blank\u0022 title=\u0022Bogus bulletins\u0022\u003EBogus bulletins\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","label":"Suitable for Scouts, Explorers and Network"}]},{"gridType":"RichTextBlock","content":"\u003Ch4 class=\u0022p1\u0022\u003ERespect: We have self-respect and respect for others.\u003C/h4\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022p1\u0022\u003E\u003Cstrong\u003EJulian is a Mermaid by Jessica Love\u003C/strong\u003E\u003C/h4\u003E\n\u003Cp class=\u0022p1\u0022\u003EJuli\u00E1n is a Mermaid is a story about a boy and his Abuela, which means grandmother. It\u2019s a story about being seen for who we are by someone who loves us. It tells the story of a boy who wants to become a mermaid and participate in the Coney Island Mermaid Parade.\u003C/p\u003E\n\u003Ch4 class=\u0022p1\u0022\u003EQuestions for reflection:\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022p1\u0022\u003EJuli\u00E1n is a Mermaid doesn\u2019t have many words, but what do the pictures tell us? Which picture is your favourite?\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EHow does Juli\u00E1n\u2019s Abuela make Juli\u00E1n feel loved for being a mermaid?\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EHow does Juli\u00E1n is a Mermaid link to our Scout value of Respect?\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EWhat does Abuela do to show us she is being respectful to Juli\u00E1n? She supports him, helps him, and encourages his hobbies and interests.\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003EHow can we be respectful to other people, just like Juli\u00E1n?\u003C/li\u003E\n\u003Cli class=\u0022p1\u0022\u003ECan you make a picture, drawing, painting or collage of the mermaid parade?\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","label":"Suitable story for Squirrels"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022p1\u0022\u003ECreate plays to show what it\u2019s like to walk in someone else\u2019s shoes\u003C/h4\u003E\n\u003Cp class=\u0022p1\u0022\u003EThis activity is to help young people develop and understand what empathy and respect are, allowing for discussions about respect.\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003EGather everyone together. Ask if anyone knows what the Scout values are.\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003EExplain that one of the Scout values is respect, then ask everyone what respect means to them and if they can think of any examples of how we can be respectful.\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003EAsk everyone to get into to four groups. Give each group a scenario to act out in front of the whole group, each other or to one other group, depending on what everyone\u2019s happy and comfortable with.\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003EEach group could prepare a script, or they may want to improvise it. You could use props or set up scenes using any furniture you have.\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003EAfter 10 or 15 minutes, everyone should perform their final play. You could discuss each scenario at the end.\u003C/p\u003E\n\u003Ch4 class=\u0022p1\u0022\u003ESome suggested scenarios could be:\u003C/h4\u003E\n\u003Cp class=\u0022p1\u0022\u003E\u003Cstrong\u003EScenario A\u003C/strong\u003E\u0026nbsp; - A new Scout has joined your group called Amir. Amir\u2019s a refugee from Syria. English is not Amir\u2019s first language, but he\u2019s started learning it. Amir\u2019s starting at the local primary school. How could you welcome Amir to your Scout meetings?\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003E\u003Cstrong\u003EScenario B\u003C/strong\u003E -\u0026nbsp; A member of your group, Sofia, comes to a Scout meeting wearing a new pair of trainers. Some people in the group tease Sofia about her trainers and she\u2019s upset. How can you make Sofia feel better and stop the bullying?\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003E\u003Cstrong\u003EScenario C \u003C/strong\u003E-\u003Cstrong\u003E \u003C/strong\u003EAt Scouts, a young leader\u2019s showing someone how to tie knots and explaining it again as the person found it difficult. Another friend says, \u2018Why would anyone need help with that? It\u2019s so easy!\u2019 and the person gets upset. How can you make them feel better?\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003E\u003Cstrong\u003EScenario D\u003C/strong\u003E - You notice someone sitting alone at lunchtime on camp. They\u2019re crying because some other Scouts have teased them about their accent and used unkind words. How could you help them.\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003E\u003Cstrong\u003EScenario E\u003C/strong\u003E - You\u2019re at a Scout event with your friend, who\u2019s waiting to use the toilet. A boy walks out of the disabled toilet. Your friend says that only people with disabilities should be using that toilet. How would you respond to your friend?\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003E\u003Cstrong\u003EScenario F\u003C/strong\u003E - There is an exciting game of football on Scout camp. A group of girls want to join in, but they\u2019re told that the girls aren\u2019t allowed because girls are no good at football. What could you do to make sure everyone can play football?\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003E\u003Cstrong\u003EScenario G\u003C/strong\u003E - After an art activity at Scouts, one of the adults asks everyone to tidy up their tables. One of the girls on your table has created quite a lot of mess and is struggling to tidy up. The adult says that the first tidy table will get some extra team points. The other members of the table begin to get cross as they have cleaned their section, and the girl still has lots of mess left to clear. How could you make everyone feel better?\u003C/p\u003E\n\u003Cp class=\u0022p1\u0022\u003E\u003Cstrong\u003EScenario H\u003C/strong\u003E - You\u2019re playing a game at a large camp and a Scout you don\u2019t know comes and asks to join in. The Scout has long hair and your friend asks if they\u2019re a boy or a girl. The Scout is upset. What could you do to make sure the new Scout feels welcome? \u0026nbsp;\u003C/p\u003E","label":"Suitable for Beavers and Cubs"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022p1\u0022\u003E\u003Cstrong\u003EThe Danger of a Single Story\u003C/strong\u003E\u003C/h4\u003E\n\u003Cp\u003EFor this activity, you\u2019ll need a device that\u2019s connected to the internet that everyone can see, such as a laptop and project or a tablet device per group.\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EAsk everyone to watch this \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story\u0022 target=\u0022_blank\u0022 title=\u0022TED - The Danger of a Single Story\u0022\u003ETED Talk \u003C/a\u003Eby Chimamanda Ngozi Adichie on \u2018The Danger of a Single Story\u003Cstrong\u003E\u2019.\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EPlease note that the video is 19 minutes and 16 seconds long.\u003C/p\u003E\n\u003Cp\u003EThis activity\u2019s meant to help Scouts reflect on the issue of stereotyping and labelling, and how this often leads to discrimination. It also helps Scouts to recognise the importance of listening other people\u2019s experiences and understanding their perspective and perceptions.\u003C/p\u003E\n\u003Cp\u003EOnce the video\u2019s finished, you could ask questions to help people reflect on what they\u2019re just seen and heard.\u003C/p\u003E\n\u003Ch4\u003EQuestions for reflection and discussion:\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhat\u2019s your general reaction to this speech?\u003C/li\u003E\n\u003Cli\u003EHas anyone experienced a similar situation?\u003C/li\u003E\n\u003Cli\u003EHave you ever felt stereotyped or judged based on your culture or identity?\u003C/li\u003E\n\u003Cli\u003EHow did you feel? What did you do? What would you do differently next time?\u003C/li\u003E\n\u003Cli\u003EHave you ever stereotyped or judged someone based on their culture or any other aspect of their identity?\u003C/li\u003E\n\u003Cli\u003EHow did you feel? What did you do? What would you do differently next time?\u003C/li\u003E\n\u003Cli\u003EDo you know what categorisation, stereotyping, prejudice and discrimination each mean? How can we differentiate between these four concepts?\u003C/li\u003E\n\u003Cli\u003EHow can we challenge or breakdown stereotypes?\u003C/li\u003E\n\u003Cli\u003EHow can we avoid being prejudiced and help to stop discrimination?\u003C/li\u003E\n\u003C/ul\u003E","label":"Suitable for Scouts, Explorers and Network"}]},{"gridType":"RichTextBlock","content":"\u003Ch4 class=\u0022p1\u0022\u003E\u003Cbr\u003ECare: We support others and take care of the world in which we live.\u003C/h4\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022MsoNormal\u0022\u003E\u003Cstrong\u003ERuby\u2019s Worry by Tom Percival\u003C/strong\u003E\u003C/h4\u003E\n\u003Cp\u003ERuby loves being Ruby. Until, one day, she finds a worry. At first, it\u0027s not such a big worry, and that\u0027s all right, but then it starts to grow. It gets bigger and bigger every day and it makes Ruby sad.\u003C/p\u003E\n\u003Cp\u003EHow can Ruby get rid of it and feel like herself again? This is the perfect book for discussing childhood worries and anxieties, no matter how big or small they may be.\u003C/p\u003E\n\u003Ch4\u003EQuestions for reflection:\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhat happened to Ruby and her worry?\u003C/li\u003E\n\u003Cli\u003EWho did Ruby meet in the park?\u003C/li\u003E\n\u003Cli\u003EHow did Ruby make her worry smaller?\u003C/li\u003E\n\u003Cli\u003EHave you ever had a worry?\u003C/li\u003E\n\u003Cli\u003EWhat did you do to help make you worry smaller?\u003C/li\u003E\n\u003Cli\u003EHow do you feel about your worries?\u003C/li\u003E\n\u003Cli\u003EWhich trusted adult can you talk to about a worry you might have?\u003C/li\u003E\n\u003C/ul\u003E","label":"Suitable story for Squirrels"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022MsoNormal\u0022\u003EExplore themes of Care with your group by completing our activity:\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003E\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/activities/refugee-suitcase/\u0022 target=\u0022_blank\u0022 title=\u0022Refugee suitcase\u0022\u003ERefugee suitcase\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","label":"Suitable for Beavers and Cubs"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022MsoNormal\u0022\u003E\u003Cstrong\u003ECurate your own anti-discrimination exhibition\u003C/strong\u003E\u003Cspan style=\u0022font-size: 12.0pt; line-height: 107%; font-family: \u0027Nunito Sans\u0027; mso-fareast-font-family: \u0027Times New Roman\u0027; mso-bidi-font-family: \u0027Times New Roman\u0027; color: black; mso-themecolor: text1; mso-fareast-language: EN-GB;\u0022\u003E\u003C/span\u003E\u003C/h4\u003E\n\u003Cp class=\u0022MsoNormal\u0022\u003EThis activity helps young people to be creative and take action on anti-discrimination within their local communities.\u003C/p\u003E\n\u003Cp class=\u0022MsoNormal\u0022\u003EGather everyone together and ask everyone what group the Scout value for Care means to them.\u003C/p\u003E\n\u003Cp class=\u0022MsoNormal\u0022\u003EAsk how the Scout value of care might relate to anti-discrimination. For example, we can speak out about anti-discrimination against certain communities to show we care and want to help.\u003C/p\u003E\n\u003Cp class=\u0022MsoNormal\u0022\u003EAsk everyone if they can think of any ways that we can help tackle discrimination through Scouts.\u003C/p\u003E\n\u003Cp class=\u0022MsoNormal\u0022\u003EWorking in groups, in pairs or on your own, ask everyone to create some art, such as a painting, poem, story or collage, that celebrates anti-discrimination and inclusivity.\u003C/p\u003E\n\u003Cp\u003EWhen everyone\u2019s completed their art pieces, ask them to write a label for their art explaining the piece, just like you\u2019d find in an art gallery. They may want to add their first name.\u003C/p\u003E\n\u003Cp\u003EEveryone can then help to display the artwork in your meeting place and invite in their family and friends to view it. You could also take photos of it and share it in an online virtual gallery\u003C/p\u003E","label":"Suitable for Scouts, Explorers and Network"}]},{"gridType":"RichTextBlock","content":"\u003Ch4 class=\u0022p1\u0022\u003E\u003Cbr\u003EBelief: We explore our faiths, beliefs and attitudes.\u003C/h4\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022MsoNormal\u0022\u003E\u003Cstrong\u003EMy Shadow is Purple by Scott Stuart\u003C/strong\u003E\u003C/h4\u003E\n\u003Cp class=\u0022MsoNormal\u0022\u003EMy Dad has a shadow that\u2019s blue as a berry, and my Mum\u0027s is as pink as a blossoming cherry. There\u2019s only those choices, a 2 or a 1. But mine is quite different, it\u2019s both and it\u2019s none. A heartwarming and inspiring book about being true to yourself.\u003C/p\u003E\n\u003Ch4 class=\u0022MsoNormal\u0022\u003EQuestions for reflection:\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EIn the story, what did having a pink or a blue shadow mean?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EWhy did the boy have a purple shadow, not just a blue or pink one?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EDid the boy have to like just pink or just blue things, just because other people said he should?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EWhat was hard for him having a purple shadow?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EHow did the other blue and pink shadows and teacher treat him?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EHow did his mum and dad treat him?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EHow did purple shadow stand up for himself and what he believed in at the school dance?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EHow did yellow shadow help purple shadow and how did they help all the other shadows?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EHow did they learn to love their shadows, just how it is?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EWhat does it teach us about what people? Do they just have to be blue or pink? Can people be purple or any colour they want to be?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EHow does the story tell us to be accepting of everybody? Can anyone like anything, no matter who they are and what the people around them like?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EShould we be proud of what we like and belief in, even if other people say things about it?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EHow can we make sure we help people to be happy and support them to be whoever they want to be? For example, by not saying mean things about what people like or not separating things by colour.\u003C/li\u003E\n\u003C/ul\u003E","label":"Suitable story for Squirrels"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022MsoNormal\u0022\u003EExplore themes of Beliefs with your group by completing our activity:\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003E\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/activities/scouts-around-the-globe/\u0022 target=\u0022_blank\u0022 title=\u0022Scouts around the globe\u0022\u003EScouts around the world\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","label":"Suitable for Beavers and Cubs"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022MsoNormal\u0022\u003E\u003Cstrong\u003EYouShaped activity session\u003C/strong\u003E\u003Cspan style=\u0022font-size: 12.0pt; line-height: 107%; font-family: \u0027Nunito Sans\u0027; mso-fareast-font-family: \u0027Times New Roman\u0027; mso-bidi-font-family: \u0027Times New Roman\u0027; color: black; mso-themecolor: text1; mso-fareast-language: EN-GB;\u0022\u003E\u003C/span\u003E\u003C/h4\u003E\n\u003Cp class=\u0022MsoNormal\u0022\u003EThis activity lets young people plan and run an event to celebrates and explore different faiths, cultures, beliefs and attitudes.\u003C/p\u003E\n\u003Cp class=\u0022MsoNormal\u0022\u003EYou can help Scouts, Explorers or Network members to host an event to bring together communities in their local areas to celebrate different backgrounds.\u003C/p\u003E\n\u003Ch4 class=\u0022MsoNormal\u0022\u003EQuestions for reflection:\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhat\u2019s the theme of the event?\u003C/li\u003E\n\u003Cli\u003EWhen and where the event will be held?\u003C/li\u003E\n\u003Cli\u003EWill it be inclusive, including public transport? \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EIf any, what is the budget required?\u003C/li\u003E\n\u003Cli\u003EWhat activities will there be, such as a quiz, crafts, games or talk\u003C/li\u003E\n\u003Cli\u003EWho will be invited from the local community?\u003C/li\u003E\n\u003Cli\u003EIf any, what refreshments will be needed and how will they include all dietary requirements, allergies and needs?\u003C/li\u003E\n\u003Cli\u003EIs there anything else you need to make your event inclusive, such as large print text versions, translators or interpreters?\u003C/li\u003E\n\u003C/ul\u003E","label":"Suitable for Scouts, Explorers and Network"}]},{"gridType":"RichTextBlock","content":"\u003Ch4 class=\u0022p1\u0022\u003E\u003Cbr\u003ECo-operation: We make a positive difference; we co-operate with others and make friends.\u003C/h4\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022MsoNormal\u0022\u003E\u003Cstrong\u003EMixed: A Colourful Story by Arree Chung\u003C/strong\u003E\u003C/h4\u003E\n\u003Cp class=\u0022MsoNormal\u0022\u003EThe Blues, Reds and Yellows lived in harmony. Reds were the loudest, Yellows the brightest and Blues were the coolest.\u003C/p\u003E\n\u003Cp class=\u0022MsoNormal\u0022\u003EHowever, when one of the colours proclaims they\u2019re the best, an argument breaks out. The colours decide to live in different parts of the city.\u003C/p\u003E\n\u003Cp class=\u0022MsoNormal\u0022\u003EThen, one day, a Yellow befriends a Blue. They become inseparable, discovering a world of different possibilities and colours.\u003C/p\u003E\n\u003Ch4 class=\u0022MsoNormal\u0022\u003EQuestions for reflection:\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003ECan you remember the different colours? What were they like?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EWhy did the colours all have to live in different parts of the city?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EWhat happened when the colours weren\u2019t mixing together? \u0026nbsp;\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EWhat did Yellow and Blue do?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EWhat happened when the colours started to mix?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EWas the city better when they worked together as a team?\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EWhy was each colour saying they were the best not very good teamwork? How could they work together and cooperate better? For example, they could cheer each other on and see how they were good at different things. They may be best at certain things, but they were the best when they worked together.\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003EYou could create some artwork, such as a painting or crayon drawing, using all the colours to show them working together. You could also create artwork about friendship or try some teamwork games.\u003C/li\u003E\n\u003C/ul\u003E","label":"Suitable story for Squirrels"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022MsoNormal\u0022\u003EExplore themes of Co-operation with these two activities:\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022/activities/play-to-me-to-you-parachute-game/\u0022 target=\u0022_blank\u0022 title=\u0022Play \u0027to me, to you\u0027 parachute game\u0022\u003EMe to you parachute \u003C/a\u003E\u003C/li\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022/activities/play-flapping-fish/\u0022 target=\u0022_blank\u0022 title=\u0022Play Flapping Fish\u0022\u003EFlapping fish\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","label":"Suitable for Beavers and Cubs"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Ch4 class=\u0022MsoNormal\u0022\u003EExplore themes of Co-operation with your group by completing our activity:\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022MsoNormal\u0022\u003E\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/activities/learn-how-homelessness-can-happen/\u0022 target=\u0022_blank\u0022 title=\u0022A safe bridge\u0022\u003EA safe bridge\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","label":"Suitable for Scouts, Explorers and Network"}]}]}],"config":null}]},"searchDescription":"Using Scout Values to discuss global issues and conflict","pageType":null,"location":null,"browserTitle":"","versionDate":"13 February 2024","reviewDate":"01/01/0001","redirectUrl":"","id":78734,"nodeName":"Using Scout Values to discuss global issues and conflict","title":"Using Scout Values to discuss global issues and conflict","type":"contentPage","image":null,"assets":null,"headerOptions":{"headerTitle":"Using Scout Values to discuss global issues and conflict","headerSubTitle":"","headerCta":"","headerCtaText":"","headerCtaLink":"","headerBackgroundColour":"","showSEOImage":false,"headerBackgroundImage":null,"quickLinks":[]},"subHeader":"Using Scout Values to discuss global issues and conflict","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC83ODczNCJ9","canonicalUrl":"https://www.scouts.org.uk/volunteers/running-your-section/programme-guidance/global-scouting/international-crises/support-for-volunteers/using-scout-values-to-discuss-global-issues-and-conflict/"}