How We Keep Our Group Going Strong Over Time

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Stewart Shepherd
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their group and changes in membership over time.

1 MODULE 7: How We Keep Our Group Going Strong Over Time TOOLS 14 Our Group s History This module helps children s groups explore the history of their group and changes in membership over time. The tool can be used to discuss and plan strategies that will keep the group going when members leave.

Our 14 Group s History OBJECTIVE Learn from the group s history to develop ways of recruiting members and keeping the group going

MATERIALS Flip chart paper, colored markers, colored stickers, or colored paper, scissors, tape, glue TIME 60 90 Minutes 6?

" How do we keep our group going strong as members leave?" Why do members leave the group?" Steps 1 23 1.

This poster should be big enough for multiple members to work at the same time, as well as include enough space for photographs,

If the sheets of paper are not large enough or you are using a chalkboard, create smaller images of footprints to represent

2 Our 14 Group s History OBJECTIVE Learn from the group s history to develop ways of recruiting members and keeping the group going when members leave. MATERIALS Flip chart paper, colored markers, colored stickers, or colored paper, scissors, tape, glue TIME Minutes 6??? Key Questions: How has our group changed over time?" How do we recruit more members?" How do we keep our group going strong as members leave?" Why do members leave the group?" Steps PREPARE: Tape multiple, large sheets of paper together on a wall or on the floor to create a large poster. This poster should be big enough for multiple members to work at the same time, as well as include enough space for photographs, writing, and outlines of membersʼ footprints. If the sheets of paper are not large enough or you are using a chalkboard, create smaller images of footprints to represent members. Gather photographs or other items that represent particular events or important moments in the group s history. " 2. EXPLAIN: Describe how the timeline will illustrate the group s history and journey over time. It will show patters of when and why members join and leave the group. Also, the activity allows the group to remember and learn from the successes and challenges they have experienced." Module 7 Page 1

3. RECORD: Encourage members to share stories about when and why their group was started, who was involved, and what they did. It may be useful to take notes during this conversation.

Depending on how long your group has been together, decide what time points to use between the first date and today s date.

3 3. RECORD: Encourage members to share stories about when and why their group was started, who was involved, and what they did. It may be useful to take notes during this conversation. Write the date (month and/or year) when the group was started on the left side of the large sheet of paper or chalkboard. Add today s date on the right side of the timeline. Depending on how long your group has been together, decide what time points to use between the first date and today s date. You may want to create monthly or annual seasonal time points, or another time point that the group agrees upon." TODAY These examples are simple versions of what the timeline may look like. Your group s version may be more colorful, personal, and detailed. Module 7 Page 2

4. FOOTPRINTS: Ask members to place an image of their footprint on the timeline with the feet pointing toward the time point when they joined the group. Draw an outline around their foot.

4 4. FOOTPRINTS: Ask members to place an image of their footprint on the timeline with the feet pointing toward the time point when they joined the group. Draw an outline around their foot. Then, ask members to record their name, gender, age and reason for joining the group on their footprint. If you need additional space, the main reason for joining the group may also be recorded around the footprints. Make sure to create footprints for members who are in the group, but may not be present during this activity." Now, ask the group when members left, and create footprints for those previous members. However, place footprints pointing away from the time points to show when they left the group. Record their name, gender, age and reason for leaving the group. Again, if you need additional space, the main reason for leaving the group may also be recorded around the footprints. " TODAY These examples are simple versions of what the timeline may look like. Your group s version may be more colorful, personal, and detailed. Module 7 Page 3

For example:" Milestones such as successful processes, initiatives or achievements of their group over time. Include the date and location.

5 5. DECORATE: Encourage members to draw pictures and share stories about important events directly on the timeline. Use symbols such as smiling faces to show times when the group experienced milestones or happy times. Use frowning faces to show times when the group experienced challenges or difficult times. For example:" Milestones such as successful processes, initiatives or achievements of their group over time. Include the date and location." Challenges such as challenges within their group, as well as challenges faced by their community. Include the date and location." Place visual images such as photographs, newspaper articles, or other items that are important to the groupʼs history directly on the timeline. " 20 Members! 2006 Newly Elected Executive Committee! 2010 Community Event Big Recruitment! Members! 2004 New Group! Six Members! Six original members turn 18 years old and leave group TODAY The timeline can also be created or later transferred onto long pieces of white cloth for display and use over longer periods of time. For example, the timeline can be re-examined in one year to see if the group membership patterns have improved over time." Module 7 Page 4

6 6. ANALYZE: After the poster is complete, come together as a group and look for patterns on the timeline. For example:" Why did members join? " Why did members leave?" Which members have joined, stayed in or left the group and why?" Do former members continue to have any link with the group? " Do former members join other youth or community groups?" Have new groups formed from our group?" 7. DISCUSS: Make plans to keep the group going over time. Members may want to choose one of the milestones or challenges on the timeline and write step-by-step plans for how to create similar experiences in the future. Members may also want to write plans for how to overcome challenges. Write these plans on small sheets of paper and tape them directly to the timeline. The group may also want to put these plans into a book and pass it along to new members." " Module 7 Page 5

Questions to consider: " When, why and where did the group begin?" How do we identify ourselves as a group? " Do we have ways of documenting our group s history?

7 Questions to consider: " When, why and where did the group begin?" How do we identify ourselves as a group? " Do we have ways of documenting our group s history?" How does the group want to change over time? " What happens to members when they leave? " Do we need to form new groups?" How can we maintain support from adults or community partners?" What other resources do we need to keep going? " Module 7 Page 6

The Article 15 Project Please visit CRC15.org for all Resource Kit modules.

Kane Annette Giertsen Paul Stephenson Ruthi Hoffman-Hanchett Ravi Karkara

Character images created by CERG through www.bitstripsforschools.com.

8 The Article 15 Project Please visit CRC15.org for all Resource Kit modules. Roger Hart Pamela Wridt Blair Osler Bijan Kimiagar Ingrid Agud Claire O Kane Annette Giertsen Paul Stephenson Ruthi Hoffman-Hanchett Ravi Karkara CERG is a Key Institution of the Childwatch International Research Network" Character images created by CERG through Bitstrips For Schools is not associated with The Article 15 Project. Module 1 Page 7 7

Try using a number as an adjective when talking to children. Let s take three books home or There are two chairs at this table.

Ages 0-18 mos. Try using a number as an adjective when talking to children. Let s take three books home or There are two chairs at this table. Ages 0-18 mos. Use the words more and less to describe stacks