The activities undertaken in a Village are based on CISV Goals and Philosophy:

- Providing peace education

- Providing a chance to actually live in a peaceful society where the participants can learn the values of consideration for, and co-operation with, others.

- Providing the opportunity to participate creatively in decision making.

- Learning to understand and appreciate different cultures.

8.1. Principles.

A good programme:

a) Is balanced. Planning should provide a mix between the following type of activities:

- active and quiet

- individual and group

- big and small groupings

- outdoor and indoor

- special and regular

- educational and fun

- camp privacy and community involvement

b) Presents opportunities for cultural exchange

c) Contains activities consistent with CISV goals and Philosophy

d) Considers health and safety for all participants

All told, the staff must look at the Village programme from a broader perspective: how a day relates to the entire Village period; how one activity relates to other activities.

Activities to bring the children together and blend delegations include: sensitivity, trust, communications and other peace activities, dancing, sports, informal games, art and craft work, hiking, etc. Swimming, music and singing are some of the social activities. Where facilities exist and staff are experienced, more specialised activities may occur. The emphasis should be on cooperation.

Free time to enable individual contacts and friendships deepen is provided each day. A rest time at mid/day permits a quiet break..

Whenever possible, members of one delegation are discouraged from being together at meal times, in activities, in free times, etc. Children are often allocated rooms where they are the only member of their delegation. However, it is important that each day some time is given when a delegation can meet together with their Adult Leader to share successes, problems, experiences, in their own language.

Checklist for Village Staff: The value of any Village activity depends entirely upon the way it is introduced and handled.

Does the staff make sure that everyone understands what is going to happen?

Is the staff sensitive towards possible cultural offense that an activity might create

Do they ensure that the activity does not single out a child in front of the rest of the group?

Do they get everyone actively involved?

Are all the children able to participate on their own terms without fear?

Do they take care of the special needs of the participants?

8.2. Special Events.

A. Other customary special events held during the Village are a Dedication Day (when people from the local community and Village benefactors can be invited) and/or an Open Day when all members of the local population can visit the Village and be made aware of the CISV aims and goals. These events give the public an opportunity to visit, yet allows the village to maintain the intimate atmosphere needed on other days.
B. Special events and chapter planned activities and/or meals for the Village Staff during family weekends should be covered within the Village budget. In no case should this be charged to Adult Leaders and JCs. During this weekend both Staff and leaders must remain accessible to the children.

8.3. Excursions.

A limited number of excursions to places of interest in the locality should be arranged. Too many excursions tend to disrupt the close communication of Village life and create the impression that CISV is a touristic programme.

It is of utmost importance that the safety of all Village participants should be the first consideration in the arrangements for excursions, particularly in terms of transportation and choice of activities.

8.4. Typical Daily Schedule.

It is difficult to describe precisely how days will be run during a Village. Here are a variety of functions and concepts which might be met during the Village.

Example of a Daily programme:
8:00 Wake up

8:20 Flag time

8:30 Breakfast
Cleaning

10:00 Activity period I

10:45 Activity period II

11:45 Free time

12:30 Lunch

Shop Open

Rest Period

14: 15 Activity period III

15:15 Activity period IV

16:30 Free time
Leaders- meeting (programme planning)

17:45 Dinner

18:30 Delegation time

19:30 Evening programme

Flag time
21:00 Snack time
21 :30 Bedtime
22:00 Good night, lights out (see 6.2.6)

8.5 Planning

Planning Groups composed of staff, leaders, JCs and children should develop a plan for a day's activities and present it at an adult leaders' meeting preferably two days prior to the actual date of implementation. This allows the entire group a chance to review , understand and approve the activities. Groups rotate this responsibility giving all participants the opportunity to lead and direct activities.

The activity periods may be planned in various ways:

A. The traditional way is to divide the participants into 4 groups with the following activities: sports, music, arts and craft, drama. The 4 groups go through all 4 activities during a day. Later in the Village, children may choose their own groupings and activities.

B. Another possibility is to make activities concerning a special topic so that the activity programme is project oriented and runs for one day or a week. This method includes some qualities which make the activities meaningful and not too short nor controlled.

It is very important that Adult Leaders are prepared to arrange different activities. The staff expect them to be inspiring and creative in relation to the form and content of activities.

8.6. Themes

In order to make the Village programmes serve CISV goals/philosophy, themes or a general theme with supporting sub/themes should be used.

Announcing the themes in advance gives an opportunity to the Adult Leader to prepare in the home country. Some possibilities are "Environment", "Pollution", "People to People", "Water", "Handicaps", etc. When applying the themes, they must be presented in a way that it is easy for 11 year olds to comprehend.

8.7 Sample of activities

Peace starts between two individual persons. It must be a basic goal in the CISV programme to teach this through activities. It is important to clearly distinguish attitudes and activities that are peace fostering from those that create conflict.

For CISV activities to be effective, they must be properly planned, carried out, with careful follow up when completed.

Here are some examples. Note that they are based upon co-operation rather than competition.

Hello Olle! This is a name game.
Everybody lies down on their back in a circle (feet towards the center). One persons sits up and shouts: "My name is Olle!", and lies down. Then all the people in the circle sit up and shout: "Hello Olle!", and lie down. The person next to Olle sits up and shouts: "My name is Manuel!" and the other persons sit up and shout: "Hello Manuel!" and so on all around the circle.

This is a good way of introducing all Village participants and may be followed by other name games.

Sculpture
Time needed: about 30 minutes.
Each group consists of 5/7 persons. Each person is given a number. Number I makes a sculpture of himself. Number 2 connects himself to number I and number 3 connects himself to the two persons and so on.
When the last person is connected, number I changes position in the group/sculpture, etc.
Variation: One group builds a sculpture with their bodies. Another group carefully watches. The second group-s task is to move the sculpture and rebuild it in another place in the room. The first group must not help while moving.

The Tangle
Time needed: 5 to 10 minutes
The purpose of this game is to make people get closer while co-operating.
Six persons in each group. Participants form a circle and each one grabs two different persons- hands. A participant should not cross his own hands! Then all try to free the tangle so a circle is formed. Everyone should hold hands all throughout the game and be careful and gentle.
This game can also be played with eyes closed. It can be tried a couple of times both with eyes opened an closed.

Make Different Shapes
Twenty to twenty-five persons hold hands and form a circle. The task is to form different shapes while holding hands. For example a heart, a square, a triangle, a map of Italy, etc.

Observe the participants. How is the group succeeding? Who is the leader? Discuss afterwards.
Variation: Everybody check which person is opposite in the circle. Everybody closes their eyes and tries to change places with the opposite person. Everybody does it at the same time.

Changing Shoes
Make groups containing 5 to 7 participants. Everybody takes off one shoe and puts it in a pile. Each one takes somebody else's shoe in the hand. The group from a circle and hold hands without dropping the shoes.
The task is to find the owner of each shoe. When everybody has their own shoe (holding hands all the time) the game is started all over again.

Interviewing Each Other
Let two children speaking different languages interview each other. To make this as valuable as possible, the Adult Leaders might, during delegation time, give the children ideas on what to find out about each other.
The children are paired so that the possibility to understand each other's language is minimal. Reporting can be done by drawing the findings. The drawings are pinned up on a wall and children guess who is who.

Make a Fantasy Land
Participants: 4 to 5 in each group.
This activity can last for several hours. It is important to really inspire the participants to use their fantasy.
The children are divided into groups. Each group makes up:

i) Name of the country
ii) Map
iii) Flag
iv) Capital
v) Government
vi) National song and dance
vii) National costume
viii) National dish
ix) Export and import
x) Famous persons
xi) History of the country
xii) National resources etc.

Afterwards the groups present their "countries" with a performance and/or an exhibition.
Follow up: ( Discussions in language groups)

Do you think these countries can live in peace?

Are they dependent on each other?

Can they benefit from each other?

What conflicts can occur?

How can they be solved?

Planetarians
Participants: at least 3 groups with a least 5 participants in each group; maximum of 5 groups with at least 5 participants in each group; one experienced leader in the planetarian group; one observer in each visiting group.

Time needed: 10 minutes for dividing into groups; 5 minutes for preparation of the groups; three minutes for each group visiting (one minute at a time); at least 30 minutes for follow/up discussion.

Space needed: enough place for the planetarian group and the visiting group so they do not disturb each other.

One group consisting of at least 5 persons are the Planetarians. Their task is to create a completely new culture. It consists of 4 to 6 significant culture grams, for example language, communication, custom, feelings. The time for preparation should be about 5 minutes depending on the group. More time can be given, if needed.

The rest of the participants are divided into two groups of 5 persons with one observer. These are the visiting groups. Their task is to make up a strategy on how to approach and learn to know and understand the Planetarians. This is made while the Planetarians are preparing themselves. The observer watches the group-s behaviour and strategy.

The visiting groups visit the Planetarians for one minute, (one group at a time) on three (3) different occasions.
First occasion: observation
Second occasion: observation and/or contact
Third occasion: all possible strategies
The leader should check afterwards that the groups are satisfied with the time and number of visits

Follow-up: Each group explains what they have found out about the Planetarians and their culture. The Planetarians show their culture again, but this time they explain it in the visitors language.

The observers tell what they have observed.
Discussion follows:
How did you feel?
How was the contact with the Planetarians?
How was the discussion in their own group?
Do they recognise the feelings from other situations?
Comments: it is important to get the participants in the right mood. One way is to start by telling a story of how the Planetarians came to visit a Village. It is necessary that one leader has played this before. The leader can try to help the Planetarians to use concrete messages as their culture grams.
More follow-up: for adults this activity is a good inspiration for further discussions about cultural awareness.

LITERATURE
Peace Book by Bernard Benson*
Peace Bird by Bernard Benson

The Peace Book is available in several languages. The Adult Leader and JCs are asked to read it before The Village.
It can be read for children in language groups, three (3) to four (4) evenings at the Village. Whatever the children want to bring up should be discussed at once.
The discussions will certainly provide ideas for drama, and other activities.
The whole book can be made into a theatrical production (where everybody can join). Different sections can be staged in different languages or no language at all. The children can then perform in public on Open Day and/or for people living close to the Village site. * If it is difficult to get hold of copies, orders can be placed through "Association du la Paix", Rue Ber tulot 21, B-1000 Bruxelles, Belgium.

The New State of the World Atlas by Kidron & Segal (Simon & Schuster, NY 1987)

Some good books for game ideas are Everybody Wins by Terry Orlick, the New Game Book and More New Games (Dolphin Books/Doubleday & Co.) New Games Foundation, P.O. Box 7901 San Francisco, CA 94120 USA, for non-competitive activities, A Handbook of Games by Neva L. Boyd, "Children's Games from Many Lands", by Nina Millen.

Homo Sapiens (Bokforlaget Corona, Box 5, S-201 20 Malmo, Sweden).
The book consists of 27 sentences in 15 different languages where every sentence is illustrated by a drawing.
Some phrases are given and the children have a discussion about the meaning. They can make posters, and show them as a drama-activity.

An example of some sentences are:
1...people are of different shape
,
2...some are big,
3...others are small,
4...some are colourful, full of fantasy,
5...some are hard and stubborn,
6...a few are soft and easy to shape,
7...some fit together,
8...a few look as so they fit together, but they don-t,
9...instead of everybody being different, they are looked upon as if they were all the same.

The idea is presented to the Adult Leaders and they discuss how "A train of people" can be carried out, by delegation or in language groups. Some sentences are very abstract and must be made more easier for the children.

When all children know and understand the text, they can work in different groups (for instance four groups). They can make posters showing the contents of the text. They can also write the sentence in their own language and the language of the host country. A show may be presented for visitors. Where the participants can also read, show peace symbols, and sing.

“Peace With the Environment”
This publication by the International Village Committee is available from National CISV Offices and contains many appropriate CISV activities and an extensive bibliography for further reference.

ARTS AND CRAFTS
Peace is an important part of the arts and crafts program.

The wish for peace may be shown in as many ways as possible:
i) design a stamp (ideas might be sent to the Postal Authority of the country)
ii) design a postcard
iii) design a flag
iv) design peace symbols
v) make posters
vi) make peace doves
vii) make greetings to other Villages with a peace message
viii) illustrate the Peace Book (B. Benson)
ix) illustrate poems
x) illustrate songs

PROJECTS
Children at Villages may feel like helping our world. If so, a project can be carried out with a caution that a Village must not embarrass any particular nation.

Some projects might be helping animals that are threatened, planting trees, etc.

GAMES
Games should be planned which create co-operation rather than competition.

Volleyball, Badminton, Tabletennis: The group tries to get the ball over the net as many times as possible. They then try to beat their own record.

Tunnel ball: The children stand in a row with their legs apart. They pass the ball between their legs from the first to the last person. The last one runs to the front and starts over again. Count how many times the ball get through in 2 minutes. Do it a second time and try to beat the record.

Towel ball: Two people hold a bath towel. Then they try to pass on a soft ball onto another couple's towel etc. Cooperation is needed in this game.

The Safety Game: A group of 4 to 6 persons can play it. The aim of the game is that the group collect as many points as possible together. When they play again, they must try to get better results.
During the game, the players will learn that they often get more points by giving them away to other players. Dice, playing stones, and a playing chart are needed. When you reach a safety circle throw the dice.

Safety 1: Knowledge 4,5, or 6 gives 3 points
1,2, or 3 gives 1 point

Safety 2: To trust one another
2,3,4, or 5 gives yourself 3 points
1 or 6 gives you 5 points each

Safety 3: Togetherness-group feeling
5 gives 5 points
Other numbers on the dice give you 2 points. If you give away your points to any of the others in the group, you may double your own points at the next safety-stop.

Safety 4: To know what is happening around you.
You get as many points as the dice show

Safety 5: To care about one another.
4 or 5 gives you 2 points
2 or 3 gives you 1 point
If you get 1 or a 6 you get 3 points, if you wait here for the next person.

Safety 6: Friendship
2,4, or 6 gives you 4 points
1,3, or 5 gives you 3 points
If you want, you may throw the dice once more. If you throw the same number again, all your friends get 6 points each. If you get another number, you lose all your points at this station.

Safety 7: Cooperation
If you get 1,3, or 5 you may choose between keeping 6 points yourself or giving 3 points to each of your fiends.
If you get 2,4, or 6 you get nothing.
(For playing chart please see Appendix 10.10)

8.7.1 Inappropriate Games/Activities

Introduction:
The International Village Committee recognises the need to consider different aspects of certain activities and games which may cause serious conflict in a Village.

As a result of many concerns expressed by various National Associations during the last few years, it has become necessary to address this in this Guide and in the Host Staff Training Guide.

The key consideration for any game or activity is whether or not it fits with the goals/ philosophy of CISV. The purpose should always be peace education.

Here is checklist that should always be used to measure the appropriateness of any game/ activity:

1. Is it culturally sensitive to all of the participants?

2. Is it appropriate with regard to gender and any sexual content?

3. Could it cause personal embarrassment?

4. Is it violent or too physically demanding?

5. Is it wasteful (eg. food)?

6. Is it exclusionary or overly competitive?

7. Have factors such as time, weather and setting been considered?

8. Is there appropriate use of language?

9. Is it appropriate for the ages of the participants?

All games/activities can be inappropriate if the following has not occurred:

- planning
- explanation and discussion with the participants before the game is played
- participation of everyone (staff, leaders, JCs and child delegates)
- follow-up and evaluation.

Although the International Village Committee finds it impossible to create a definitive 'Blacklist' of inappropriate games/ activities, the following is a list of examples that has drawn the attention of the committee because they have historically created conflict and/or concern in a Village. In each case the game/ activity has been described and the concerns have been noted.

1. The Newspaper Game
The newspaper game is known in CISV as a name game. The participants sit in a circle and one person stands in the middle holding a rolled newspaper. Someone calls the name of a participant and the person in the middle has to run there and hit the named person on the head. If the named person names another person before being hit the person in the middle has to run to the new one. The game continues until the person in the middle is successful hitting before that person can call out another another name, at which point the two players exchange positions and the game begins again.

Concerns:
violence (players could be hurt)
cultural insensitivity ( in some cultures it is not allowed to touch the head)

2. Clothesline
Participants are divided evenly into two teams. This is a competition to see which team can make the longer clothesline using only their bodies and the clothes that they are wearing.

Concerns:
embarrassment
cultural insensitivity (undressing in front of others)
competition ( pressure on individual children to perform embarrassing tasks, chance of injury)

3. Blanket Game/ Sahara Game/ Desert Game
One participant sits in the middle and is covered by a blanket. He is then told by the others that he should imagine that he is in a desert and that it is very, very hot. He then is instructed to determine what he should do to feel better. The participants can then be tricked into removing clothes instead of removing the blanket.

Concerns:
embarrassment
culturally insensitive

4. Food Games
Food should not be wasted in a game as CISV should be teaching children about the problem of world hunger.

5. Fire Drill
Often at the end of a fire drill the local fire brigade will create a water game with their hoses. There is no harm in doing this game as long as the seriousness of the drill is not lost.

6. Simulation Games
Rich and Poor Game, System Game, Lifeboat, Tug of War, etc. are appropriate games if they are well prepared and if there is a good debriefing. Most eleven year olds have difficulties in these situations for two reasons: maturity and language.

Concerns:
age inappropriateness
language

7. Kissing Games
In many Villages there are still kissing games. Kissing is not a universally acceptable activity and can create embarrassment and be offensive for many participants. They should not be played in any Village.

Concerns:
embarrassment
cultural insensitivity

8. The Rape Game/ Suomo Sex Game
The boys sit in a circle and each one has a number. The girls sit in the same circle and are given letters. A person in the centre of the circle calls a number and a letter. The corresponding girl and boy race to the centre to kiss each other.

Concerns:
violence
culturally insensitive
embarrassment

The name of this game alone makes it totally unsuitable for use in a Village. This game should never be played in a Village.

9. Wedding Game/ Marriage Ceremony
By the end of the Village there are often many close friendships emerging and to celebrate this fact from time to time, a wedding ceremony becomes part of a party. To make the situation funnier sometimes the boy dresses as the bride and the girl as the groom. In any case, this game is not appropriate as in many cultures a wedding ceremony is a religious sacrament and therefore should not be the theme of a game. For those children who have not developed such friendships it excludes them. In conservative families cross-dressing is not seen as acceptable nor funny. There are many acceptable ways to celebrate friendships in a Village without using this activity.

Concerns:
embarrassment
cultural and religious insensitivity
exclusionary (not everyone can take part)

10. Love Statue
Some participants are asked to leave the room while others remain inside as the audience. One by one, the children are called back to the room to progressively build a statue of love. Although this can seem quite funny to the audience it may not be to the actual participants as they are forced to do things that normally they wouldn't do.

Concerns:
embarrassment
cultural insensitivity
group pressure

11. Cross-Dressing
While planning for special evenings themes are often chosen . From time to time, cross-dressing is used for this purpose. Although this may be both acceptable and funny to have boys dressed like girls and girls dressed as boys, in some cultures this is not always the case.

Concerns:
embarrassment
cultural insensitivity
exclusionary

12. Practical Jokes
The rule should always be to never do anything in a Village that would purposely embarrass or hurt the feelings of another participant.

13. Drinking Games
Any game that uses a substance that is forbidden by CISV should never be played.

The following are activities that are encouraged in Villages but can be equally inappropriate if they are not planned and done well:

14. Village or Camp Meetings/ Children's Parliament
In this activity the child delegates take the active role of running a meeting that looks at how the Village is functioning. The chairperson and secretary are both delegates. The staff and leaders help keep the meeting moving, listen and do translations. These meetings can be a very valuable part of the Village as long as the children understand how they are to work and which parts of the Village cannot be changed during these discussions (eg. food, bedtimes, freetime all day long, etc.).

The leaders meeting should always evaluate how the Village Meetings are going. If the planning is not good and children do not understand the purpose of these meetings they will think that are useless and that no one really cares about the things that matter to them.

15. Secret Friends/ Monitos
Every participant in the Village is given a piece of paper on which the name of another participant is written. That person become a monito, someone for whom you are expected to secretly do nice things for, for a period of time. At the activity's conclusion the monito/ secret friend is revealed through a song.

This is an appropriate activity as long as everyone understands what is expected and takes part. It can be very sad for a participant if he/she never receives anything from the designated monito.
Note:
The International Village Committee should be made aware of inappropriate games/ activities if they occur so that the issue can be addressed and they can be permanently removed from CISV Villages.

8.8. The In-Village Calendar.

The calendar (for samples, please refer to Appendix 10.11) is prepared by the host Staff in close coordination with the Village Committee. It includes set events which need arranging prior to the Village. It is then discussed during the planning time with the Adult Leaders and JCs before the arrival of the children.
At the pre-planning meeting, changes may be made and program ideas introduced. Where prior arrangements have been made (homestays, trips outside the Village, etc.) care should be taken that these are considered during the planning time. Please refer to the Appendix for examples of a completed calendar completed with the suggestions of the village staff and program planning committees.