SAA Retreat Activity Ideas

1. Mingle, Mingle

Summary: This icebreaker activity allows participants to connect and get to know each
other a little more by “mingling” and using preferred gender pronouns.

Learning Outcomes: Participants will get to know each other better, gain practice using
other people’s pronouns, and begin connecting and talking amongst each other.

Materials Needed: N/A

Directions: Prepare participants to move around the room and follow instructions.
Participants will be told to find a person and introduce themselves, including their name
and pronoun, and answer a question the host will read off (i.e. What was something
you wanted to be when growing up?”). After a few minutes of interacting, the host will
then say “mingle mingle” and the participant will have to find a new person, and tell
them about the individual they just met, using their pronoun. For example, “I just met
Matty and they told me that they wanted to be a firefighter when growing up!” Repeat
this process 4-6 times, depending on the amount of participants.

Activity Takeaways: Participants will begin to connect with each other and become
cognizant of using preferred gender pronouns.
 2. Fitting in vs. Belonging

Summary: This activity will encourage participants to discuss how they view the
concepts of “fitting in” and “belonging” and will allow them to find the differences
between the two.

Learning Outcomes: Participants will be able to define the differences between “Fitting
in” and “Belonging”, and will know at least one reason why conversations about
belonging are appropriate to social justice learning,

Materials Needed: Large Flip Chart Paper & Markers

Directions: Participants will split up in groups of two. One group will spend five minutes
discussing what they believe “Fitting in” means, and the other will spend five minutes
fleshing out what “Belonging” means to them. Participants are also instructed to write
anything of relevance to the concept, such as what it feels like to belong or fit in, or how
do you know you’re doing it.

Activity Takeaways:
Participants will be able to define the differences between “Fitting in” and “Belonging”,
understand their personal relationship between the two concepts, and begin thinking
how these concepts relate to social justice.
 3. Comfort Zones, Learning Edges, Danger Zones

Summary: This activity is will introduce our participants to the concepts of comfort
zones, learning edges, and danger zones.

Learning Outcome: Participants will have a basic understanding of how to define what
triggers them and what they feel like when they are triggered. This activity shows that
everyone has different levels of comfort with different topics, activities, etc.

Materials Needed: Colored Rope (colored bandanas or flags for participants with limited
mobility)

Directions: Participants will all start in the innermost circle of three concentric circles.
The innermost circle is the “Comfort Zone”. Participants will be asked to move to
different zones based on how they feel in response to questions being asked (i.e “How
comfortable would you be going to a gay bar with a group of friends?” or “How
comfortable would you be Interacting with a police officer?”

Activity Takeaways:

Participants should be able to learn:

1.) Where their own learning edges are, 2.) That everyone has different levels of comfort
with concepts, topics, activities, etc., 3.) That optimal learning happens when they are
being challenged or challenging themselves, and 4.) That their own social identities
(race, socio-economic class, gender, etc.) impact their comfort with certain things.
 4. Privilege for Sale!

Summary: Cha-Ching! This cooperative activity requires participants to work together and
decide which privileges they want to buy with a given amount of money.

Learning Outcomes: Participants will process why they value certain privileges over others.
While participating in a team setting, participants will realize what privileges they have and/or
may take for granted.

Materials: Papers, Markers, Scrap Paper for “Fake Money”

Directions: Inform to participants that for the sake of the activity, they do not have any
privileges. Split participants into groups of 3-5, and give each group an amount of money.
Provide participants with a list of privileges, and inform them that each privilege costs $100.
Give participants 5 minutes to decide together which privileges from the list they will purchase.
Have the participants process with the larger group about the privileges they chose, why they
chose them, and any reflections at the end of the five minutes.

Activity Takeaways:
Participants will begin to reflect upon their own privileges, unknown or known, and how the
amount of value they have for those privileges may differ from other people.
 5. What is Racism?

Summary: This activity will explore three forms of racism; institutional, internalized, and
individual, and learn why understanding these three forms of racism is important to personal
understanding, as well as its importance in a social justice framework.

Learning Outcomes: Participants will be able to define institutional racism, internalized racism,
individual racism, as well as provide at least one example for each.

Materials: Flipchart, whiteboard, or any visible surface to the group. Sticky Notes, Pens/Pencils,

Directions: Pass participants stick notes. On the visible surface to the group, write down the
word “Racism” and give participants one minute to list off any words that come to mind when
they hear the word Racism. Next, ask the group if anyone can provide a definition for the word
Racism. Establish a broad understanding of Racism, and then instruct the group to jot down
three instances, actions, or examples of racism-one per sticky note. After this, write a different
form of racism on the board. Repeat the same process for internalized, individual, and
institutionalized racism. If time permits, have the participants bring their sticky notes, and
place them underneath each form. Explain to participants why understanding these three
concepts is important when working through our own understandings of racism.

Activity Takeaways: Participants will gain a deeper understanding of racism, and how it affects
society. Participants will be able to use these understandings and apply them to a social justice
framework, thinking about where these forms still exist, and how they can be reversed.
 6. Ally Signs

Summary: This is a silent activity that requires participants to finish out either of the two
statements; “I am an ally because…..” and “I do allyship because….”.

Learning Outcomes: Participants will become more familiar the term “allyship”, their own
personal motivators behind allyship, and others motivators of being an ally.

Materials Needed: Paper and Writing Utensils (Markers preferred)

Directions: Participants will be given two minutes to finish the statement “I am an ally
because…” or “I do allyship because….” (This may be a good moment to introduce allyship to
anyone who may not know). Participants will hold up there large and legible signs in front of
them as if they were picking someone up at the airport, and walk around the room to observe
other participant’s ally signs.

Activity Takeaways: Participants will use this activity to learn more about being an ally, and
reflect on their personal “why” behind allyship. While observing the ally signs of others,
participants will learn of other causes that need support.
 Activity Sources:
All activities were taken from https://www.socialjusticetoolbox.com/, a resource hub for social
justice activities.

Activity 1: https://www.socialjusticetoolbox.com/activity/mingle-mingle-practicing-pronouns/

Activity 2: https://www.socialjusticetoolbox.com/activity/fitting-in-vs-belonging/

Activity 3: https://www.socialjusticetoolbox.com/activity/comfort-zone-learning-edge-danger-
zone/

Activity 4: https://www.socialjusticetoolbox.com/activity/privilege-for-sale/

Activity 5: https://www.socialjusticetoolbox.com/activity/what-is-racism/

Activity 6: https://www.socialjusticetoolbox.com/activity/ally-signs/

Other notable activities:

 https://www.socialjusticetoolbox.com/activity/facilitator-fear-factor/
 https://www.socialjusticetoolbox.com/activity/where-are-you-from/
 https://www.socialjusticetoolbox.com/activity/identity-signs-2/
 https://www.socialjusticetoolbox.com/activity/anonymous-qa/