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U.S. Department of State

Diplomacy in Action

Chapter 3: Group Focus Session 2: Who am I?


Group Size: Seminar group-8-12 students (Can be done with a whole class)

Time Needed: 45 to 60 minutes

Physical Set up: Circle or conference table

Materials: A selection of markers or colored pencils for the students, a blank sheet of paper. (optional material transparency and overhead projector). Facilitator should have designed a personal business card before beginning this lesson. The card may be designed on a transparency for ease in sharing with the class.

Goal: To recognize and articulate strengths, talents, and passions

Procedure: Meet & Greet activity: Sharing talents. Students form a circle and make eye contact with the person opposite them. Each pair in turn will walk to the center of the circle, shake hands, and introduce themselves by giving their name and a positive personal attribute or talent.

"Hello, I am Susan and I would like you to know that I can be a great friend."

The partner acknowledges the trait and then proceeds with the introduction.

"Yes, Susan I have noticed that about you. I am Hank and love to take friends hiking with me."

Remind students that in order to be in STEPP, we first need to identify our strengths, talents and passions/interests. Explain that the "meet & greet" activity was to think about our unique talents and traits. Explain that today's session will elaborate on this theme by creating a personal business card.

Introduce the activity as follows: Ask the students if they know that in some groups and societies like ours, business cards are very important as a means of quick introduction.

Ask them if they have seen a business card? (Brainstorm what things go on business cards. name, address, picture, logo, maps, products and services.)

Tell them that each of them will design their own business card today similar to the one you did for yourself.

(Directions below)






The business card should have only your name and five or six symbols that represent things that show your strengths, talents, and interests. In other words the card should reveal information about who you are and what is important to you. Avoid the use of words for anything other than a name. Keep your artwork simple. Stick figures are perfectly acceptable. Your card might have your name and symbols like a book because you value education, a family tree because you value family, a ballet dancer because you are talented in the performing arts, a computer because you are interested in technology, and a newspaper because you are interested in current events especially concerning world peace. Share the business card you made in advance of the class. Tell the meaning of the symbols. Coded above is Hank's business card. Starting in the lower left hand corner. And going clockwise around the card:

  • Hank values time and even teaches time management.
  • He values his family.
  • He loves his dog.
  • He enjoys being in the outdoors, especially in the mountains. 
  • Hank love white water canoeing and
  • He loves teaching and reading

Distribute materials and allow students time to develop their own business cards. If time runs out have them complete the card for homework and complete discussion at the next session.

As students are completing their cards ask them about their symbol system. Why did they choose those that they did? Do they think the card will change as they age and continue to mature?

Follow-up: Conclude by having students share the cards with the rest of the class or with smaller groups within the class. Ask them what they learned about each other that they were not aware of previously. Display the cards in the classroom.

Reflection: Journal entry suggestions:

Write about what you learned about yourself from your business card.

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