Appendix 2:  Extra Games

 

 

I.  Cooperation: Machine Building

 

One individual starts off the game by making a repeated, simple motion with some part of their body (which may or may not be accompanied by a sound). One by one, the other members of the group join the "machine," building on it with their own actions, which should interact somehow with another member of the group.  Each member's repetition of their action should not stop until all individuals have joined in and the completed machine has had a chance to function for a short while. 

 

You might want to break the group up into smaller subgroups to facilitate the success of the game.


II.  Cooperation:  Broken Squares Activity

 

The purpose of this game is to help familiarize the students with certain aspects of cooperation in solving a group problem and to sensitize the students to some of their own behaviors which contribute toward or obstruct the solving of a group problem.  The teacher may wish to begin with a discussion of the meaning of cooperation. This should lead to suggestions by the groups of what is essential in successful group cooperation. The teacher may want to list the suggestions on the board, and the teacher may introduce the game by indicating that the groups will conduct a fun experiment to test their suggestions.

 

Instructions:

A.     Divide the students into groups of six. In each of the groups there will be five players and one judge to observe the five players. Each of the five players will have an envelope which contains pieces of cardboard for forming squares (see attached for instructions on how to make the squares)..

B.     When the teacher gives the signal to begin, the task of each group is to form five squares of equal size from 3 of the cardboard pieces. The students can exchange them but cannot have more than 3 pieces at any one time. The black lines and letters must be facing up when the squares are made. The task will not be completed until each individual has before him or her a perfect square of the same size as that held by others.

 

C.     The judge will quietly make observations of the group interaction and present his or her observations after all the players have formed their own squares. For instance the judge may notice how player A, after having formed his or her own square, was not willing to give up his or her own pieces whereas player C was.

Other things the judge may want to look out for: Do the players get frustrated and release their anger through destructive means or do they stick in there and think positively? Did anyone try to violate the rules (see below)? Was there any critical turning point at which time the group began to cooperate?

Restrictions to the Game:

The role of the teacher is to facilitate the game and make sure that every student abides by the following rules and restrictions:

A.     No talking, pointing, or any kind of communicating among the five players in the group

B.     Players may give pieces to other players in the group but may not take pieces from other players or in any way signal that another person is to give him or her a piece.

C.     Players may give pieces to other members, but cannot simply throw their piece into the center for others to take. They have to give the pieces directly to one individual.

 

Making a Set of Squares for “Broken Squares.”

 

Directions

A set consists for five envelopes containing pieces of cardboard which have been cut into different patters and which, when properly arranged, will form five squares of equal size. One set should be provided for each group of five persons. To prepare a set, cut out five cardboard squares of equal size, approximately six by six inches. Place the squares in a row and mark them as below, penciling the letters a, b, c, etc. lightly so that the can later be erased.

 

The lines should be drawn so that, when all cut out, all pieces marked a will be of exactly the same size, all pieces c should be the same size, etc. Several combinations will be possible that will enable participants to form one or two squares, but only one combination will allow the formation of 5 six by six-inch squares. After drawing the lines on the six by six squares, label them with lower case letters and cut them apart, forming the puzzle pieces.

 

Sort the squares as follows:

Envelope

has pieces

A

i,h,e

B

a,a,a

C

a,j,c

D

d,f,g

E

b,f,c

 

After the pieces have been sorted, erase the penciled letter from each piece and write, instead, the appropriate uppercase (envelope) letters.  This will make it easy to return pieces to the proper envelope for subsequent use when a group has completed the task.

 



 


III.  Working Together:  PB&J Orchestra

 

Explain to the class that you are now going to do a lesson that will give them a hint of what the class will be talking about for the next few weeks: how to solve conflicts.  There will not be a conflict, but what the students are doing is key to understanding how to handle conflicts:

 

Divide the class into three groups.  The students can stay in their seats for this activity.  The first group will say “Bread” over and over again (think: slow rhythmic bass/tuba/trombone part).  One group will chant "Peanut Butter” (think: moderate saxophones, trumpet part).  The other group will sing "Jelly" (think: melodic upper woodwinds part).   You act as the conductor and direct the "orchestra".  Students must listen to each other to maintain the balance of the PB&J orchestral piece.  This game is a Festival staple, so be prepared to become part of the New Haven/Hamden local PB&J Orchestra.

 

Discuss how working together can solve conflicts.  Lead the students in a discussion – don’t lecture.  Talk about what happens when people don’t work together (Does this cause conflicts?  Does this ever help conflicts to get resolved or does it always make them worse?  What kinds of every-day conflicts – interpersonal, or in the city – could working together solve?)

 

 

IV.  Cooperation:  Face to Face

­Have the students break up into pairs and stand facing each other--have students select in each pair one “A” and one “B”.  Tell the students they will have one minute to observe their partner silently.  When the minute is up, tell the “A”’s to turn around.  While “A” is turned around, “B” will change three things about him or herself.  After “B” has made three changes, partner “A” will turn back to face partner “B.”  “A” will have thirty seconds to one minute to figure what three changes were made by partner “B.”  Repeat the above steps.  This time, “A” makes three changes in his or her appearance, and “B” tries to guess what they are.

After “A” and “B” have played both roles, have the students sit down and ask them the following questions:

·        What was hard about this activity?

·        What was easy about this activity?

·        Were there any changes your partner made that you could not figure out?  What were they?  Why were these things so difficult to notice?

·        What would have made this activity easier for you?

 

 

V.  Cooperation:  Pass the Pulse

 

Set-up:  have students stand in a circle holding hands.  If your class is in the cooties stage, this game may be difficult or even impossible to play.  Volunteers can stand between people who have problems holding hands.  One volunteer stands in the center with a watch and is the designated time keeper.

 

Directions:  The pulse begins when a volunteer or designated student squeezes the hand of the person next to him/her (gently).  The pulse is passed along from person to person all the way around the circle.  When it reaches the starter, she yells out “done.”  The time keeper announces how many seconds it took for the pulse to pass all the way around the circle.  Let the class try again to see if they can work together to beat their time.

 

 

VI.  Escalation and De-escalation:  “Peace” Picture

 

Divide students into groups of three or four.  Distribute picture sheets to each group.  First, it is recommended that you go through the list of de-escalation choices with the students, asking whether the stated action would escalate or de-escalate the conflict.  Then read out conflicts (see attached).  Have students discuss which de-escalator on the sheet would resolve the conflict.   While a number of de-escalators are applicable, pay close attention to ‘clues’ on the list to determine which particular de-escalator fits best.   You should discuss other methods of de-escalating the stated conflict.  Answers are in parentheses next to the conflict.  When a consensus is reached, students should shade in the box of the appropriate de-escalator.  Continue reading out conflicts until students have successfully shade in a complete picture.  When completed, the word PEACE and a dove will remain unshaded.

 

 

PEACE PICTURE LEGEND

 

 1   Raise your voice so that she or he cannot ignore what you are saying.

 2   Relax and keep playing.  The ref caught the foul.  Do not let him ruin the game.

 3   Lower your voice and try to talk things out calmly.

 4   Threaten to go tell your big brother, who will beat him up.

 5   Step up into his face.

 6   Hit him or her back.  He fouled you—why not even up the score?

 7   Ignore him and walk away. 

 8   Walk away from the bully, and go to an adult. Maybe he or she can help you.

 9   Think about the issue from the other person’s point of view.  How would you feel if someone made fun of you because of your appearance?

10  Do not tell him that he is wrong.  Talk it out and work out a solution together.  Remember both of you want to do well on the project.

11  Laugh in his or her face.  You never did like him or her anyway.

12  Apologize.  It was an accident.  You didn’t mean to bump into him.

13  Don’t back down.  You know you’re right.  Make sure he knows that he’s wrong.

14  Make fun of him or her.

15  Take a deep breath and calmly explain the misunderstanding.  It was only a rumor.

16  Tell him or her that you have a knife and scare him. 

17  Step back.  Avoid physical confrontation and put space between the two of you.

18  Compromise.  Think of a solution with which both of you can be happy. 

19   Count to ten, calm down and walk away.  It’s not worth fighting over.  You won’t gain any respect from that girl by fighting.

20   Listen to what she is saying.  Maybe she has a legitimate excuse for not being able to do her chores.

PEACE PICTURE CONFLICTS

 

1.      You and Chris are playing basketball.  He fouls you on the court. (2)

2.      You are walking down the hall, and you accidentally bump into Rob.  Rob turns around and yells at you.   (12)

3.      You and your older sister are supposed to do chores.  Your older sister asks you to do her share of the chores because she has other things she has to do.  You think that it’s not fair. (20)

4.      The school bully corners you in the hall and threatens to beat you up after school.  (8)

5.      You tell a joke about blonds.  Although it was supposed to be a joke, your friend, who is blond, is offended. (9)

6.      You are walking down the street, and some guy starts making fun of you. (7)

7.      Somebody spreads a rumor that you called Hilary a bad name.  You never called her a bad name.  Hilary is upset with you and confronts you after school one day.   (15)

8.      Jose sits down next to the girl that you have a crush on at lunch.  He’s obviously flirting with her.  He looks up and smirks at you.  You are jealous and really mad.   (19)

9.      You and Corey are working on a group project together.  You do not agree with how he wants to do the group project.  (10)

10.  Alex, the class clown, is being really annoying.  You do not laugh at one of his jokes.  He gets offended, and gets all up in your face.  He makes like he’s going to hit you.  (17)

11.  You and your best friend get into an argument.  The two of you are yelling at each other. (3)

Your mother gives you $20 to share between you and your brother.  You and your brother do not agree on how to spend the money.  (18)

 

 

 

 

VII.  Discussing Conflict:  Draw Your Own Conflict Tree

 

Give your students paper and markers or crayons.  Have them invent a conflict or use one from personal experience and then have them draw their own conflict tree.  After everyone has had enough time, give them a chance to discuss their conflicts, the causes of them, what type they are, and the results. 

 

If you have time leftover, you can do the following activity.  If you don’t have time, please begin with it in the next lesson:

 

 

VIII.  Discussing Conflict:  Madlibs

 

The students will now complete a Peace by PEACE MadLibs. Explain to them that you have an incomplete story that they have to complete. Ask the students for a word to fill each blank spot with the designated word or term. For example, when it says "escalator," ask the students for an escalator and write what they come up with on the appropriate line. After you have filled in all the blanks, read the completed story out loud.

 

At the ___________

         (fill in a name of a hangout place)

 

It was Saturday afternoon at the __________.    ___________, ___________, and                                                                            (same hangout)         (1st girl)              (2nd girl)             

 

______________  were hanging out and talking about _______________.

(3rd girl)                                                                                     (neutral topic)

 

By the soda machine, ___________, ____________, and ___________ were

                                        (1st boy)               (2nd boy)                (3rd boy)

__________________.  Suddenly the boys and the girls spotted each other. __________

(example of cooperation)                                                                                             (1st girl)

 

whispered to ___________," He's a ______________."  _________ laughed and

                         (2nd girl)                     (escalator, mean adjective)   (2nd girl)

 

_____________.  In response, the boys__________.  ___________ thought his friends

(escalator, action)                                (escalator, action)      (3rd boy)

 

were being immature.  He said, "____________.  ____________ agreed.  She________.

                                                            (de-escalator)          (3rd girl)                   (de-escalator, action)

The friends started to laugh and decided they were hungry and it was time to eat. 

 

They all went together to get some_____________ at ___________.

              (favorite food)   (favorite restaurant)

IX.  Real World Violence Case Study: The Story of Quentin Carter

This activity requires the reproduction of the article from the New York Times with the headline, “Joker, 12 Dies in a Rage of Bullets.”  However, given the recent outbreak of school violence across the nation, some classes may be more interested in discussing these particular events further.  If this is the case, you may choose to use a different article for your case study.  You are responsible for locating an article, reading it and thoroughly discussing it with your teaching partner prior to the class.  Use the following activity as a guide to creating your own discussion questions.  What you should stress to the students is how a gun elevated an ordinary conflict, one which you might have acted out in class, into a life and death issue, where a student had the power to act on the impulse to murder.  The Quentin Carter article or the article you choose to use will most likely address issues which have not been presented to the students formally, such as gun control, parental or community responses to the death of the victim, and legal retribution.  Use the students as a guide for which issues they want to discuss. 

 

A.                 Depending upon the reading level of your class, either read the article out loud or have the students take turns reading the article out loud.  Read through the entire article this way at the start of the class.  You may want to summarize what has happened every few paragraphs or so.  Students can also help summarize.  Ask if anyone has any initial reactions or questions about the article. 

B.                 Go through the article by emphasizing the lettered blocks.  You might want to divide the class into small groups of four or five, assigning each group to a letter if you feel the large class is too dispersed.  You can also divide the class into two, with each teacher leading a separate discussion.  

Each lettered block marks a different theme of the article.  Use these blocks and the questions below to structure the lesson, but do not limit yourselves if the students indicate they want to pursue other areas.

A.                 How could the content of this paragraph be an escalator for the two boys?  If the author’s notion is true, what might someone like Brian be doing with a gun?

B.                 What’s the difference between “rage” and anger?  Have the students experienced being “dissed”?  How might Quentin have reacted if the scenario between the two boys were reversed?  Why couldn’t Brian react the same way?

C.                 What does Mrs. Willis-Linsey mean when she says, “He’s not to blame fully”?  Is she right?  What might Brian have done if he hadn’t had access to the gun?

 

How is Quentin being affected by his own pride and his need to protect his reputation?  How else could he have responded to Brian when Brian brandished the gun?  What stopped Quentin from reporting Brian right then to the police or to a teacher?

D.                 Why would Brian include this line in his description of what happened?  Does this help explain why Brian would resort to murder?  Why would Brian continue shooting after the initial shots?

E.                  Do you believe that Brian means what he says here?  If he does, where is he getting this idea from?

 

X.  What’s Worth Fighting Over:  Bother-o-Meter

 

Goal: to brainstorm what things are and are not worth fighting over.

 

Set-up:  Teachers should come to class with three sheets of paper – one that says “Worth Fighting Over,” another that says “Might be Worth Fighting Over,” and a third that says “Not worth fighting over.”  Volunteers, each holding a sheet of paper, should stand in a line, approximately seven feet apart.

 

Directions: 

Explain to the students that you will read some situations to them.  The students should arrange themselves nearest to the volunteer who holds the sign that best describes how they feel about the item.

 

Playing the Game:

One teacher should read each of the following items:

 

Discussion:

You can reiterate the point that everyone has conflicts at times, and that we are not trying to tell them never to have conflicts.  Instead, we want to talk about how to deal better with the conflicts we have and how to solve them.

 

Some prompter questions:

·        Have you ever had a fight that you later regretted?

·        What are some things that make you really angry, but still aren’t worth fighting over?

·        Even when you’re angry, why would you choose not to fight?

·        How do you decide when to fight and when to walk away?

·        What are some ways to prevent fights that aren’t worth it?

 

 

XI.  The Physiology of Anger

 

Purpose: to explore how bodies react to stimuli that generate feelings of anger.

 

Directions:

 

A)  Ask the students how their bodies react when they are angry.  What is breathing like?  What is your heart doing?  Does anything else happen physically?

 

B) Tell the students they are going to make their bodies feel angry.  Have the students close their eyes and imagine that whatever bugs them the most is happening to them.  Ask them to try to concentrate on what is happening inside of them.  Are their fists scrunching?  Are their faces scrunching up?  Are their hearts racing?  Is anything happening to their breathing?  You can suggest that the kids breather harder, tense their muscles, imagine their faces getting hot.  Now tell the kids to relax.  You can lead them by suggesting, “Now, breathe slower and more regularly.  Relax your muscles again.  Think of your favorite thing…”

 

C) Explain to the class that is what happens to your body when you become angry:

Something makes you angry.

  1. These feelings create tension and stress in your body.
  2. Your body begins to release adrenaline in your blood.  This chemical causes you to become excited and your reactions quicken.
  3. In response to the demands of your body, your breathing rate increases, your body temperature rises, your heartbeat accelerates, your blood pressure rises as your body works harder in response to the increased tension.
  4. You react to the tension in your body.  (You may cry, play sports, yell, hit something, etc)

 

D)  Make sure the students understand that everyone gets angry; anger is a part of life.  We cannot control whether or not we get angry.  We can control how we deal with this anger.  You may also want to draw the connection between anger and aggression: While anger is a temporary emotional state caused by frustration, aggression is often an attempt to hurt a person or to destroy property in reaction to this frustration.

 

E)  Also make the connection between recognizing your anger and the conflict escalator: If you are on the first step of the escalator and you realize that your body is telling you that it’s angry, then you can deal with that anger and stop the conflict from escalating.  It may seem like when you’re angry you just react – it may seem like you have no choice but to escalate the conflict.  But we’ll prove to you over the next few weeks that if you learn to pay close attention to the messages that your body is sending you, then you can stop a conflict from escalating.  One of the most important and most effective ways to stop a conflict from escalating is to realize that you’re angry and to deal with this anger so that you can keep the conflict from getting worse just because you’re mad.  

 

F) Discuss with the students the way they deal with anger and stress, brainstorming other ways to do it.  You can also discuss the things that make the students angry in the first place.

 

XII.  Communication:  Telephone

 

Play the game of telephone by whispering about a conflict situation into one student’s ear and having them pass the details about the situation from student to student.  At the end, have the last student repeat the situation.  Talk about how rumors work like this, show how muddled a story can become after it has been passed all around, and discuss how this can make a conflict worse.

 

 

XIII.  Communication:  The Mirror Game

 

Have students pair up.  Tell them to decide within their group who will be the leader and who will follow.  Then, the leader starts moving and the follower tries to be the leader’s mirror image.  The idea is to move slowly enough and to pay enough attention to each other that it’s impossible to tell who’s leading and who’s following.  The teachers will walk around the room and try to guess who’s who.

 

 

XIV.  Overcoming Stereotypes:  “Body Rituals Among the Nacirema”

 

A.     Either take turns reading the passage or read the passage out loud.

B.     Discussion

1.      Ask and discuss the following questions with class:

a)      What do you think about Nacirema rituals?

b)      What rituals performed by the Nacirema seem most outlandish to you?  Why?

c)      Enlighten students as to the moral of the lesson (that this is actually an interpretation of the American culture. Nacirema=American spelled backwards )

d)      Ask students to identify Nacireman rituals with their own.

e)      Explain the meaning of the word ethnocentrism (the idea that your race and culture are superior to others).

 

 

Body Rituals Among the Nacirema

 

Professor Linton first brought the ritual of the Nacirema to the attention of anthropologists 47 years ago but the culture of these people is still very poorly understood. Linton says that the Nacirema work very hard, live richly but spend most of their day in ritual activity. The main point of the ritual is the human body and the people worry a lot about health. They believe that the mind is trapped in a diseased body and the only way to avoid sickness is through the powerful influences of rituals and ceremonies. Every house has one or more shrines or holy places for ceremonies. The more powerful people in the culture have many shrines and you can tell how rich a person is by the number of shrines in his house.

 

Each house has at least one shrine and the rituals are not family ceremonies but are private and secret. The rites are normally only discussed with the children and only when they are learning the mysteries of the shrine. Professor Linton was able to get friendly with the natives and let him examine the shrines and the natives described the rituals to him.

 

The main point of the shrine is a box or chest, which is built into the wall. In this chest are kept the many charms and magical potions without which no native believes he could live. They get the potions from special people. The most powerful are the medicine men whose help must be rewarded by great gifts. The medicine men do not give out the potions though, but decide what the ingredients should be and then write them down ‘in ancient and secret language. The language is only understood by the herbalist, who for another gift gives out the charm that the person needs. The charm is not thrown away after it has served its purpose but is placed in the charm box of the household shrine. Each charm is for certain ills and the people have so many sicknesses that the box is usually full. The rituals are performed in front of the charm box so that the charm box and the charms can protect the worshipper.

 

Underneath the charm box is a small font (a fountain). Every day each member of the family, one by one, enters the shrine room, bows his head before the charm box, mixes different sorts of holy water in the font and begins with the rite of cleansing.  The holy water is gotten from the water temple of the community where priests keep it ritually pure.

 

Another special magician, but less important than the medicine man, is the Holy Mouth Man. The Nacirema have a tremendous horror and fascination with the mouth, the condition of which is believed to have supernatural powers in all social relationships.  If they do not follow the mouth rituals, they believe their friends will reject them and their lovers desert them. The daily mouth rite is performed by everyone and to the stranger is disgusting. The rituals consists of inserting a small bundle of hog hairs into the mouth along with certain magical creams and then moving the bundle around. The Nacirema seek out the Holy Mouth Man twice a year.

Some other customs of the Nacirema include the Great Temples or latipsoh which are run by the Medicine Men who are aided by maidens dressed in white. In the latipsoh ceremonies are performed on the very sick. Another custom is one in which the men once a day scrape their faces with very sharp objects.

 

Little is known of the beginnings of the Nacirema, although tradition says that they came from the East. According to Nacirema mythology, their nation was originated by a culture hero, Notgnihsaw who is otherwise known for two great feats of strength - the throwing of a piece of wampum across the river Pa-To-Mac and the chopping down of a cherry tree in which the Spirit of Truth lives.

 

Our review of the ritual life of the Nacirema has shown that they are a magic-ridden culture. It is hard to understand how these people have existed so long under the burdens of their beliefs.

XV.  Mediation:  Hubba Bubba Chewing Gum Factory Conflict

 

(This may be used in the Mediation lesson in place of a real-world conflict)

 

Questions for each group

 

1.      Summarize who you are and what values are important to your group

 

2.      What is your group's position on the Hubba Bubba Factory?

 

3.      What are the three most important values or interests to your group?

 

4.      What interests are you willing to compromise or give up? What interests are you unwilling to negotiate or give up?

 

5.      What suggested compromises can your group come up with?

 

 

 

The Hubba Bubba Chewing Gum Company

 

You are all board members of the Hubba Bubba Chewing Gum Company.  The president of the company, Hubba, has asked you all to come here today to discuss a very important issue.

 

Your company has identified Riverside, Connecticut, as the best place to build its new factory.  There is a vacant lot next to the river which your company wants to occupy.  Riverside Middle School is right next door.

 

As a company, your main concern is to make a profit (to make money.) You want to build in the cheapest lot possible and to spend the least amount of money on running the factory.  This lot is the best location for the following reasons:

1.      It is the cheapest lot in town

2.      It is next to the river so you can use the water for energy in the factor.

3.      It is near the town center so people will be able to come to work more easily.

 

You don’t understand why there is so much fuss about you moving into Riverside.  You will bring the much needed jobs to the town.

 

If the town is going to put a harsh fight, you might be willing to spend a little money to make sure that you don’t pollute.  If you are having a hard time convincing people to let you buy the lot, you might offer some “gifts” to the town like free bubble-gum for all the kids or a scholarship for college.  But that is all you will give.

 

 

Riverside Association for the Environment

 

You are a group that supports the environment.  You work to make sure people don’t pollute Riverside’s air and fresh water.  You especially want to protect the River which runs through the town because

1.      It is the only source of drinking water for the people in Riverside

2.      A small group of very rare birds live there.  They are dying at a very high rate.

If the river is polluted they will all die out and become extinct.

 

You want to make sure companies don’t get away with pollution.  You are very against the idea of Hubba Bubba Chewing Gum Factory coming to this lot.  You think that Hubba Bubba uses dangerous chemicals when it makes its gum and you have reported that the company dumps the chemicals into the river.  You will not accept a bribe from Hubba Bubba.  You might be willing to accept Hubba Bubba coming to town if they agreed not to pollute the river and you could inspect their factory.

 

 

The Workers Union of Riverside

 

You are the group that represents the workers of Riverside, CT.  Most people in Riverside belong to your group.  You are very worried that there aren’t enough jobs in Riverside for all the workers.   Your main concerns are:

 

1.      That everyone finds a job

2.      That workers receive high salaries (pay)

3.      That workers are treated well on the job

 

You are undecided about whether you support the Hubba Bubba Chewing Gum factory coming to town.  On one hand, you think that the factory will provide nearly 300 new jobs for people in Riverside.  You really want the jobs.

 

On the other hand, you are worried, that a big national company like Hubba Bubba might not treat its workers so well. You want to make sure that Hubba Bubba pays your workers very high salaries, gives them days off, and pays for their medical needs.

 

While you care about the environment, that is not your main concern.  You think you might be able to get Hubba Bubba to offer high salaries to workers if you side with the environmentalists.

 

 

Riverside Middle School Parent-Teacher Association (PTA)

You are a group of parents and teachers at Riverside Middle School.  Your main interest is the safety and education of your kids.  You are against the building of a factory in the empty lot next to Riverside Middle School because:

 

1.      Children will have to breathe pollution and smoke from the factory.

2.      There will be a lot of dangerous traffic and commotion near the school.

3.      Children will be distracted by the smell of bubble gum during the day and won’t be able to concentrate on school.

 

You are against building the factory.  Last week, someone brought up the idea of getting the factor to “pay” for its being on the lot by providing money to the school and scholarships for kids to go to college.  You got into a disagreement.  Some of you think that you shouldn’t be bribed by the factory.  Others feel that maybe some good will come of it, and the factory might offer jobs, scholarships or internships to the students.  Before you present your group opinion you need to decide as a group on one, unified position.  Please discuss both sides of the argument amongst yourselves.

 

 

 

 

 

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