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Plenary Session. Introduction.
Role play of "How Could You Say That!"
in front of plenary (negotiated poorly on purpose.)
Discussion of how the negotiators might have done
better.
Working Groups. Quick introductions in
working groups.
Hand out "The Leather Jacket."
Explain how to do a role play.
Have them read their confidential instructions.
Pair them up.
Negotiate "The Leather Jacket."
If they finish early, they can
review in their pairs.
Review "The Leather Jacket."
How did it go? Let's hear about the negotiations.
Put up outcomes. Who didn't reach agreement? Why
not? Negotiate in front of class? Mediate the
conflict? People who reached agreement, how did
you do it? How do you know what's fair? Does fairness
matter? Does being friends matter? Would it be
different with a parent? Would it be different
it you could return it? Did anyone lie about anything?
Should you? How was it like things from your own
life? Has anyone dealt with friends in this kind
of situation? What are some good guidelines to
follow?
Break. During the break, think about a
negotiation you've been involved in and think
about whether it could be used as a role play.
Students develop their own role plays. Ask
them to think of negotiations from their own lives,
with parents, friends, teachers, bosses, siblings.
Some will claim that they never have any or can't
think of any. Help them out by asking who they
have arguments with, or disagreements with, or
ask them if they ever feel angry about anything.
If they still protest, ask them to make one up.
Not everyone needs to think of one. If you get
two or three pretty good ones, that should carry
the class. The role plays can be about anything
(I don't like taking care of my little brother
all the time; my father won't let me stay out;
I'm telling my grandmother I'm going to keep my
baby, but she wants me to give it up; my boyfriend's
white and I'm black and he doesn't like being
seen with me in school because his friends make
fun of him; my best friend went out with my girlfriend,
etc.)
Once they've thought of a situation and who it
involves, ask them to pair up and explain it to
someone else in the class. They should explain
the situation, and how both sides see it.
Students take turns doing the role plays in
front of the class. Ask for volunteers. Have
them act them out. Let them go for as long as
it seems interesting. There are a variety of things
to try once they get going. You can lead a review
of the negotiation. You can ask for students to
say how they might do it differently. You can
have tag team, and let other students fill in.
You can ask the original two students to reverse
roles (this usually works well). You can ask a
student if he or she will mediate. You can ask
how this relates to social and international negotiations.
Sometimes one pair will last the whole session,
and other times it will take a total of five minutes.
Once the first pair is finished, get others up
there.
Another option for this period of time
(if they absolutely refuse to think of their own
cases), is to have them do the Playing Time case.
They can take about five minutes to read and think
about it, and another ten or fifteen to negotiate.
This will bring you up to about 10:55, at which
point you can review for twenty or so minutes
(have them exchange instructions).
If you have time left at the end, you can ask
them to break into groups of four to generate
a list of ten guidelines or things to remember
when you negotiate (This can actually occupy up
to 45 minutes if necessary, between the time it
takes them to generate the list, and the time
it takes to review the lists in the larger working
group. It's a good way of engaging them in discussion.)
Plenary Session. Closing thoughts. Probably
a discussion of useful guidelines...
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