As the participants work in their groups, announce the following: “The Parent-Teacher Committee has decided that at this time, all students involved in the negotiations who are wearing red or blue must leave the negotiating room in accordance with the rules that have been passed and for the safety of all.” After this statement is read have all the participants wearing red and blue go to one area of the room which will be deemed “outside school property”. Here the participants may discuss with one another how to attempt to combat the rules, but they may not interact with the participants who are still on school property. Give the participants a few more minutes and then have them present their plans. However, the group of participants who are “outside school property” must present last, and they only have one minute to present their plan, so cut them off from speaking after around one minute. It is up to you if you tell the “outside school property” group if they have less time or if you simply gently cut them off without letting them know they get less time. Round Three: After the groups have presented, provide feedback (in the name of the school and Parent-Teacher Committee) to all the groups except for the “outside school property” group. Feedback could include letting the groups know areas you were interested in or would be open to negotiating, as well as areas or arguments that you do not agree with and will not work. Then read the following announcement: “The Parent-Teacher Committee has decided it acted too rashly in its former decision and those wearing red should not have been banned from the school grounds while the investigations into the safety of red are ongoing. Thus, effectively immediately those wearing red are allowed to re-enter the school. The school has agreed with this decision and supports the re-entrance of those in red until further investigations have been completed.” Have those wearing red re-join their groups and give them time for another round of discussions and then a very brief presentation. Once again, give the “outside” group a short time to present before cutting them off. After the presentations are completed have a de-briefing discussion about the experience and the arguments the participants made. Some guiding discussion questions are: 1. What do you think of the decisions that the school and the Parent-Teacher Committee made? How did they make you feel? 2. Were there any arguments presented from any of the groups or from the school and Parent-Teacher Committee that you thought were particularly convincing? Why? 3. Why or why not did you team up with other group(s) when given the opportunity? 4. For the group that had to be “outside school property”, how did you feel about being removed from the rest of the participants? Did it make your negotiating harder or easier? 5. For the participants that weren’t in the “outside” group, how did you feel when the “outside” participants were removed from your groups? 6. Did you notice anything about the response and presentation time for the “outside” group? How did the differences in what they were allowed versus what others were allowed make you feel? What does this difference represent? 7. Are there people in our own community that have more of an opportunity to speak and to get what they want? Why do they have this privilege? Are there people who have less of an opportunity to speak or are not given as much attention? Why? 24