Background Nonverbal Communication Say Whaaat? Creative Writing Trends and Patterns Problem Solving Creative Thinking Say It – Do It (Scientific Writing) Three Dimensional TANGOES * Negotiation (Basic) Supply and Demand Monopoly Teamwork PDCA Cycle Beyond Disabilities Group Decision Making Dynamics	Negotiation (Basic) Summary/Suggested Uses This exercise is designed to help middle school students understand and articulate the intricacies of negotiations between groups. Use it with units related to effective/ineffective negotiations such as the Irish Catholic/Protestant disputes, the Middle East Wars, the efforts of Britain to stay out of WWII, or other related studies. Depending upon the level of your group, plan on spending 20-30 minutes. Objectives Participation in this exercise will enable students to: Identify obstacles to successful negotiations Identify methods leading to successful negotiations Practice appropriate team interactions Materials Enlargements of two picture cards on overhead transparencies (without answers) One set of TANGOES * for each group of three students in the class Envelopes for holding each team’s TANGOES * pieces Directions Divide TANGOES * pieces by shape and size and place in envelopes prior to class (all squares in one envelope, all large triangles in another, etc) Divide students into triads. If possible, space groups out around the room so that traffic flow will be manageable. Explain that they will have 15 minutes to construct the picture on the overhead using their available pieces. Each team may negotiate with others for alternative pieces as needed. Turn on overhead and start the timer. Call time at 15 minutes. Check each team’s progress, share the solution, and congratulate their successes. ASK: What made this task difficult? (Accept any logical answers) How did your group assess what pieces you needed and where to get them? (Did they plan out all at once or go bit by bit; send out spies to other groups or openly advertise their needs, etc) How did your group go about trying to get the pieces you needed from other groups? ( Asking the price, opening with an offer, coercion, etc) How successful were your techniques? (Accept any honest answers) What could you have done differently to be more successful? (Probe for self-responsibility – not what the other teams should have done) Repeat the exercise with a new picture. This time, announce that bonus points will be given if the final product is in one color. ASK: How was this round different from the first time? (Probe for changes in group strategies or techniques...did they learn from their previous efforts?) Did trying to get all your pieces of one color add pressure? How did that affect your team’s actions? (Did some teams decide that the extra points were not worth the effort?) Debrief and Transition This exercise illustrates the basic process of negotiation. Based on what we’ve just done, how would you define negotiation? (Take input, give definition). Negotiation involves discussing with the intent of coming to agreement. What would be some steps to successful negotiation? Create a list on the board - include needs vs. wants, knowing the limit of what you can give, not giving everything all at once, understanding your opponent’s needs, etc. What might be some obstacles or reasons people fail to negotiate successfully? (List on board - include focusing only on self, not giving a fair amount, unreasonable demands, weak reputation, etc.) Can you think of a time when you have negotiated to get what you want? (Curfew, allowance, which movies to see with friends, etc. Take examples and relate to steps and obstacles lists, adding to lists if necessary) Negotiation then, is something that we do as individuals all the time. You negotiate with each other and with adults. Groups such as companies or governments also negotiate constantly. Let’s look at an instance when negotiation took place... Transition to regular lesson plan.