• View and review the video
• Identify and develop working definitions of terms used in the video
• Create a product using terms

• Brainstorm situations that require compromise
• Develop situation cards for home, school, workplace, community

• Role-play conflict situations using compromise to solve the problem

Suggested timeframe:

• 1 Class Period

Suggested timeframe:

• 1 Class Periods

Suggested timeframe:

• 1 Class Period

Objectives

Objectives

Objectives

• The student will summarize and interpret the message of the video to identify the purpose and audience
• The student will apply knowledge of vocabulary used in the video by using it appropriately in verbal and written activities.
• The student will apply analogical thinking to make comparisons.
• The student will assess effectiveness of the video.
• Extension: Share products with others 

• The student will apply the creative thinking process to identify day-to-day situations which require compromise and create a scenario/situation card.

• The students will role-play situations which demonstrate ways to solve problems through compromise.

Procedure

Procedure

Procedure

• Discuss concept of compromise, allowing students to give ideas of the meaning of the word, how and when it would be used. 
• Introduce the video and show to the group.
• Discuss student impressions of the video. Identify the audience. Write a short summary.
• View the video again, and list the vocabulary presented. 
• Work in small groups to create working definitions of the terms.
• Select one of the following to demonstrate understanding of the terms identified. Include answer key: (Individual or small group activity)

See Center on Congress at Indiana website for ideas.

1. Matching activity,

2. Crossword puzzle  

3.  Word scramble with clues,

4. Coded message

5. Board game,

6. Other. 

• Upon completion, make copies and complete products created by other teams. 
• Extension: Compile a learning packet of activities created by students to be used with the video and share them with students in other classes.

• Discuss the use of compromise in situations at home, school, workplace, community. Identify some examples as a group.
• Divide class into working teams to identify specific conflict situations that could be solved by compromise.
• Create a competitive atmosphere by specifying the allowed time for each category.
• Begin activity, calling time to force students to address each category.
• Once time is called, identify fluency and originality winners in each category. 

                  *fluency (most

                   ideas)

                  *originality (most

                    unique ideas)

• Selecting one from each category, ask students for ideas that would elaborate on the situations identified. 
• Have a team rep draw to identify categories for which they will develop a scenario/situation card. 
• Teams create the scenario and share situation with the group.
• Close lesson with discussion of importance of compromise in everyday life, encouraging students to express logical arguments for or against compromise in a political setting.

• Introduce lesson by discussing the scenarios/situations developed in the earlier lesson.
• Invite a few students to participate with teacher in acting out a teacher created scenario.
• Discuss importance of compromise in everyday life situations.
• Put students into small groups for role-playing activity. Each group select a situation card.
• Specify period of time for each group to prepare roles.
• Small groups role-play situations for whole group.
• Debrief the situations presented and the ways in which compromise was applied to resolve the problems.
• Students reflect on lessons learned by composing an essay.  

Evaluation

Evaluation

Evaluation

• Participation
• Rubric for product evaluation  

• Rubric for product evaluation.
• Participation

• Rubric for product evaluation.
• Participation

Resources

Resources

Resources

• Activity Sheets (p 1-3) Rubrics for product evaluation (See rubric bank)
• www.centeroncongress.org

(E-Learning Modules and Democracy Kids activities)

• Creative Thinking Rubric
• Brainstorming Activity Sheet (p 4)
• “Conflict Situation Cards” (p 5)

• Sample situation cards (p 6)
• Student generated situation cards. (p5)
• Props
• Essay Planner (p 7)

• Research historical events related to compromise

• Plan and create a presentation to portray value of debate and compromise to solve problems in different settings.

Suggested timeframe:

• 2 Class Periods

Suggested timeframe:

• 2-3 Class Periods

Objectives

Objectives

• The students will research historical events which demonstrate use of compromise to solve problems.

• The students will plan, create, and present a video clip, PowerPoint, or audio PSA that demonstrates understanding and/or application of compromise to make decisions and/or solve problems.

Procedure

Procedure

Day 1:

• Introduce the lesson by referring to historical situations that required “give and take” to accomplish change or resolve conflict.
• As a large group identify events that fit the description.
• Give students the opportunity to add to the list of provided events through additional research.

Day 1-2

• Students work independently or with a partner to apply understanding of historical events which used compromise by developing one of the following:

1. Editorial Cartoon

2. Children’s Book

3. Comic Book

4. Puppet Show

• Students self -evaluate effort and product using a rubric.

• Review YouTube video with the students.
• Identify elements of design in preparation for designing a similar product.
• Students establish the criteria by which the projects will be evaluated, and compile a rubric.
• Form teams and develop storyboard/ script/talking points to be included in a student created product.
• Video, tape, or compile PowerPoint.
• Present to group for peer review.
• Teams analyze projects and revise as indicated. 
• Share completed products with authentic audience.
• Evaluate products using rubrics developed by students.

Extension:

• Submit student created presentations and videos to the Trust for Representative Democracy in America at the following site: http://representativedemocracy.org/

Evaluation

Evaluation

• Rubrics
• Participation

• Student generated rubric Participation
• Peer & Self Evaluation

Resources

Resources

• “Compromise in History” Idea Sheet (p 9)
• Activity Contract (p 8)
• Rubric for product evaluation. (Rubric Bank)
• Reference materials
• Access to internet

• Presentation Planning Guide for setting goals and objectives, team planning (p 10-13)
• Rubric worksheet  (See Rubric Bank)