Time required

This lesson will require two class periods.

Materials

Initial Motivation

Write the following quote on board: "A man who discovers a disposition to be independent seldom succeeds." Ask students if they agree or disagree with this statement, and have them explain their answers.  This should be a brief discussion in order to lead into the group activity.

Procedures

1. Tell the class: "Today, you will be playing the roles of students, parents and administrators to decide the 2000 High School Uniform Dress Code."
2. Divide students into three types of teacher-selected groups (limit six students per group).  You should determine the role for each student (parent, student or administrator) and make group assignments before class begins.  Depending on your class size, you may have to organize two or more of each type of group.  When class is in session, announce the group assignments (an overhead transparency is an efficient way to do this).
3. Distribute the appropriate role cards to each student.  Remind students to not to divulge their positions on the dress code until they begin the activity. 
4. Instruct students to read their role cards and then spend 10-15 minutes writing down their proposals or positions.  
5. When time is up, gather the students into their respective groups and have them negotiate the 2000 High School Uniform Dress Code. Give groups 20-25 minutes to discuss, debate, and formulate the dress code policy.  One student in each group must write down the group's agreement, making sure that every member of the group signs the agreement. Stop the activity when time is up, even if some groups have not reached an agreement.
6. Have groups share their 2000 High School Uniform Dress Code with the rest of the class. Guide the class review of this activity with the following questions:
    
1. Which groups were the Compromisers?
2. Which groups were the Independent Minds?
3. How would you rate the leadership of the administrators who were firm in their proposals?
4. How would you rate the leadership of the administrators who compromised in order to develop an agreement?
5. Which group(s) considered their agreement a success?
6. Which group(s) considered their efforts a failure?  Why?
7. Which group(s) developed their dress code with few problems?  Why?
8. Which dress code would most likely work?
9. Would you change your mind about the quote, "A man who discovers a disposition to be independent seldom succeeds"?
    
7. Explain that the author of that quote is John Adams, and that the class will view his presidency and that of three other presidents in the video, "An Independent Cast of Mind."  Explain that there were events in this video where compromise might have been a better solution for the president.
8. While viewing the video, have students identify the events of each president profiled in which compromise might have changed the course of history.  Discuss these events following the video.

Assessment

Students can write a short essay on the negotiating process and the final outcome of their dress code agreements.  After viewing the video, short essays may be assigned to address the following questions:

• How might John Adams have used compromise to resolve his position with the Jeffersonian Democrats and the Hamiltonian Federalists?
• How might Rutherford B. Hayes have used compromise to develop a better ending to Reconstruction?
• How might Zachary Taylor's place in history have changed if he didn't act on views that opposed those of his party?  How might America's history have changed if he had adhered to his party's platform?
• How might Jimmy Carter have maintained a better relationship with Congress?