•	Present ideas in a debate.
•	Listen to others' ideas.
•	Respond to others' ideas by trying to find common ground.
•	Attempt to find a solution to the situation.

•	Activity Sheets 1.2a , 1.2b , 1.2c , 1.2d , 1.2e , 1.2f , 1.2g and 1.2h : Sources A-H
•	Activity Sheets 1.3 , 1.4 , 1.5 and 1.6 : Role Letters 1-4
•	Activity Sheet 2.1 Assessing the Options
•	Activity Sheet 2.2 Weighing Up the Arguments
•	Possibly design material: paper, pens, pencils, rulers etc.

1. Allow a few minutes for the students to read through their pre-prepared notes.

2. Set the scene - a public meeting where people will argue their own case but must listen to others so that they can attempt to reach a compromise. Describe the four groups who will be present and outline the four proposals.

3. Teacher to take the chair and ask for contributions. Try to take a contribution from each group in turn.

4. If contributions begin to be repetitive encourage students to ask questions of the other groups and allow the other groups to respond.

5. Encourage students to jot down important facts and opinions they hear. Activity Sheet 2.1 may be used during the debate, or may be used as prompting questions to ask each group. Alternatively, students could complete the sheet as part of their reflection on the debate after the discussion has ended. A simpler way to encourage students to record ideas from the debate might be to ask them to complete Activity Sheet 2.2 (see Differentiation).

6. After the debate students could be invited to share their reflections on how the debate went.

•	How did you do in the debate?
•	How did the debate go? What was successful? What caused problems?
•	Were there any differences you observed in what kinds of people wanted specific solutions?
•	Was there a plan that received common agreement? What was it that made it successful? If not, why do you think you did not reach a conclusion?
•	Is there a compromise solution to all problems or do some have no obvious solution?

Encourage students to consider specific elements such as those listed in Source B on Activity Sheet 1.2b .

Following the discussion, students could write up a plan that they think would get the support of enough people in the room to be approved. This plan could be in written format, take the form of a group presentation, or be drawn. Once everyone has had a chance to see all the plans, students should vote for their preferred options.

A simpler way to encourage students to record ideas from the debate might be to ask them to complete Activity Sheet 2.2 , Weighing Up the Arguments, which only asks them to find points for and against the redevelopment. These could then form the basis of a more complex feedback session identifying the nature of the pros and cons and the groups most affected.

At the end, encourage students to draw solutions and annotate particular strengths they think would help the situation for particular groups.

Either write up the compromise solution and what it includes for each of the groups or write about why the problem was so difficult to solve. Students could write down their own ideas or opinions about what it would be (or is) like growing up near such an area.

	1(g) Resolving conflict
	2(a) Think about social issues and problems by analysing information
	2(c) Contribute to class discussion
	3(a) Use imagination to consider other points of view