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one taken during crisis deliberations?
a. Unitary sequence
b. Complex cyclic
c. Solution oriented
d. None of the above
7. During the problem identification stage of the Standard Agenda crisis discussions, the
following question or questions were of vital concern?
a. Question of fact
b. Question of value
c. Question of policy
d. None of the above
8. At various stages of the crisis deliberations which of the following decision-making rules
and subsequent methods were used?
a. Consensus
b. Majority rule
c. Minority rule
d. Unanimity rule
9. When two messages were received from the Soviet Union, the first conciliatory and the second
very hard-line, it was suggested that the first be accepted and the second ignored. This was an
example of which type of creative problem solving?
a. Reframing
b. Expanding the pie
c. Nominal group technique
d. None of the above
10. The evidence used to determine presence of Soviet nuclear missiles in Cuba gathered over
the course of the crisis was
a. credible
b. current
c. relevant
d. sufficient
11. When Adlai Stevenson hesitantly suggested offering the Soviets and Khruschev the removal of
missiles from Turkey in exchange for removal of missiles from Cuba he was displaying
a. rationalization of disconfirmation
b. pattern recognition
c. devil’s advocacy
d. critical thinking
12. Which of the following symptoms of groupthink were a serious potential problem during
deliberations among JFK’s advisors?
a. Negative stereotyping of the enemy
b. Illusion of invulnerability
c. Unquestioned belief in the inherent morality of the group of advisors
d. Illusion of unanimity
13. During crisis deliberations the following brainstorming guidelines were carefully observed:
a. Don't evaluate ideas while brainstorming
b. Stay focused on the topic
c. Expand on the ideas of other group members
d. Do not engage in task-irrelevant discussion
TRUE/FALSE: Provide a reason for each FALSE answer.
1. There were no examples of devil’s advocacy during decision making discussions.
2. When Dean Acheson commented, “There is only one word the Soviets understand—force” he was
articulating a perceptual mindset.
3. When JFK and his advisors received 2 contradictory messages, one that seemed conciliatory and
the other demanding and uncompromising, the issue of who was in charge in the Soviet Union and
the possibility of a coup (overthrow of Khrushchev) was suggested. Such speculations were
inferential.
4. No attempt was ever make to minimize status differences to prevent groupthink.
5. When JFK makes reference to the book “Guns of August” he is engaging in inferential error
correction.
6. Determining the very existence of missiles in Cuba and the extent of the threat posed by them was
largely inferential.
7. General Curtis LeMay ("the big red dog is hunting in our backyard") is repeatedly guilty of
arrogance and overestimation of American power and capability to stop militarily the Soviet threat
in Cuba, both symptoms of groupthink.
8. Group polarization was a serious problem during the extensive deliberations on this crisis.
9. Murphy's Law was never considered during the crisis deliberations.
10. When Robert Kennedy conducted brainstorming meetings with key advisors, searching for
a solution to the crisis, he never encouraged "wild ideas," a key element of effective
brainstorming technique.
11. All decisions during the crisis were arrived at by consensus decision making.
12. When Secretary of Defense McNamara hears an order from the Navy commander to “fire” on a
Soviet tanker and thinks the Navy is attacking a Soviet ship, he made an inferential error.
13. When JFK summarizes initial choices offered by his advisors as “We have 3 options . . .” this is an
example of a false dichotomy.
14. The potential for making faulty inferences was high because both the quantity and quality of
information about the missiles and Khruschev’s control of power in the USSR were problematic,
especially in the initial stages of the crisis.
15. Nominal Group Technique was the principal method of creative problem solving
used by crisis advisors and decision makers during this international confrontation.
ANSWERS:
M/C
VARIATION: Let groups take the quiz as an open-book test. They teach themselves the
main concepts.
CHAPTER 10
Power in Groups: A Central Dynamic
I. Show excerpt of the film on Milgram studies, Obedience to Authority
A. Since the Milgram studies are explained in some detail in the text , the
first half of the movie is repetitious. Show the final 15-20 minutes.
B. Discuss the implications of the Milgram studies (see text).
C. This and other similar films can be obtained from Amazon at:
http://www.amazon.com/Stanley-Milgram-Films-Social-
Psychology/dp/1463115598/ref=pd_sim_sbs_mov_2?ie=UTF8&refRID=1NTVVF354MA
NCGFA928E
II. Show an amazing video entitled: Derren Brown - The Heist. Type the title into the
Google search window and the video can be accessed. It is really quite captivating. It
shows the Milgram experiment redone in Britain in 2005 (about 20 minutes into the
video), and then plays out as a bank heist induced by Derren Brown. Simply
fascinating!
III. Yet another version of the Milgram studies was recorded for ABC Primetime in 2007.
The title is “Basic Instincts 5: The Milgram Experiment Re-visited.” An interesting
update of the obedience to legitimate authority studies. It’s available from
Amazon at: http://www.amazon.com/ABC-News-Primetime-Basic-
Instincts/dp/B000VHY8DW/ref=pd_cp_mov_0
IV. NBC “Dateline” presents a 10-minute segment on obedience patterned after the original
Milgram studies with similar results. The segment appears about 15 minutes into the
program and can be found at:
http://www.nbcnews.com/id/36787261/ns/dateline_nbc-
the_hansen_files_with_chris_hansen/t/what-were-you-thinking/#.VEQbDxYxpZs
V. Finally, the first segment of a video entitled “The Human Behavior Experiments”
gives real-life application of Milgram’s studies on obedience with a quick synopsis of
Milgram’s actual work. You can find the documentary on YouTube at:
http://www.youtube.com/watch?v=IfddDbWYL8Q
VI. Show excerpt of movie, Cool Hand Luke
A. Show clip about halfway into the movie. The prison gang is working in
the hot sun repaving a country road. Luke (Paul Newman) begins
making a game out of tarring a country road. He races down the road
shoveling sand as fast as he can. Soon other prisoners follow his lead. They
end up completing what was to be a day long, onerous task a couple of
hours sooner than expected. Laughing, they sit down and rest enjoying
their sabotage of the guards authority.
B. This clip shows clearly that even in a repressive prison run by sadistic
guards and a ruthless warden, power is not inherent. Luke does what he
is told to do but he does it as fun, not punishment. Thus, he is in control,
not the guards or the warden. The guards ordered the road gang to
complete the job speedily. Luke says, “If they want speed, let’s give ‘em
speed.” He subverts their power by redefining the situation as a contest
and challenge, not a punishment. No one is completely powerless, even
in a repressive prison.
VII. "The Language of Expertise" exercise (by Debbie Analauren)
A. Purposes:
1. To show the power of information and expertise.
2. To involve students who tend to be quiet because English is their
second language.
B. Time required: 30 minutes
C. Instructions:
1. Have all students write down one or two sentences concerning their
family which they are willing to share with the class (i.e., "I grew up
in North Carolina, the youngest of three children. My brother is the
oldest and my sister is the middle child.")
2. Form small groups. Try to arrange groups so that every group has at
least one native speaker of a language other than English (i.e.,
Spanish, Japanese, etc.). If this is not possible, then native speakers
of a language other than English can be used as a resource with
more than one group.
3. Task: every student must learn his or her sentence/s in both English
and another language. The grammar and pronunciation must be
correct. Native speakers of a language other than English can assist
group members who speak only English and native English speakers
can assist group members whose first language is not English if
needed.
4. Each group member will be asked to read his or her sentence/s to the
class in two languages after about 15 minutes. GOAL: The entire
class successfully masters sentences in two languages.
D. Processing the exercise:
1. Students who speak English as a second language become experts
for the native English speakers. Expertise creates status and power.
Discuss the implications with students.
2. Shy students often become the center of attention in their role as
experts. This can be empowering.
3. Native English speakers learn empathy for those students who speak
English as a second language.
4. This exercise teaches cooperative interdependence.
VIII. "The Power Carnival" exercise
A. Purposes:
1. To provide practical applications of cooperative group decision
making in a power context.
2. To demonstrate how power resources can be utilized to balance
power.
3. To show how power is transacted and the implications of such
transactions.
B. Time required: Two 50-minute class periods to run the full exercise plus
a third 50-minute period to process the exercise. Two 75-minute class
periods or one 3-hour class period also work well.
NOTE: This is potentially the best exercise of the term. The Power Carnival was
devised by a synergistic effort of myself, Rod Stanton, and Char Morrison. It has
been classroom tested in over 60 sections of Small Group Communication by five
different instructors. All instructors have been extremely pleased with the
results. Students are very enthusiastic about the experience and its practicality.
Although the exercise is devised so an instructor may use any or all of the six
stages, using all six stages is advised. This exercise appears to be complex and
difficult to administer. We have included a quick-reference summary list of all
elements of "The Power Carnival" so instructors can easily keep track of what to
do next. With practice, this exercise is very simple to conduct and very
enjoyable.
NOTE FURTHER: Do not force any student to participate in any phase of the
exercise if they clearly choose not to do so. Defiance (of humiliation, etc.) should
be viewed as a positive development. Always present the exercise as an
opportunity to have some fun and learn important aspects of power and small
groups. If you are not comfortable with any phase of the exercise, delete that
phase and adjust the scoring accordingly.
THE POWER CARNIVAL
GOAL: 2,000 total points (To provide real motivation for this exercise, give 10 Extra
Credit term points for any team reaching 2,000 points. Extra credit is easily justified
since in order to reach such a high number of points, teams will have to apply text
material on cooperation). All groups can reach 2,000 points if they use their heads and
make wise decisions. No group is penalized because the points are extra credit, not part
of the regular class points.
NOTE: Potential game points to be earned increase with each phase of
the exercise. Keep a running point total on the chalkboard for
each team as the exercise progresses.
Phase #1: Spin and Play
A. Determine point totals for each team by spinning the Wheel of Fortune
(drawing cards from a face-down stack will also work but isn't as visually
exciting and dramatic). A Wheel of Fortune can be made out of an old
bicycle tire mounted on a frame which is nailed to a board. Point values
can be marked on a circle of sturdy cardboard taped to one side of the
bicycle wheel. Divide the Wheel into pie slices with the following
point values clearly marked in clockwise order: -75, 15, 65, -25, 55,
5, 70, -100, 40, -75, 90, -50, 100, 10, 60. Cut a small piece of stiff plastic
from a plastic milk jug. Fasten the plastic piece to the frame and stick the
other end between the bicycle spokes. This will produce a clicking sound
and will slow down the spin of the wheel. A strong piece of copper wire
or a thin metal piece from the bicycle can be attached to the frame and
twisted around the wheel (without touching it) to act as a pointer to
determine where the wheel finally lands.
B. The most "powerful" team (the one with the most points) designates
which less powerful team must perform the HUMILIATION ROUND.
1. Group chosen plays "The Star Spangled Banner" on Kazoos in front
of the class.
2. Every group member who refuses to perform the humiliation or does
a half-hearted job of it in the judgment of the facilitator penalizes
his/her group 25 points apiece.
C. The most powerful team also chooses one of following (put these
choices on the board or have a visual aid prepared in advance–
1 minute to decide):
1. Seize 50 points from any other team and add to its own
team total.
2. Spin the Wheel of Fortune for points (DOUBLE THE POINTS).
3. Do nothing; continue the exercise
4. Distribute any positive points gained from #1 or #2 above in any way
group sees fit
Phase #2: Trivial Pursuit
A. Hand out a sheet with 5 questions (see "Materials Needed" at end
of the exercise).
B. Answers will be scored as follows:
1. Right answers: +100 points apiece
2. Wrong answers: -100 points apiece
3. No answer: -50 points apiece.
C. Collect the answer sheets from each group before correcting the
answers. Tabulate points for each group and announce the results.
D. The most powerful team (may have changed now) again designates
which team will suffer the HUMILIATION ROUND.
1. The designated team must stand in a line, one behind the other
with hands on the hips of the person directly in front.
2. Together, the team will now dance to the "Bunny Hop" (play
tape recording of song).
3. Each member who refuses or does a half-hearted job in the judgment
of the facilitator penalizes his/her team 25 points apiece.
E. Most powerful team chooses one of following (1 minute to decide):
1. Seize 100 points from any other team and add to its own team total.
2. Spin the Wheel of Fortune for points (TRIPLE THE POINTS ON
WHEEL).
3. Do nothing; continue the exercise.
4. Distribute positive points gained in #1 or #2 any way group chooses.
Phase #3: Blind Draw (5 Rounds)
A. Shuffle the 7 blind draw cards and place in a stack on a table. Do not
indicate point values of cards. Simply indicate that each of these cards
has a point value (positive or negative).
B. The 7 cards will have the following point values: -25, -50, -100, 50, 75
100, 250.
C. Most powerful team will do one of the following (1 minute to decide):
1. Have team member draw one of the cards, earning points (+ or -) for
a. Unitary sequence
b. Complex cyclic
c. Solution oriented
d. None of the above
7. During the problem identification stage of the Standard Agenda crisis discussions, the
following question or questions were of vital concern?
a. Question of fact
b. Question of value
c. Question of policy
d. None of the above
8. At various stages of the crisis deliberations which of the following decision-making rules
and subsequent methods were used?
a. Consensus
b. Majority rule
c. Minority rule
d. Unanimity rule
9. When two messages were received from the Soviet Union, the first conciliatory and the second
very hard-line, it was suggested that the first be accepted and the second ignored. This was an
example of which type of creative problem solving?
a. Reframing
b. Expanding the pie
c. Nominal group technique
d. None of the above
10. The evidence used to determine presence of Soviet nuclear missiles in Cuba gathered over
the course of the crisis was
a. credible
b. current
c. relevant
d. sufficient
11. When Adlai Stevenson hesitantly suggested offering the Soviets and Khruschev the removal of
missiles from Turkey in exchange for removal of missiles from Cuba he was displaying
a. rationalization of disconfirmation
b. pattern recognition
c. devil’s advocacy
d. critical thinking
12. Which of the following symptoms of groupthink were a serious potential problem during
deliberations among JFK’s advisors?
a. Negative stereotyping of the enemy
b. Illusion of invulnerability
c. Unquestioned belief in the inherent morality of the group of advisors
d. Illusion of unanimity
13. During crisis deliberations the following brainstorming guidelines were carefully observed:
a. Don't evaluate ideas while brainstorming
b. Stay focused on the topic
c. Expand on the ideas of other group members
d. Do not engage in task-irrelevant discussion
TRUE/FALSE: Provide a reason for each FALSE answer.
1. There were no examples of devil’s advocacy during decision making discussions.
2. When Dean Acheson commented, “There is only one word the Soviets understand—force” he was
articulating a perceptual mindset.
3. When JFK and his advisors received 2 contradictory messages, one that seemed conciliatory and
the other demanding and uncompromising, the issue of who was in charge in the Soviet Union and
the possibility of a coup (overthrow of Khrushchev) was suggested. Such speculations were
inferential.
4. No attempt was ever make to minimize status differences to prevent groupthink.
5. When JFK makes reference to the book “Guns of August” he is engaging in inferential error
correction.
6. Determining the very existence of missiles in Cuba and the extent of the threat posed by them was
largely inferential.
7. General Curtis LeMay ("the big red dog is hunting in our backyard") is repeatedly guilty of
arrogance and overestimation of American power and capability to stop militarily the Soviet threat
in Cuba, both symptoms of groupthink.
8. Group polarization was a serious problem during the extensive deliberations on this crisis.
9. Murphy's Law was never considered during the crisis deliberations.
10. When Robert Kennedy conducted brainstorming meetings with key advisors, searching for
a solution to the crisis, he never encouraged "wild ideas," a key element of effective
brainstorming technique.
11. All decisions during the crisis were arrived at by consensus decision making.
12. When Secretary of Defense McNamara hears an order from the Navy commander to “fire” on a
Soviet tanker and thinks the Navy is attacking a Soviet ship, he made an inferential error.
13. When JFK summarizes initial choices offered by his advisors as “We have 3 options . . .” this is an
example of a false dichotomy.
14. The potential for making faulty inferences was high because both the quantity and quality of
information about the missiles and Khruschev’s control of power in the USSR were problematic,
especially in the initial stages of the crisis.
15. Nominal Group Technique was the principal method of creative problem solving
used by crisis advisors and decision makers during this international confrontation.
ANSWERS:
M/C
VARIATION: Let groups take the quiz as an open-book test. They teach themselves the
main concepts.
CHAPTER 10
Power in Groups: A Central Dynamic
I. Show excerpt of the film on Milgram studies, Obedience to Authority
A. Since the Milgram studies are explained in some detail in the text , the
first half of the movie is repetitious. Show the final 15-20 minutes.
B. Discuss the implications of the Milgram studies (see text).
C. This and other similar films can be obtained from Amazon at:
http://www.amazon.com/Stanley-Milgram-Films-Social-
Psychology/dp/1463115598/ref=pd_sim_sbs_mov_2?ie=UTF8&refRID=1NTVVF354MA
NCGFA928E
II. Show an amazing video entitled: Derren Brown - The Heist. Type the title into the
Google search window and the video can be accessed. It is really quite captivating. It
shows the Milgram experiment redone in Britain in 2005 (about 20 minutes into the
video), and then plays out as a bank heist induced by Derren Brown. Simply
fascinating!
III. Yet another version of the Milgram studies was recorded for ABC Primetime in 2007.
The title is “Basic Instincts 5: The Milgram Experiment Re-visited.” An interesting
update of the obedience to legitimate authority studies. It’s available from
Amazon at: http://www.amazon.com/ABC-News-Primetime-Basic-
Instincts/dp/B000VHY8DW/ref=pd_cp_mov_0
IV. NBC “Dateline” presents a 10-minute segment on obedience patterned after the original
Milgram studies with similar results. The segment appears about 15 minutes into the
program and can be found at:
http://www.nbcnews.com/id/36787261/ns/dateline_nbc-
the_hansen_files_with_chris_hansen/t/what-were-you-thinking/#.VEQbDxYxpZs
V. Finally, the first segment of a video entitled “The Human Behavior Experiments”
gives real-life application of Milgram’s studies on obedience with a quick synopsis of
Milgram’s actual work. You can find the documentary on YouTube at:
http://www.youtube.com/watch?v=IfddDbWYL8Q
VI. Show excerpt of movie, Cool Hand Luke
A. Show clip about halfway into the movie. The prison gang is working in
the hot sun repaving a country road. Luke (Paul Newman) begins
making a game out of tarring a country road. He races down the road
shoveling sand as fast as he can. Soon other prisoners follow his lead. They
end up completing what was to be a day long, onerous task a couple of
hours sooner than expected. Laughing, they sit down and rest enjoying
their sabotage of the guards authority.
B. This clip shows clearly that even in a repressive prison run by sadistic
guards and a ruthless warden, power is not inherent. Luke does what he
is told to do but he does it as fun, not punishment. Thus, he is in control,
not the guards or the warden. The guards ordered the road gang to
complete the job speedily. Luke says, “If they want speed, let’s give ‘em
speed.” He subverts their power by redefining the situation as a contest
and challenge, not a punishment. No one is completely powerless, even
in a repressive prison.
VII. "The Language of Expertise" exercise (by Debbie Analauren)
A. Purposes:
1. To show the power of information and expertise.
2. To involve students who tend to be quiet because English is their
second language.
B. Time required: 30 minutes
C. Instructions:
1. Have all students write down one or two sentences concerning their
family which they are willing to share with the class (i.e., "I grew up
in North Carolina, the youngest of three children. My brother is the
oldest and my sister is the middle child.")
2. Form small groups. Try to arrange groups so that every group has at
least one native speaker of a language other than English (i.e.,
Spanish, Japanese, etc.). If this is not possible, then native speakers
of a language other than English can be used as a resource with
more than one group.
3. Task: every student must learn his or her sentence/s in both English
and another language. The grammar and pronunciation must be
correct. Native speakers of a language other than English can assist
group members who speak only English and native English speakers
can assist group members whose first language is not English if
needed.
4. Each group member will be asked to read his or her sentence/s to the
class in two languages after about 15 minutes. GOAL: The entire
class successfully masters sentences in two languages.
D. Processing the exercise:
1. Students who speak English as a second language become experts
for the native English speakers. Expertise creates status and power.
Discuss the implications with students.
2. Shy students often become the center of attention in their role as
experts. This can be empowering.
3. Native English speakers learn empathy for those students who speak
English as a second language.
4. This exercise teaches cooperative interdependence.
VIII. "The Power Carnival" exercise
A. Purposes:
1. To provide practical applications of cooperative group decision
making in a power context.
2. To demonstrate how power resources can be utilized to balance
power.
3. To show how power is transacted and the implications of such
transactions.
B. Time required: Two 50-minute class periods to run the full exercise plus
a third 50-minute period to process the exercise. Two 75-minute class
periods or one 3-hour class period also work well.
NOTE: This is potentially the best exercise of the term. The Power Carnival was
devised by a synergistic effort of myself, Rod Stanton, and Char Morrison. It has
been classroom tested in over 60 sections of Small Group Communication by five
different instructors. All instructors have been extremely pleased with the
results. Students are very enthusiastic about the experience and its practicality.
Although the exercise is devised so an instructor may use any or all of the six
stages, using all six stages is advised. This exercise appears to be complex and
difficult to administer. We have included a quick-reference summary list of all
elements of "The Power Carnival" so instructors can easily keep track of what to
do next. With practice, this exercise is very simple to conduct and very
enjoyable.
NOTE FURTHER: Do not force any student to participate in any phase of the
exercise if they clearly choose not to do so. Defiance (of humiliation, etc.) should
be viewed as a positive development. Always present the exercise as an
opportunity to have some fun and learn important aspects of power and small
groups. If you are not comfortable with any phase of the exercise, delete that
phase and adjust the scoring accordingly.
THE POWER CARNIVAL
GOAL: 2,000 total points (To provide real motivation for this exercise, give 10 Extra
Credit term points for any team reaching 2,000 points. Extra credit is easily justified
since in order to reach such a high number of points, teams will have to apply text
material on cooperation). All groups can reach 2,000 points if they use their heads and
make wise decisions. No group is penalized because the points are extra credit, not part
of the regular class points.
NOTE: Potential game points to be earned increase with each phase of
the exercise. Keep a running point total on the chalkboard for
each team as the exercise progresses.
Phase #1: Spin and Play
A. Determine point totals for each team by spinning the Wheel of Fortune
(drawing cards from a face-down stack will also work but isn't as visually
exciting and dramatic). A Wheel of Fortune can be made out of an old
bicycle tire mounted on a frame which is nailed to a board. Point values
can be marked on a circle of sturdy cardboard taped to one side of the
bicycle wheel. Divide the Wheel into pie slices with the following
point values clearly marked in clockwise order: -75, 15, 65, -25, 55,
5, 70, -100, 40, -75, 90, -50, 100, 10, 60. Cut a small piece of stiff plastic
from a plastic milk jug. Fasten the plastic piece to the frame and stick the
other end between the bicycle spokes. This will produce a clicking sound
and will slow down the spin of the wheel. A strong piece of copper wire
or a thin metal piece from the bicycle can be attached to the frame and
twisted around the wheel (without touching it) to act as a pointer to
determine where the wheel finally lands.
B. The most "powerful" team (the one with the most points) designates
which less powerful team must perform the HUMILIATION ROUND.
1. Group chosen plays "The Star Spangled Banner" on Kazoos in front
of the class.
2. Every group member who refuses to perform the humiliation or does
a half-hearted job of it in the judgment of the facilitator penalizes
his/her group 25 points apiece.
C. The most powerful team also chooses one of following (put these
choices on the board or have a visual aid prepared in advance–
1 minute to decide):
1. Seize 50 points from any other team and add to its own
team total.
2. Spin the Wheel of Fortune for points (DOUBLE THE POINTS).
3. Do nothing; continue the exercise
4. Distribute any positive points gained from #1 or #2 above in any way
group sees fit
Phase #2: Trivial Pursuit
A. Hand out a sheet with 5 questions (see "Materials Needed" at end
of the exercise).
B. Answers will be scored as follows:
1. Right answers: +100 points apiece
2. Wrong answers: -100 points apiece
3. No answer: -50 points apiece.
C. Collect the answer sheets from each group before correcting the
answers. Tabulate points for each group and announce the results.
D. The most powerful team (may have changed now) again designates
which team will suffer the HUMILIATION ROUND.
1. The designated team must stand in a line, one behind the other
with hands on the hips of the person directly in front.
2. Together, the team will now dance to the "Bunny Hop" (play
tape recording of song).
3. Each member who refuses or does a half-hearted job in the judgment
of the facilitator penalizes his/her team 25 points apiece.
E. Most powerful team chooses one of following (1 minute to decide):
1. Seize 100 points from any other team and add to its own team total.
2. Spin the Wheel of Fortune for points (TRIPLE THE POINTS ON
WHEEL).
3. Do nothing; continue the exercise.
4. Distribute positive points gained in #1 or #2 any way group chooses.
Phase #3: Blind Draw (5 Rounds)
A. Shuffle the 7 blind draw cards and place in a stack on a table. Do not
indicate point values of cards. Simply indicate that each of these cards
has a point value (positive or negative).
B. The 7 cards will have the following point values: -25, -50, -100, 50, 75
100, 250.
C. Most powerful team will do one of the following (1 minute to decide):
1. Have team member draw one of the cards, earning points (+ or -) for
