Challenge pupils to map out as many rights that connect with fox hunting as they can (eg the hunted, hunters, hunt employees, different members of society). Use probing questionsexamples to elicit ideas. Prompt them to consider responsibilities that may connect with these rights. Guide them in groups to create questions arising from the activity. Ask them to vote on one question they want to pursue, enquire into it, reflect on what was learned, and follow up with a homework or larger project activity.
Take a quick vote on the MP quotes; "Which MP's arguments are better?" (as opposed to "Which do you agree with?"). Ask groups to analyse the arguments more carefully. Challenge them to: (a) make each argument (vs statement?) clear in their own words; (b) categorise the arguments using their own terms (eg powerfulweak emotionalfactualprejudicedfair?); (c) discuss how convincing the arguments are (eg use a "ladder" of best to worst on the board); and (d) suggest counter arguments. Then take a revote. Have views changed? Why or why not? Are there new questions or ideas about hunting now?