Conflict Resolution Strategies

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title:

  Personal Development

  Course Title:

  Personal Development

  Course Number:

  8500230

  Career Cluster:

  Human Services

  CIP Number:

  09209921EX

  Course Type:

  Exploratory Middle School

  CTE-HS.68.8500230.4.8: Compare ways of dealing with and preventing conflict with friends and family members.

  CTE-HS.68.8500230.4.6: Identify causes of conflict.

  CTE-HS.68.8500230.5.: Discuss the benefits and challenges of current technology and the impact on the family

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Family Game Night: Fun or Fury?” See CPALMS resource ID#215858.

• Career Connection

  
  

  Students will use their knowledge of communication skills and conflict resolution strategies and build on it. They will identify behaviors and emotions that can lead to conflict in order to avoid and/or resolve any conflict that can arise. They will learn and practice communicating information using digital tools.

• Learning Objectives

  
  

  Students will be able to:

  • identify causes of conflict and suggest conflict resolution strategies to work through them.
  • conduct research to answer a question using valid and reliable sources.
  • collaboratively design and create a digital infographic communicating to inform others about conflict resolution strategies.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • determining if a resource is reliable and/or valid.
  • conducting research online.
  • programs used to create infographics.

• Guiding Questions

  
  
  • How would you use this resolution to get through a conflict with someone?
  • How can you ensure that you can trust the information you are getting from this source?
  • What are some reasons conflict arises? How can knowing the reason a conflict starts help to resolve it?

• Procedure

  
  

  1. To introduce the lesson, have students respond to a digital discussion post on what they enjoy most about family game night, or what they think they would enjoy if their family hasn’t hosted one before. Allow time for students to read and respond to 1-2 other students, about 5 minutes.

  2. Handout copies of the case study “Family Game Night: Fun or Fury?” CPALMS Resource ID 215858. Allow students to read independently.

  3. Post the following discussion questions for students to discuss in pairs or small groups:

  • Where does the first conflict start?
  • Which conflict do you think could have been handled differently? How?
  • How does technology impact the conflicts of the night?
  • How can outside factors and circumstances influence someone’s demeanor? How can that influence a conflict?

  4. Pair students to conduct research online. Provide students with the attached handout so that they can organize the information as they are researching.

  • • Explain to students that they will be researching conflict resolution strategies. They will be communicating these strategies with others, so they should look for ones that interest them the most or that they think would be the most effective. There is an example at the top of the handout that you can walk students through to show them how to fill out the handout.
    • The teacher should be monitoring the class during this time to ensure they are focused solely on the researching process. If students are having a difficult time, ask the guiding questions to aid their thinking.
    • Encourage students to engage in their curiosity as they are researching.

  5. After students have found 2-3 conflict resolution strategies that they would like to present to others, students will work in pairs to design an infographic that they will create using a digital program.

  • • Make sure students understand that their job is to communicate the information others need to know about their strategies through the infographic they make. See Teacher Notes for suggestions.
    • Groups will present their infographics with the rest of the class.

  6. To bring the lesson to a close, present students with an exit slip to free write from the perspective of one of the family members to share how they would resolve the conflict they were involved in. Allow students to share if they’d like to.

  7. As a final wrap up, post the following questions for students to talk about in small groups. Monitor each to ensure everyone is participating in the discussion.:

  • • How did researching conflict resolution strategies help you understand how to better handle conflict when it comes up in your life?
    • How can you apply what you’ve learned from another group to help you better handle conflict?
    • How can you apply identifying points of conflict to help you in the future?

• Teacher Notes

  
  
  • For the research portion, students could conduct the research individually and then use their handout to compare and contrast what they found on different conflict resolution strategies.
  • Students may need additional time to complete the infographic. This portion of the lesson could be extended over additional days if necessary.
  • If students did not choose the same conflict resolution strategy, they can each pick their favorite and make the infographic with 2 strategies.
  • It is suggested that the teacher create a rubric to give to students so they know what all needs to be included in their infographic to make it effective. Also, students might need scaffolding support with using the programs to make the infographic.
  • Instead of having students present the infographics orally to the class, they could submit them digitally to a forum where students could leave the positive comments about what they liked about either their conflict resolution strategies presented, or the infographic they created.