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Resolving Conflicts

Life Skills:

  • Thinking & Reasoning
  • Communication
  • Employability
  • Social & Civic Responsibility

Time Frame:
1 class period that runs 45 minutes.

Group Size:
Small Groups


 

Summary:
Students read about conflicts and examine the causes of the conflicts and the effects of the solutions

Main Curriculum Tie:
Health Education - 4th Grade
Standard 5 Objective 4

Model various nonviolent ways to resolve conflict. *PD

Career Connections:

  • Counselor
  • Laborer
  • Administrative Assistant/Secretary

Materials:

  • Internet access or articles from the Internet, modified for easier reading
  • Cause and Effect Chart for each student
  • Newspaper articles (extension activities)
  • Reading texts or trade books

Background For Teachers:
Most students have been involved in conflicts but many are still learning appropriate ways to resolve them. Many students need direct instruction in how to resolve conflicts

Intended Learning Outcomes:
Students will predict the outcomes of choices made in response to a conflict.

Instructional Procedures:
In small groups, or as partners, have students read a selection about one of the conflicts in Utah history, such as, ethnic group struggles in Utah, mining, the struggle for statehood, religion, Native American survival, Japanese internment, transportation, etc.

Discuss the events of the selection and chart the cause and effects of the people's choices.

Have students fill out cause and effect charts for these conflicts. Students who wish to, may share their charts with the class.

Discuss the outcomes of the constructive and destructive choices. Discuss how the outcomes affected future people and why. Discuss which choices helped the most people.

Have students explore alternative choices that could have resulted in a more equitable solution.

Attachments

Web Sites

  • Utah History Encyclopedia
    This site has information about events, people, and places in Utah History.
  • Utah History To Go
    This site has information about events, people, and places in Utah History.
  • Utah History For Kids
    This site has brief summaries of significant events in Utah History. The reading level is a little easier than the previously listed sites.

Strategies For Diverse Learners:
Role play simple conflicts.

Repeat with variations for different choices.

For English Language Learners, assign meaningful parts in a group role play which have the appropriate level of language demands.

Extensions:
Have students bring (or print from the Internet) current event articles. Have students chart the cause and possible constructive and destructive reactions and effects.

Have students read from the reading texts in Open Court or Houghton Mifflin (refer to bibliography below) and evaluate the cause and effects of the conflicts.

Have students use a cause and effect form to solve conflicts they become involved in at school:

Assessment Plan:
Completion of cause and effect chart.

Ability to include a constructive solution.

Rubric:

Bibliography:
For extension activities: Houghton Mifflin: Cavan, Seamus. “Thurgood Marshal and Equal Rights.” Imagine, vitations to Literacy. Boston: Houghton Mifflin, 1996. p. 427.
Blume, Judy. “Tales of a Fourth Grade Nothing.” Imagine, Invitations to Literacy. Boston: Houghton Mifflin, 1996. p. 41.

Open Court:

Alexander, Lloyd. “The King’s Fountain.” Collections For Young Scholars. Chicago: Open Court Publishing, 1995. 4(1).
Freedman, Florence B. “Two Tickets To Freedom.” Collections For Young Scholars. Chicago: Open Court Publishing, 1995. 4(1).
Sender, Ruth Minsky. “The Cage.” Collections For Young Scholars. Chicago: Open Court Publishing, 1995. 4(2).
Translated by Mooyaart-Doubleday, B. M. “Anne Frank: The Diary of a Young Girl. Collections For Young Scholars. Chicago: Open Court Publishing, 1995. 4(2).
Wiley. “Music and Slavery.” Collections For Young Scholars. Chicago: Open Court Publishing, 1995. 4(2).
Fradin, Dennis B. “Pocahontas.” Collections For Young Scholars. Chicago: Open Court Publishing, 1995. 4(2).
Sapp, Karen. “Paul Cuffe.” Collections For Young Scholars. Chicago: Open Court Publishing, 1995. 4(2).

Open Court Interventions Guide:
Searl, Duncan. “Rosa Parks Makes History.” Intervention Guide, Open Court Reading. Columbus: SRA/McGraw Hill, 2000. p. 46.
Dalin, Joan. “A Peaceful Warrior.” Intervention Guide, Open Court Reading. Columbus: SRA/McGraw Hill, 2000. p.54.
Reese, Morgan. “The Hiding Place.” Intervention Guide, Open Court Reading. Columbus: SRA/McGraw Hill, 2000. p. 220.
Howell, Rob. “Sequoya’s New Alphabet.” Intervention Guide, Open Court Reading. Columbus: SRA/McGraw Hill, 2000. p. 246.

Trade Books about resolving conflicts:
Smith, Robert Kimmel. The War With Grandpa.
Park, Barbara The Kid in the Red Jacket.
Sachar, Louis. There’s a Boy in the Girl’s Bathroom.
Walter, Mildred Pitts. Justin and the Best Biscuits.
Blume, Judy. Freckle Juice.

Author:
MARIANNE AMATANGELO

Created Date :
Jul 13 2002 16:16 PM

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