Middle School (6-8)

High School (9-12)

Supplies: 

• Copies of Handout 1: The Collaborative Negotiation Process 

• Copies of Handout 2: Collaborative Negotiation Role-Play Instructions 

• Copies of Handout 3: Breaking Down a Conflict 

• Copies of Handout 4: Observer Feedback Form 

• Internet access

Preparation: 

• Make enough copies of Handouts 1, 3, and 4 for each student to have one.

• Make enough copies of Handout 2 for each group to have one.

• Display the following on the board: 

• “You want your parents to allow you to go out with your friend on a weekend evening. Weekend evenings have always been family time, though. 

• You think you and your friend need to study together for an exam. It will help both of you. Your friend wants to hang out with their dog and frisbee on the lawn instead.” 

CASEL Core Competencies

• Relationship skills

• Responsible decision making

• Self-awareness

• Self-management

• Social awareness

Common Core ELA – Literacy Standards

• Speaking and listening

NCSS Social Studies Themes

• Individuals, groups, and institutions

Students will: 

• Learn the ten-step collaborative negotiation process. 

• Identify key conflict resolution skills used in the collaborative negotiation process. 

• Reflect on the importance of self-awareness in a collaborative negotiation. 

Distribute and review Handout 1. 

Review the ten steps of collaborative negotiation as a class.

Ask for a volunteer to read one of the situations and share the steps they would take to make their request. Ask another how they would add or modify the steps the first student listed. Generate a list of steps that reflect: 

• Setting the stage 

• Justifying 

• Presenting reasons 

• Establishing goals 

Ask the whole class: What other steps haven’t been mentioned yet
that we should list as important? Record responses. 

Ask: Based on what you’ve learned about conflict, why do you
think the first step is using a uniting behavior? Why do you think we need to repeat steps two through six? 

Tell the class that they are going to prepare for, and conduct, a collaborative negotiation as a class. Divide the class into three groups. 

Distribute Handout 2. Review the instructions with the class.  

Tell students that they will be given time to prepare for the collaborative negotiation with their group. Each group should discuss how to express their viewpoint during the negotiation, and how they can acknowledge and show respect for the viewpoints of the other groups as well. 

Distribute Handout 3. Tell students to use this sheet to prepare for the negotiation in their groups. Instruct students to work together to identify their own group’s positions and needs. Then, they should discuss what possible needs might underlie the other groups’ positions, and brainstorm ways to show respect for those needs. 

Give students at least 20 minutes to prepare for the negotiation. 

At the end of preparation time, ask each group to select two students to represent them in the negotiation. From the remaining students, select one to serve as the town’s mayor. Say to the mayor: You are
going to lead this collaborative negotiation. It is your job to ensure
that each group follows and abides by the steps in the collaborative
negotiation process. 

Instruct the representatives from each group that they must use the steps in a collaborative negotiation to develop a solution to their common problem that all groups can agree to. Instruct the rest of the class to watch the negotiation closely to see how representatives follow the steps of a collaborative negotiation. 

Once the representatives have agreed on a plan, allow them to write it on the board and present it to the entire class. Thank the representatives and the mayor for their work. 

Bring the class back together as a whole. Say: let’s spend some
time reflecting on your experiences in the role-plays. 

Ask: What did you enjoy about the process? What were some hard
parts of working out a disagreement by negotiating. 

Distribute and review Handout 4. Instruct the class to fill out the form with their reflections on the process. 

Read this New York Times article “Learn to Argue Productively.” Buster Benson is quoted in the article as a subject-area expert. In his book Why
Are We Yelling: The Art of Productive Disagreement, Benson advocates keeping focus on these important perspectives: 

• Arguments aren’t only about being right. They’re an opportunity to use tools and skills to understand parts of our diverse world from different perspective. 

• Arguments don’t have to be heated, explosive moments. 

• Everyone, if willing, can learn from one another. 

Ask: What questions do you have for Buster Benson after reading
the article? 

Ask: What are the most important, or interesting, things you have
learned so far about

collaborative negotiation? 

Ask: What impact does collaborative negotiation have on
transforming a conflict?