Conflict Is Productive for Our Community

Unit	Sustaining Community
Lesson Name	Conflict Is Productive for Our Community
Grade Band	Middle School (6-8)

Required Materials	Chart paper Post it’s Markers On chart paper write a T-chart with a problem or scenario written on the top with two columns: “Constructive Conflict” and “Destructive Conflict:” Your favorite shirt has a rip in it and you suspect that your brother/sister borrowed it and returned it damaged without telling you. You and your friend decide to dress up for Halloween in a costume that some other students feel is culturally offensive and now they are upset with you. Your classmates were goofing off during art and knocked over a cup of water that got all over your art project. You borrowed an item from your friend but you lost it/broke it and now they’re upset with you and called you irresponsible. Someone on your team makes a reference to a stereotype about your culture/religion
Standards / Competencies	SEL Core Competencies: Self-Awareness: identifying emotions, experiencing self-efficacy, linking feelings, values and thoughts, demonstrating honesty and integrity Self-Management: managing one’s emotions, exhibiting self-discipline Social Awareness: taking others’ perspectives, recognizing strengths in others, demonstrating empathy and compassion, identifying diverse social norms, showing concern for the feelings of others Relationship Skills: communicating effectively, developing positive relationships, showing leadership in groups, resolving conflicts constructively, seeking or offering support when needed ELA Standards: Listening and Speaking, Writing Social Studies Theme: Individual Development and Identity
Recommended Time	45 mins

Required Materials

Chart paper
Post it’s
Markers
On chart paper write a T-chart with a problem or scenario written on the top with two columns: “Constructive Conflict” and “Destructive Conflict:”
Your favorite shirt has a rip in it and you suspect that your brother/sister borrowed it and returned it damaged without telling you.
You and your friend decide to dress up for Halloween in a costume that some other students feel is culturally offensive and now they are upset with you.
Your classmates were goofing off during art and knocked over a cup of water that got all over your art project.
You borrowed an item from your friend but you lost it/broke it and now they’re upset with you and called you irresponsible.
Someone on your team makes a reference to a stereotype about your culture/religion

Standards / Competencies

SEL Core Competencies:

Self-Awareness: identifying emotions, experiencing self-efficacy, linking feelings, values and thoughts, demonstrating honesty and integrity
Self-Management: managing one’s emotions, exhibiting self-discipline
Social Awareness: taking others’ perspectives, recognizing strengths in others, demonstrating empathy and compassion, identifying diverse social norms, showing concern for the feelings of others
Relationship Skills: communicating effectively, developing positive relationships, showing leadership in groups, resolving conflicts constructively, seeking or offering support when needed

ELA Standards: Listening and Speaking, Writing

Social Studies Theme: Individual Development and Identity

Recommended Time

45 mins

Essential Question	What does productive conflict look like and how can conflict be beneficial for our community?
Learning Objectives	Students will identify the characteristics of constructive conflict. Students will identify ways in which conflicts can lead to positive outcomes. Students will explore strategies for resolving conflicts constructively.

Activating Prior Knowledge	Write the word “conflict” on the board. Ask students what they think of when they hear the word “conflict”. Students can write their responses on post-it’s or dictate their responses. Discuss with the class examples of conflicts they have experienced or witnessed – conflicts at home, in their community, or in their school. What did these conflicts look like? Encourage students to share both negative and positive outcomes of these conflicts Introduce the essential question: “How can conflict be productive or beneficial for our community?” Discuss with students that while conflict is often seen as negative, it can also be productive and lead to positive outcomes. Have students consider some grade or age appropriate examples of conflicts that have occurred in history and what their outcomes were. Some examples may include the Women’s Suffrage or Civil Rights movements, war protests, presidential debates, boycotts, or environmental issue protests.
Core Instruction	Define productive conflict as a disagreement or difference of opinion that is handled in a positive and constructive manner. Write “Constructive conflict looks like… / Destructive conflict looks like…” on the board. Ask students what they think productive conflict looks like and record answers (i.e. talking calming, listening, respecting other differences). Ask students what they think destructive conflict looks like and record answers (i.e. screaming at someone, interrupting, hurting others, name calling). Discuss examples of productive conflict: Brainstorming – where different ideas are discussed and debated to find the best solution. Gaining Perspective – Imagining what the other person is feeling. Active Listening – Students can show they were listening by restating what they heard and checking it’s what they meant. During conflict resolution, you also want to acknowledge any feelings you heard. Seeking Common Ground – help reduce defensiveness in both parties and allow them time to develop a solution to the conflict. Either as a class or in small groups, choose a conflict scenario and write what Productive vs. Destructive Conflict would be for the scenario.
Wrap-up	Ask students to name one thing they have learned about how to turn potentially destructive conflicts into productive conflicts.
Learning Beyond Classroom Walls	Is there a current school issue that needs to be addressed? Students can research their issue , identify the different viewpoints, and brainstorm possible solutions.

Activating Prior Knowledge

Write the word “conflict” on the board. Ask students what they think of when they hear the word “conflict”. Students can write their responses on post-it’s or dictate their responses.

Discuss with the class examples of conflicts they have experienced or witnessed – conflicts at home, in their community, or in their school. What did these conflicts look like? Encourage students to share both negative and positive outcomes of these conflicts

Introduce the essential question: “How can conflict be productive or beneficial for our community?” Discuss with students that while conflict is often seen as negative, it can also be productive and lead to positive outcomes.

Have students consider some grade or age appropriate examples of conflicts that have occurred in history and what their outcomes were. Some examples may include the Women’s Suffrage or Civil Rights movements, war protests, presidential debates, boycotts, or environmental issue protests.

Core Instruction

Define productive conflict as a disagreement or difference of opinion that is handled in a positive and constructive manner.

Write “Constructive conflict looks like… / Destructive conflict looks like…” on the board. Ask students what they think productive conflict looks like and record answers (i.e. talking calming, listening, respecting other differences). Ask students what they think destructive conflict looks like and record answers (i.e. screaming at someone, interrupting, hurting others, name calling).

Discuss examples of productive conflict:

Brainstorming – where different ideas are discussed and debated to find the best solution.
Gaining Perspective – Imagining what the other person is feeling.
Active Listening – Students can show they were listening by restating what they heard and checking it’s what they meant. During conflict resolution, you also want to acknowledge any feelings you heard.
Seeking Common Ground – help reduce defensiveness in both parties and allow them time to develop a solution to the conflict.

Either as a class or in small groups, choose a conflict scenario and write what Productive vs. Destructive Conflict would be for the scenario.

Wrap-up

Ask students to name one thing they have learned about how to turn
potentially destructive conflicts into productive conflicts.

Learning Beyond Classroom Walls

Is there a current school issue that needs to be addressed? Students
can research their issue , identify the different viewpoints, and
brainstorm possible solutions.

Supplementary Resources	Conflict Resolution for Kids

Lesson prepared by Erin Dwyer

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