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Unit  Sustaining Community
Lesson Name  Exploring Productive Conflicts in History
Grade Band  High School (9-12)
Required Materials

  • Chart paper

  • Markers

  • Research materials
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, Reading, Writing 

Social Studies Theme: Individual Development and Identity, Civic Ideals and Practices 
Recommended Time  60 mins 
Essential Question  How can productive conflicts lead to positive change and how can we
apply these lessons to promote civic engagement in our communities?
Learning Objectives  By examining historical conflicts, students will understand how
productive disagreements can lead to positive change and learn valuable
lessons in problem solving and collaboration.
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. Ask students if they feel that the word conflict has positive or negative connotations and why they feel that way.

Have students reflect or discuss how they think conflict can be beneficial for society.

Explain that they will be exploring various conflicts in history or current events and how those conflicts have led to positive changes.  Conflict can serve as a catalyst for positive change when engaged in productively.
Core Instruction 

Break students into small groups and assign one of the following conflicts for students to research:

  • Civil Rights Movement

  • Labor Movement 

  • LGBTQ+ Rights movement

  • Disability Rights Movement 

  • Student Protests (Vietnam War, South African Apartheid)

  • No Dakota Access Pipeline (NoDAPL)

  • Held vs. Montana (kids sue Montana government over climate change)

  • Students can also request or suggest topics that target current issues they are faced with or are of interest to them

Each group will be asked to investigate the following aspects of their assigned conflict:

  • The problem or injustice that sparked the conflict

  • Methods used by the groups involved to address the issue

  • The outcome of the conflict and any lasting effects of society 

  • Provide students with resources such as articles, videos, books, etc to aid their research

Encourage students to discuss and analyze their findings, focusing on how productive conflicts can lead to positive change.

Have each group present their findings to the class, covering the problems, methods used, and impact of their assigned conflict.
Wrap-up 

After presentations have discussions about:

  • Similarities about the conflicts or methods used

  • Were the groups effective in communicating their concerns?

  • How can we apply these lessons learned into current issues in our society?
Learning Beyond Classroom Walls 

Have students identify an issue that they are passionate about and develop a plan for taking action. This could include:

  • Educating themselves on what policies local politicians have

  • Writing a letter to their representative

  • Joining a community advocacy group
Supplementary Resources 

Lesson prepared by Mary Houghtaling