Lesson Name

Identifying Types of Conflict

Grade Band

Middle School (6-8)

High School (9-12)

Standards / Competencies

CASEL Core Competencies

• Relationship skills

• Responsible decision-making

• Self-awareness

• Self-management

• Social awareness

Common Core ELA-Literacy Standards

• Speaking and listening

• Reading

• Writing

NCSS Social Studies Themes

• Culture

• Individuals, groups, and institutions

• Global connections

• Civic ideals and practices

• Individual development and identity

Recommended Time

50 minutes

Learning Objectives

Students will:

• Learn about six different types of conflict: Interpersonal, Family, Community, Intercommunity, National, and International.

• Analyze different types of conflict by identifying three W’s: Who the parties are, What the conflict is about, and Why the parties see things differently.

Important Vocabulary

• Interpersonal Conflict

• Family Conflict

• Intracommunity Conflict

• Intercommunity Conflict

• National Conflict

• International Conflict

• Constructive Responses

• Destructive Responses

Core Instruction

Explain that the class will identify six types of conflict: Interpersonal, Family, Intracommunity, Intercommunity, National, and International.

Ask: Who are the parties involved in a(n):

Interpersonal conflict? (Answers should include “two or more
individuals.”)

Family Conflict? (Answers should include “two or more members of
a family.”)

Intracommunity Conflict? (Answers should include “two or more
groups from within one community.”)

Intercommunity Conflict? (Answers should include “two or more
communities.”)

National Conflict? (Answers should include “two or more groups
within a nation.”)

International Conflict? (Answers should include “two or more
nations.”)

Divide the class into six groups and distribute Handout 1 to each group. Assign one type of conflict to each group.

Say: Each group will read a different conflict scenario and
analyze it together by identifying who the parties are, what the
conflict is about, and why the parties see things differently. Then
groups will brainstorm ideas for resolving the conflicts.

Ask each group to report to the class:

• What type of conflict did they analyze?

• What were the three W’s? (Who, What, and Why)

• Which styles of conflict response (see Unit II, Lesson 1, p. 38) might make it more likely for the parties to find opportunities for a constructive (and not destructive) outcome?

Wrap-up

Say: This video featuring Robin Williams and friends shares an excellent explanation of interpersonal conflict. Show students the video.

Say: Now we know that conflicts can take many different forms, including conflicts between individuals (like in this funny clip), conflicts between groups, conflicts over long periods of time, or conflicts across political and natural borders. Work with a partner or small group to select one type of conflict and write, or record, an original explanation of that type of conflict. Make sure you include the following information:

• What type of conflict is it?

• What were the three W’s? (Who, What, and Why

• Which styles of conflict response (see Unit II, Lesson 1, p. 38) might make it more likely for the parties to find opportunities for a constructive (and not destructive) outcome?

Assessment

Taking Informed Action:

Review the following news articles representing different types of conflict. Meet with a small group of students who are also reviewing these same articles. Discuss each one, or just a few. Consider assigning each group member one type of conflict and asking each group member to look for additional examples of their assigned type of conflict. 

• Interpersonal: Dear Life Kit: Can I tell my neighbor to put their yappy dogs inside? 

• Family: What Students Are Saying About Family Conflict in Quarantine, Starting Over and Health Care Heroics 

• Intracommunity: Should School Murals That Depict an Ugly History Be Removed? 

• Intercommunity: Nigeria’s deadly conflicts over water and grazing pasture are escalating – here’s why 

• National: Public schools in West Virginia may soon be required to display ‘In God We Trust’ in a ‘conspicuous place’ 

• International: U.S.-China Relations Keep Getting Worse. Do They Have To? 

Conflict Comic Strip

Students can create a comic strip depicting one of the conflict types. They should visually represent the “Who,” “What,” and “Why” of the conflict.