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 

Real-World Examples of Conflict : Present three real-world examples of conflicts that as teenagers in the U.S. the might or do face: Free Speech, Climate Action, and Diversity, Equity and Inclusion

• Free Speech: Discuss the balance between free speech and hate speech, focusing on incidents in schools where students’ expressions have led to conflicts.

• Climate Action: Explore conflicts around climate change activism, such as school strikes for climate and differing views on environmental responsibility.

• Diversity, Equity and Inclusion: Address conflicts arising from racial, cultural, or LGBTQ+ issues, and the importance of inclusivity and understanding

Structured Academic Controversy (SAC) Activity:

• Individual/group time to prepare own arguments.

• Sharing time: either share in bigger groups of yes/no or pair up yes/no students:

  • When sharing, each student should read aloud and explain their argument. The other student should write it down (not necessarily word for word) and then repeat back what they heard to make sure they understood the argument. They can also ask clarifying questions about the argument. The goal is to thoroughly understand where the other side is coming from.

  • You can either have the Yes side share all their arguments and then the No side, or switch off.

• Once all arguments are shared, each side should look at the questions they planned to ask and ask any that hadn’t been answered yet or that came up as they were listening to arguments.

• Then, they can begin to discuss the consensus. They should maintain their assigned side during this part, since they want to advocate for something that would make sense for their position. If they come to a compromise, or when time is up, they then respond to the consensus part of the worksheet.