Lesson 1: Conflict Resolution

Module 3: Lesson 1 - Conflict Resolution

 Objectives and Outcomes
By the end of this lesson students will be able to:
● Students will define “conflict” and identify the stages of conflict.
● Students will identify conflict triggers.
● Students will analyze the role of emotions in conflict.
● Students will set goals for reducing conflict in their own lives.
 ● Question: Would you
rather have everyone you
Bell Ringer: know be able to read your
thoughts or for everyone
Question you know to have access
to your Internet history?
● Time: 6-10 Minutes
 Tatiana and Desmond are the top
students in their grade. They have
competed against each other for the

Starter Activity highest grades in every subject, and

they both want to be the class
valedictorian. They often try to outdo
each other. They try to impress their
teachers. They taunt each other before
tests. One day before a test, the
( 5 minutes) teasing between Tatiana and Desmond
escalates into a full-blown shouting
match.
What positive outcomes might result
from this situation?
 Part 1: What is a conflict?
(Time: 15 minutes)

What do you think of when you hear the word conflict?\

Can we create a definition?

Is there a connection between stress and conflict?

What is the meaning of the phrase below:

“That was the straw that broke the camel’s back.”

 Part 1: What is a conflict?
(Time: 15 minutes)

Let’s connect this to our own lives.

Consider situations in your own lives that involve conflict. Are there
recurring conflict situations? Do trigger patterns stand out?

Brainstorm specific conflict situations that you want to manage more

effectively. You will generate a list and refer to it at the end of each
lesson in this module.
 Part 2: Conflict in the News
(Time: 20 minutes)

One place where we can almost always find recurring

examples of conflict is in the news. Let’s read the news article
below
*New York Times Current Event articles
 Cont…Part 2: Conflict in the News
(Time: 20 minutes)

Work with a partner to compare the stages of conflict

in the news article using the “Stages of Conflict”
worksheet.
Hint: One event might represent more than one stage
of conflict.
 Consider peer conflict. In small groups, prepare and
role play a situation detailed below:

A student is watching television with a friend. The

friend wants to watch a different show.

Two friends go out to eat. When the check comes,

Part 3: Freeze Frame one of the friends says that he doesn’t have enough
money and asks to borrow some. This has happened
many times before.

Time: 20-30 minutes A friend liked or commented on a post of someone

you are not friends with. You thought you and your
friend were on the same page about this person,
especially since this person has not been kind to you
in the past. How do you bring this up to your friend?

*You will have 10 minutes to prepare in your groups.

Begin!
 Read “Vocabulary of
Feelings” worksheet. While
reading, make note of the
Cont..Part 3: Freeze dynamic that emotions play
in the exchanges.
Frame
What are examples of
Time: 20-30 minutes inappropriate reactions you
identified during each
exchange?
 Refer to the list that you created at the
end of Part I, in which you identified
recurring situations of conflict in your
own lives.

Cont..Part 3: Freeze Pick three and consider how you might

approach them now, after today’s
Frame activities.

Questions to consider:
● Are any of your personal conflicts
Time: 20-30 minutes similar to any of today’s examples?
● Are emotions involved?
● What alternative reactions might
reduce conflict?
 Now it is your time to show what you
learned!

Closure: For our last activity you will answer questions about Conflict Resolution.
This will serves as your assessment and reflection on developing conflict resolution
skills.

Conflict Resolution Reflection Questions Google Form

Time: 10-15 minutes