Chapter 5: Conflict Resolution Lesson 1: Causes of Conflict
CORE LET 1Unit 3: Foundations of Success
Chapter 5: Conflict Resolution
Lesson 1: Causes of Conflict
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Administrator Lesson Guide:
Lesson Competency: Determine causes of conflict
Linked ELA Common Core: RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.2., W.9-10. WRITING - W.9-10.1.a., W.9-10.1.e., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d.
Linked JROTC Program Outcomes: Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Address civic concerns that impact the community and society at large. Make decisions that promote positive social, emotional, and physical health.
Thinking Processes
Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Mapâ / Core Abilities
Build your capacity for life-long learning
Communicate using verbal, non-verbal, visual, and written techniques
Take responsibility for your actions and choices
Do your share as a good citizen in your school, community, country, and the world
Treat self and others with respect
Apply critical thinking techniques
Multiple Intelligences
Bodily/Kinesthetic
Visual/Spatial
Logical/Mathematical
Verbal/Linguistic
Musical/Rhythmical
Naturalist
Interpersonal
Intrapersonal / Bloom’s Taxonomy
Remember
Understand
Apply
Analyze
Evaluate
Create
Structured ReflectionMetacognition
What?
So What?
Now What?
Socratic Dialog
E-I-A-G / Authentic Assessment
Observation Checklist
Portfolio
Rubric
Test and Quizzes
Thinking Map®
Graphic Organizer
Notebook Entries
Logs
Performance
Project / Learning Objectives
Recognize the impact of conflict on relationships
Describe the four basic causes of conflict
Analyze five different types of conflicts
Use "I" statements to facilitate effective communication
Define key words: active listening, conflict, effective speaking, frustration, harassment, hostility, miscommunication, relationships, solution, territorial, understanding
Legend:
£ Indicates item is not used in lesson
S Indicates item is used in lesson
Lesson Preview:
Energizer: Prepare to show two videos about conflict situations. Cadets role-play conflict situations.
Inquire: Guide Cadets to the learning objectives in their Student Learning Plan. Using questions presented, guide Cadets to share examples of conflicts from their own lives using a conversation circle.
Gather: Display a presentation on the causes of conflict. Cadets find more information about the types of conflict and their sources from the student textbook. Cadets work in teams and create a Tree Map to classify causes of conflict with types of conflict. Cadets share their Tree Maps with class.
Process: Show the presentation on “I Statements.” In same teams, Cadets create a Multi-Flow Map for a conflict, noting the causes of conflict, the type of conflict, and possible “I Statement” responses as potential solutions to conflict.
Apply: Distribute the Causes of Conflict Performance Assessment Task. Allow time for completion of the task or assign as homework. Cadets look at conflict in their own life and consider the cause and solution.
CORE LET 1
Unit 3: Foundations of Success
Chapter 5: Conflict Resolution
Lesson 1: Causes of Conflict
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Note: As additional resources for this lesson, you may use Winning Colors activities located on the Success ProfilerÔ and/or the Anger Management Program from the Emotional Intelligence Programs. To access the programs and recommended resources, please refer to the Quick Start Manuals. You may also have Cadets take the Cadet DL Course “Conflict Resolution” that is located on the Cadet portion of the JROTCDL.com web site.
Note: This JROTC lesson serves as a preparatory lesson for TEEN CERT Unit 8 – Terrorism, materials for this lesson are found in the TEEN CERT Resource Materials Folder. Familiarize yourself with the entire contents of the TEEN CERT curriculum before implementation. Teen CERT lessons can be JROTC elective hours of instruction as agreed upon by the school and/or JROTC education professionals.
Note: This JROTC lesson may be supplemented by AF JROTC Cultural Studies Awareness (CSA) lessons. The CSA lessons can be implemented as JROTC elective hours of instruction as agreed upon by the school and/or JROTC education professionals. For further details and a list of the associated CSA lessons, see Optional Activities at the end of this document.
Instructor Lesson Plan:
Why is this lesson important?
What does conflict mean to you? Is it frightening or exciting? Is it interesting or unpleasant? Do you typically avoid it, or are you more likely to confront it? It is inevitable that you will encounter many different forms of conflict throughout your lifetime. Recognizing the causes and consequences of conflict can help you to make appropriate decisions and gain confidence in resolving conflicts. In this Learning Plan, you will learn how to:
· Recognize potential conflict situations before they occur
· Recognize the warning signs and the sequences of events that can fuel conflicts
· Predict possible consequences and stay attuned to ways to stop the conflict from occurring (or escalating)
Lesson Question
What causes conflict to impact relationships? What types of conflict are there? How can you improve communication?
What will Cadets accomplish in this lesson?
Lesson Competency
Determine causes of conflict
What will Cadets learn in this lesson?
Learning Objectives
a. Recognize the impact of conflict on relationships
b. Describe the four basic causes of conflict
c. Analyze five different types of conflicts
d. Use "I" statements to facilitate effective communication
e. Define key words: active listening, conflict, effective speaking, frustration, harassment, hostility, miscommunication, relationships, solution, territorial, understanding
When will your Cadets have successfully met this lesson’s purpose?
Performance Standards
· by writing a summary about conflict in their own life
· by illustrating the causes and effects of the specific conflict in a Multi-Flow Map
· when their map states the conflict in the center box
· when their map shows the causes of the conflict on the left side boxes
· when their map shows the effects of the conflict on the right side boxes
· when their summary identifies the type of conflict
· when their summary describes the impact of the conflict on the relationship(s) involved
· when their summary includes one or more “I Statements” that could have, or were used to minimize the conflict
NOTES:
Part 1: 45 minutes
Energizer:
Lesson Delivery Setup:
1. This is an optional motivational activity and should be used at your discretion, or as time permits.
2. Prepare to show all Energizer Phase slides from the Lesson PowerPoint Presentation.
3. Familiarize yourself with Video #1: Conflict, and Video #2 Resolution.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how actions and tone of voice can affect conflict.
Play the videos in the lesson presentation that show two scenarios with contrasting voice and actions.
Play Video #1: Conflict.
After Cadets view the situation, have two volunteer Cadets use drama by numbers to demonstrate conflict resolution. Have the two Cadets participate in a similar emotional conversation using only numbers from 1 - 25.
Play Video #2: Resolution.
After Cadets view the situation role-play, have them role-play a conversation that starts as mildly confrontational, becomes argumentative, and is finally resolved as is indicated by voice tone and volume, body language, and facial expressions.
Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking, as you feel appropriate for your Cadet population.
· What was the conflict and what was the resolution?
· Who is responsible for resolving the conflict?
Total Time: 10 minutes (optional)
Phase 1 -- Inquire:
Lesson Delivery Setup:
1. Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets.
2. Ensure that Cadets have access to the Student Learning Plan.
3. Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question.
4. Prepare to display the Learning Objectives.
5. Ensure Cadets have their Cadet Notebooks for use throughout this lesson.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how conflicts begin. The Inquire Phase of the lesson is to set Cadets up to begin thinking about what they already know about this subject area.
1. THINK ABOUT how conflicts begin. PREPARE for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important, and When you will have successfully met this lesson’s purpose. / Display the Focusing Question on the PowerPoint Presentation. Allow time for discussion.
Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson’s purpose.
Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson.
Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson.
2. PARTICIPATE in a discussion about conflicts that have affected a relationship. THINK ABOUT what caused the conflict and how it could be or was resolved. / Display the visual in the lesson presentation that presents three questions.
· What is an example of conflict affecting a relationship in your life?
· What caused the conflict?
· What (if anything) resolved the conflict?
Allow time for students to discuss with a partner, small group or as a whole class. Consider using the Conversation Circle activity. (More information about this type of activity can be found in the Instructor Desk Reference located in Curriculum Manager).
3. REFLECT on the conflict causes and resolutions discussed. ANSWER the reflection questions presented by your instructor. / Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking, as you feel appropriate for your Cadet population.
· What were some causes of conflict?
· What were some of the ways to resolve conflict?
Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about types and causes of conflict.
Total Time: 15 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Phase 2 -- Gather:
Lesson Delivery Setup:
1. Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation.
2. Familiarize yourself with the animation on the causes of conflict located in the presentation
3. Provide access to a student text: Unit 3: Foundations for Success in Life, Career, Health, and Wellness (hardbound); LET 1 (softbound); the e-text version found in the U3C5L1 resource folder on the Curriculum Manager.
4. Provide chart paper and markers for partner or team use.
5. Prepare to display a Tree Map sample.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about conflict and what it impacts, what causes it, and what types can occur.
The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to build on any previous knowledge or experiences.
1. VIEW animation on cause of conflict and READ the Causes of Conflict section of your student text. / Display the animation on cause of conflict located in the Lesson Presentation. Remind Cadets to take notes.
Allow Cadets time to read more about the causes of conflict in their student textbook.
Divide Cadets into teams of two to five.
2. In a small group, IDENTIFY the various causes of conflict on a Tree Map, labeling the column headings with the names of the five types of conflict. / Display a Tree Map sample and describe how to use one. Indicate to students that they will develop one in their teams.
Instruct students to identify causes of conflict on a Tree Map, labeling the column headings with the names of five types of conflict.
3. DETERMINE what types of scenarios or situations might fit under each heading as a cause for that type of conflict. USE the situations described in the student text as your examples. SHARE your group Tree Map with others in the class. / Instruct Cadets to locate the various causes of conflict outlined in the text and add them to the appropriate type column. Instruct Cadets to share their Tree Maps with the class.
4. REFLECT on the types and causes of conflict in which you’ve been involved. ANSWER the reflection questions presented by your instructor. / Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.
· What types of conflicts have you been a part of in your life?
· What caused the conflict?
Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new information or skill they were introduced to.
Total Time: 20 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Part 2: 45 minutes
Phase 3 -- Process:
Lesson Delivery Setup:
1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation.
2. Familiarize yourself with Flash object on I Statements located in the presentation.
3. Prepare to display a Multi-Flow Map sample.