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Conflict and how we deal with it
What do we mean by conflict?
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Pupils experience, through a problem-solving activity, a major
cause of conflict (misunderstanding the other) and how hard it can be to resolve
conflict. They discuss and list different types of conflict in the media and
identify common elements of conflicts. They are introduced to one story of
conflict in a developing country, and discuss and reflect on how it has affected
individuals and communities there. They arrive at their own definition of
conflict.
Objectives
Pupils should learn:
to define conflict
and learn about the different types of conflict
to examine different perspectives
on conflict and consider why conflicts arise
how conflict affects individuals
and communities
to assemble ideas in an
appropriate planning format (NSE)
Learning outcomes
Pupils will:
Teacher’s notes
STARTER
Ask the pupils to sit in threes and choose to be A, B or C. Give
each group of three an orange. Call the A’s together and tell them quietly that
they must not reveal that they need all the orange peel to make marmalade. Call
the B’s together and tell them quietly that they must not reveal that they need
all the orange innards to make a drink. Tell the class that A and B each want
the orange, and it is C’s task to find a solution to this conflict that both A
and B will be happy with. A and B can argue why they deserve the orange but
neither can reveal their secret. This should lead to C trying to divide the
orange in different ways, but not thinking of dividing it into peel and innards!
After five minutes share ideas with the class.
How many ways might the orange be divided? Reveal A’s and B’s
secrets. Could the conflict have been resolved more easily if people had known
each other’s motives? [10 mins]
MAIN ACTIVITIES
Activity One: Divide the class
into groups of five. Provide newspaper and magazine pictures showing a variety
of types of conflict between individuals, groups of people or communities, e.g.
young people and parents, bullying, violence, arguments between friends, groups
threatening each other, wars, and racial conflict. You could include cartoon
conflicts, eg Tom and Jerry. Provide discussion questions: What kind of conflict
is happening in the picture? What are the people doing? What could have happened
before/after the picture was taken? How does the situation affect those in the
picture? Might it affect others? Pupils should assemble their ideas clearly in
an appropriate planning format. List other situations of conflict –at school or
in the media. [15 mins]
Activity Two: Using
contributions from each group build a class list of types of conflict and
discuss common features. [10 mins]
Activity Three: Show the Sudan
animation on CAFOD’s website at www.cafod.org.uk/secondary/conflict. If
internet access is not available provide pupils with a comic book version of the
animation, downloadable from the same address. Ask pupils: How did the conflict
begin? How were individuals and communities affected? What would be the
differing viewpoints of a farmer and a pastoralist? What is being done/ needs to
be done to resolve the conflict? [15 mins]
PLENARY
Help pupils to use what they have learnt to produce a definition
of conflict. [5 mins]
You will need
-
10 or 11 oranges
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A selection of magazine and
newspaper pictures of conflict
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Internet access or printed copies
of Sudan animation downloadable from CAFOD’s website
-
A framework for Activity One (if
SEN pupils need this)
Points to note
Link with thinking skills: enquiry,
reasoning
Link with NSE: Year 7 Wr2; Year 9
Wr2. |
