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Unit Title

Conflict Resolution

Course(s)

Social Studies/Social/Emotional

Designed by

Lyndsay Janzen & Jennifer Byrnes

Time Frame

6 Weeks

Stage 1- Desired Results

Social Studies AERO Standards:

  • Standard 1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships.
  • 1.5.b Describe changes in society (e.g., political, social, cultural).
  • 1.5.c Identify cause and effect relationships in history.
  • Standard 2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy.
  • 2.5.b Explain varied causes and effects of conflict and cooperation among individuals, groups, societies and nations in the following categories: politics, economics, geography, ethnicity/race/gender, and culture
  • Standard 3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment.
  • 3.5.c Apply concepts such as location, distance, direction, scale, movement and region.
  • Standard 5 (Society and Identity) Students will understand social systems and structures and how these influence individuals.
  • 5.5.e Identify and describe ways that ethnicity and cultures influence people's daily lives
  • Standard 6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship.
  • 6.5.d Identify the elements of major political systems (e.g., monarchy, democracy, constitutional monarchy, dictatorship).

ISTE Standards:

Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Transfer

Learners will be able to....
(What kinds of long-term independent accomplishments are desired?)

  • Understand that conflict evolves from an imbalance of power and is consistent throughout human history
  • Resolution can be achieved through action or inaction
  • Work together in collaborative groups to solve problems
  • Understand the impact of cause and effect relationships
  • Connect their understanding to real-life scenarios

Meaning

UNDERSTANDINGS

Learners will understand that...

  • History continues to change due to the many reasons of conflict
  • Conflict occurs for many reasons
  • People can work together in many ways to make change

Essential Questions

Learners will keep considering...

  • What causes conflict?
  • What does resolution look like?
  • Is it important for all citizens in a society to have a voice in how it functions?
  • How can resolution be achieved through actions or inactions?

Acquisition

Learners  will know…

  • Middle Ages as a period in history
  • The Feudal System - Inherently Unfair system
  • How & Why it ended
  • Trade & The Plague
  • Changing borders
  • Understands how the Netherlands became a country
  • How and why the Dutch Government Formed

Learners will be skilled at...

  • Using digital platforms to make their thinking visible- Mindmup, Seesaw, Google Classroom, YouTube
  • Using digital and print resource to deepen their understanding.
  • Finding and sharing information relevant to a topic.
  • Using models to demonstrate how societal systems works
  • Understanding the impact of cause and effect relationships
  • Using various forms of technology to explain the impact conflict had on Dutch society throughout the Middle Ages
  • Effectively demonstrate their understand of conflict/resolution strategies in real-life scenarios

Stage 2- Evidence

PERFORMANCE TASK(S):

Learners will show that they understand by evidence of…

Formative Assessment:

  • See-Think-Wonder: with a page from the book: A Street Through Time
  • Articulating their understanding through Exit tickets and Seesaw reflections (spot checks throughout unit)
  • Comparing Conflicts & Resolution using graphic organizer

Summative Assessment:

Demonstrating their ability to apply conflict/mediation strategies in real-life scenario role-play

GRASPS Task written in student-friendly language:

Goal

Create a skit and create an iMovie demonstrating a conflict and using resolution strategies to resolve it. The problem can be based on a G4  problem or a problem from the Middle Ages.

Role

You are working in a team. Your team is responsible for brainstorming possible, real-world, problems, creating and performing a skit and an iMovie that defines the conflict and resolution strategies.

Audience

ASH Students, grades K-4        

Situation Set the context of the scenario. Explain the situation.

You have been learning about effective conflict/mediation strategies during your counseling lessons with Ms. Ann. We have also been learning about conflict and resolution strategies during the Middle Ages in the Netherlands. There are many reasons that conflicts arise and many strategies that can be used to come to an amicable solution.

Your group will draw upon their conflict/mediation skills to act out ways to end a conflict.

  • Conflict occurs for many reasons
  • People can work together in many ways to make change

Product

Clarify what the students will create and why they will create it

In your group, you will write a script and create an iMovie that defines a real-world conflict that kids your age could encounter at ASH now or based on what you’ve learned about conflict in the Middle Ages.

Each group will be responsible for reflecting on and providing feedback to another group’s skit.

Your group will have time to collaborate on the design of their skit, conflict and resolution strategy. Groups will present to the class and be recorded.

You will create an Individual Reflection on Seesaw answering the following questions:  How can I apply my understanding to everyday life? ASH? The Core Values? Respect, Responsibility Communication, & Empathy. Showcase WEN to model how students can to help make a difference at ASH

You will be responsible for viewing and commenting on at least one other groups Seesaw Post.


OTHER EVIDENCE:

Learners  will show they have achieved Stage 1 goals by demonstrating their understanding through the Six Facets of Understanding...

Explain

Students use the exit tickets, graphic organizer and role-play to explain the types of conflict and resolutions during the middle ages.

Interpret

Compare and Contrast knowledge of the causes of conflict and resolutions throughout the Middle Ages using Comparing Conflicts and Resolutions doc.

Apply

GRASP task: Facilitate groups throughout the process of creating their role-plays and iMovies.

Have perspective

Discuss conflicts and resolutions presented through the different groups’ role-plays.

Empathize

Not all of the role-plays will focus on the same conflict and each group will require different levels of support.  Some groups will need more support in the initial stages of identifying the conflict and resolutions.

Have self-knowledge

Individual Reflection- How can I apply my understanding to everyday life? ASH? The Core Values?

Stage 3- Learning Plan

Week 1

Tuning In

Learning Event

Progress Monitoring

History of the World

A Street Through Time Protocol

Materials: A Street Through Time Book & protocol

Cause and Effect (arrow flow chart)

Cause and Effect Graphic Organizer

Another Cause and Effect Graphic Organizer

The Critter Game (Inherently unfair game of capture the flag)

I.e. the Middle Ages was a time of inequality and unfairness.

Options for students who will find this game difficult

Note taker, photographer, reflector

Reflection: How did you feel during the game knowing it was designed to be unfair? How did you feel knowing there was nothing you could do about it? Bear Cards & Seesaw reflection

 

What is Digital Citizenship

Watch Super Digital Citizenship 

Class discussion: What is Digital Citizenship- Use Padlet to generate ideas before discussing

Create definition as a class

Weeks 2-4

Finding Out/Sorting Out

When were the Middle Ages?

Interactive Class Time Line

Watch Middle Ages 3.5 minutes

Slides Presentation (lots of/too much info- needs editing after transitioning from PPT)

Create a classroom (wrap around the classroom) timeline starting in 400-1500

Mark major events students know.

Add to timeline as you go through the unit.

Seesaw post reflection

Exit Ticket:

When were the middles ages?

Where are we talking about?

Explore maps of the world from different time periods (Insert thinking routine)

Zoom in on the Netherlands map (front loading for later)

Compare and contrast the land borders of the Netherlands from the start of the Middle Ages to the end of the Middle Ages and Today

(Maybe look at the Dutch colonies)

What was life like during the Middle Ages?

Watch the Lego stop action video - a day in the life 

Reading Carousel:  Explore different aspects of middle ages life. Carousel, have different articles with butcher paper. When students read the article, they practice using RIT strategies on sticky notes.

Rotate.

Students read sticky notes and then read and respond to the article.  

Resources: Lego stop action video - a day in the life 

Other possibility:

MakeBeliefsComix

A day in the life (article)

Seesaw Reflection: What were the different stations in life during the Middle Ages?

What problems/conflict did this cause?

The Middle Ages

What was life like?

Life in the Middle Ages

Choose specific  conflicts of the Middle Ages. identify:

What it was

How the people worked together to create change or resolve the problem

Were they successful? Why/why not?

Seesaw Post: What are the common characteristics of life in the Middle Ages?

The Feudal System

Exit Ticket: Seesaw post explaining the Feudal System pyramid & how it worked.

Middle Ages Simulation

½ day

Tape the Feudal Triangle on the floor.

Student draw roles out of a hat. Peasants, Knights, Barons/Baronesses, King

The Black Plague

  • What was it?
  • How did it impact people and society?

Buddy Read Medieval Europe

Students create mind map

What they know

What they wonder 

Activity: Create poster or mindmup of questions: What are we wondering about the middles ages

History of the Netherlands

Changing Borders

How did the borders of Holland Change over time? Why

Digital rights and responsibilities

Watch the UN rights of a child video. Compare to Digital Citizen rights

What are your rights as a digital citizen?
What are your responsibilities as a digital citizen?

Create class poster using Padlet

Digital Conflicts

What conflicts can arise when using the Internet?

How can you resolve digital conflict?

Week 5

Going Further

Comparing Conflicts and Resolutions

Students choose an event. Identify the conflict. Did people work together to cause change? If so, how? Did it work? Explain why/why not

What would you have done differently if you were them?

Week 6

Drawing Conclusions

Comparing Conflicts

Students complete a carousel, viewing each other’s work. Complete a See-Think-Wonder as they are viewing.

What are the commonalities of conflict?

What are the commonalities of resolution?

What strategies can people use to successfully resolve conflict?

Week 6

Reflecting and Action

Conflict Resolution (In collaboration with Counselor)

Students come up with real-world ASH Kid problem or a Middle Ages problem

  • Brainstorm solutions
  • Role Play & Script
  • Individual Reflection- How can I apply my understanding to everyday life? ASH? The Core Values?
  • Air on WEN or in some other classes to help make a difference at ASH

Rubric for students to self/peer assess

Include:

  • Content
  • Speaking/Listening
  • Social Interaction
  • Writing (script)