What is a conflict?
How do I handle internal and external conflicts
Who am I?
What areas of myself am I strong in and what areas do I need to work on?
PA Academic STANDARDS
10.1: Concepts of Health: A: Stages of Growth and Development, B: Interaction of Body Systems, E: Health Problems
and Disease Prevention
10.2: Healthful Living: B: Health information and consumer choices, C: Health information and the media, D: Decision
E: Health and the Environment
10.3: Safety and Injury Prevention: A: Safe/Unsafe practices, C: Strategies to avoid and manage conflict
In addition to the Health and Physical Education standards, content and activities can easily meet several standards in
Literature, Science, Math, Social Studies and other subjects as well as cross cutting competencies.
OBJECTIVES and content outline:
The objectives in this unit are for grades 5 and up. Teachers should take care in selecting objectives suitable for their student’s
grade levels and class needs. If a student is viewing this website and taking part in the activities, recognize that some material is
for other grades.
By the end of this unit, students will
-Define Conflict, Resolution and Conflict Resolution
-Identify the 3 types of conflicts (me vs myself, me vs you, me vs nature/environment), classify them as internal -External
conflicts and categorize different examples
-identify conflicts in various media types (books, movies, television, etc) and their environment through observation and
-Identify sources of conflict and barriers to communication
-Recognize that most conflicts with other people originate from conflicts within one’s self
Identify one’s personal conflict management style
-Explain the major types of Resolutions (Solving conflicts peacefully -win/win, lose/lose, win/lose
-Define Compromise (lose/lose)
- Identify Avoidance as a way to minimize conflicts (although it can not resolve them)
- Demonstrate resistance, refusal, negotiation and collaboration skills and conflict resolution strategies to enhance health
-Demonstrate various ways to resolve conflicts and reach the desired peaceful solutions
-Understand various types of communication (verbal and non-verbal)
-Identify, practice and apply active and passive listening
-Understand importance of clear communication to avoid conflict
•- Know methods for communicating important issues with a significant adult
-Practice using “I statements” and other assertive communication techniques
-Compare Assertive and Aggressive communication
-Know communication strategies for managing crises and avoiding potentially harmful situations. (refusal skills, resistance to
-Distinguish between emotions and feelings
-Recognize Emotions and feelings common to all humans (include anger regardless of other emotions and feelings discussed)
-Demonstrate and explain Positive ways to express those feelings such as but not limited to using “I” messages
-Demonstrate healthy ways to express needs, wants, emotions, opinions and information
-List anger triggers
- Examine Causes of Anger
-Identify Common signs of anger as well as it’s effects on one’s self (throughout PISES)
-Explain and Demonstrate Positive and Negative Expressions of Anger
-Establish Reacting vs Responding to situations that get one angry
- Identify various elements of one’s personality
-Explain the effect on society of personal character skills of honesty, respect, empathy, compassion, non-violence and non-
- Distinguish between and identify what supports the development of positive self-esteem, self-concept, and self-image and
-Identify ways to develop good self-image
-Recognize symptoms of depression and suicide risk in teens and how to intervene
-Know how to support someone who is experiencing a loss
-Explain the difference of and importance of positive vs negative stress
-Effects how stress effects all areas of P.I.S.E.S.
-Understand the Fight or Flight Response to stress and ways to cope with stress
-Demonstrate strategies for managing stress
-Identify and Explain the Types of Violence (Physical (non-sexual), Verbal, Emotional, Sexual)
-Classify various examples of violence into proper type category
-Identify triggers and influences of Violence and Why violence takes place
-Recognize bullying in it’s many forms
-Demonstrate ways to avoid and reduce threatening situations and minimize violence including but not limited to bullying
-Identify reasons teens join gangs and problem solve alternative solutions to meet needs.
-List ways to limit or eliminate harmful relationships
-Self Evaluate one’s self in all of the areas listed above to determine their own strengths and weaknesses
-Apply content and skills learned above into simulations and real life situations
|Conflict Resolution is an essential part of a person's wellness.
Usually, people refer to Conflict Resolution as solving problems with others. Although this is true, It is much more! Many if not most problems a person has actually stem from conflicts
they have with themselves. This may be how to control anger, deal with stress, communicate, or a poor self concept/self esteem. This unit will help students be able to begin to
understand the inner conflicts they are going through and thus, enable them to better make healthier decisions.
ASSIGNMENT CHECK LIST DUE FOR CLASS includes extra credit
This file above is missing a link on purpose because
it is being revised for 2013-2014 school year
Anger/Stress/Self Concept Project
Project scoring guide
Constructed Responses for this Unit
"Anger" poem = Steven Coleman (to use with constructed responses)
Resolution Roll plays/Dramas/Simulation
(additional extra credit)
.view the "cliff notes" for the book the "Outsiders"HERE
|Personal and Social Conflict Resolution
MAIN UNIT PAGE
|DISCLAIMER: At bottom of page.
|DISCLAIMER: ALL web links are to websites OR website activities that are offered for free anyway and are
usually credited as to what company posted the link. Most downloads are either self made by Todd Corabi or
downloaded for free originally from Glencoe Health. Occasionally, a handout has been posted by being scanned
into the computer from another source for ease of student transmission as to not waste paper in making extra
copies. When available, the source is cited. Most videos posted were found with sharing capabilities and their
source appears on the video OR next to the link.
No copyright infrigement is intended. All postings are posted solely for the education of the students at the Arts
Academy at Benjamin Rush. If you have any concerns, please email firstname.lastname@example.org. . Permission is
GRANTED for anyone else to use any material on this site that I created..please give source credit.