https://nifa.usda.gov/ 

program/4-h-positiveyouth-development 

National Institute 

of Food 

and Agriculture 

United States 

Department of 

Agriculture 

lesson plan: activity 2.6 

lesson details 

catching conflict to conquer conflict 

A FederAl PArtnershiP For steM educAtion 

expeditionary

skills

for life 

National Aeronautics 

and Space 

Administration 

 

 

 

age/grade level 

Middle School 

learner outcoMes 

Youth will identify types of conflict 

(content, concern and culture), 

develop skills to resolve cultural 

conflict and learn to create rules 

to address conflict. 

success indicators 

Youth will actively participate 

in the creation of team rules. 

Youth will create and perform a skit 

demonstrating understanding 

of conflict and resolution. 

life skills 

Critical thinking and innovation, 

collaboration, social skills 

national standards 

CCSS.ELA-Literacy.CCRA.SL.1 

Prepare for and participate effectively in a range of conversations and 

collaborations with diverse partners, 

building on others’ ideas and 

expressing their own clearly 

and persuasively. 

CCSS.ELA-Literacy.CCRA.SL.4 

Present information, findings, and 

supporting evidence such that 

listeners can follow the line of 

reasoning and the organization, 

development, and style are appropriate to task, purpose, and audience. 

21st Century: Learning and Innovation Skills/CRITICAL THINKING 

AND PROBLEM SOLVING/Solve 

Problems/Identify and ask significant 

questions that clarify various points 

of view and lead to better solutions 

prep tiMe 

15 minutes 

activity tiMe 

2 hours 20 minutes (all activities 

combined) 

Materials list 

Index cards or paper and pen, 


white board
 

Handouts 

• Conflict Resolution Table Example 

• Conflict Resolution Table 

• Learner Assessment Questions 

suggested space 

Indoors preferred, table with chairs, 


open area for skits
 

suggested teaM size 

15-25 youth 

introduction inforMation 

Share after the first task has been 

completed and the Conflict Table 

is being discussed. The teacher 

or facilitator will need to switch 

between background information 

and table as the discussion unfolds. 

references 

The Conflict Resolution Education 

Connection 

www.creducation.org 

Conflict Resolution Education: 

Preparing Youth for the Future 

www.ncjrs.gov/html/ojjdp/
 

jjjournal_2001_6/jj3.html
 

Mediate.com Training Manual: 

Types of Conflict 

www.mediate.com/divorce/pg17.cfm 

Handouts 

Conflict Resolution Table (one per 

youth), Conflict Resolution Table 

Example 

c

introduction 

onflict is a natural event and can 

be necessary to move relationships 

and projects forward. It provides 

an opportunity for discussion and supports 

open-mindedness. Without conflicts there 

may not be change or innovation. 

While conflict is a part of normal life, reactions 

to the conflict can make it a positive or negative 

experience. Certain behaviors should not be 

tolerated (bullying, harassment, or threatening 

behavior is unacceptable) but handling the 

conflict in a respectful manner can provide 

a positive outcome. 

Conflict can arise from different situations 

and identifying the issue and the specific details 

within the conflict will allow for a reasonable 

solution. When a conflict arises, either the 

individuals involved, or an outside mediator 

(teacher, parent, other youth, etc.) should 

provide a process for resolving the conflict. 

The process for resolving conflict should be: 

1. Identify the type of conflict 

a. Content—When people misunderstand or 

are missing information conflicts can arise. 

Poor communication is often the root of 

many content conflicts. 

b. Concern—When individuals believe that 

they will need to give up what they want/ 

need if the other person gets what they 

want/need. Needs are generally either 

resources (money, time, material goods, 

etc.) or psychological (power, honesty, 

respect.) 

continued next page >> 
page 2

lesson plan: activity 2.6 

catching conflict to conquer conflict, continued 

expeditionary

skills

for life 

 

>> continued from previous page 

c. Culture—When there is a clash between individuals’ 

backgrounds, family-values, or cultural traditions. 

Individuals see the situation from different perspectives based on their background. Conflicts can come 

when one individual does not recognize the other 

individual’s beliefs tries to get them to change. 

2. Ways to resolve conflict 

a. Comprehend—Each side explains their 


understanding and information is clarified.
 

b. Converse—Discuss points of view and 


explain why they have this view.
 

c. Cooperate—Find common areas and agree 


what can be changed.
 

d. Change—Make a plan for dealing 


with similar situations in future.
 

3. Create solutions for specific conflict types 

a. Most content conflicts are resolved 


by restoring or correcting the information. 


b. Concern conflict resolution works by finding 


common goals and providing both sides 


the opportunity to create a cooperative solution 


that satisfies some needs on both parts.
 

c. Conflicts based on different culture or background 

may not necessarily be resolved through a giveand-take cooperation but rather through encouraging 

acknowledgement of the others values, affirmation 

of respect, and a focus on teamwork and goals. 

4. Create a plan for preventing and resolving 

conflicts in general 

a. Create rules at the beginning of projects 


to help prevent conflicts
 

b. Be sure to include everyone in the rule creation 


process
 

c. Generate a list of the important criteria 


and goals of the team
 

d. Discuss ways to include cultural points of view 

e. Other answers can be accepted if appropriate 

activity instructions 

introduction activity (5 Minutes) 

Ask youth to write down an example of 


a conflict that happened to them or someone they know 


on an index card. Remind youth this could be based on a 


real situation or be made-up but not to include names 


or specific information since the stories will be shared. 


Have youth state what the conflict was, if it was resolved 


and how they felt about it during and after. 


As youth finish their stories, share the Conflict Resolution 


Table. 


This table will be used as the structure for providing more 


information on conflict. Once youth are done with the task, 


ask them to hold onto their examples for now and explain 


the table.
 

activity 1: conflict resolution table (60 

Minutes) 

Review Background Information. 

1. Provide youth with information on the types of conflicts: 

Content (Information), Concern (Need), and Culture 

(Value.) Provide examples for clarification. 

2. Discuss the four general steps to resolution: 

Comprehend, Converse, Cooperate, and Change. 

Define vocabulary where necessary. 

3. Provide specific examples of possible solutions 

based on conflict type: (Content—information; 

Concern—cooperation; and Culture—respect.) 

4. Help youth discuss how they might create an 

environment that could help to prevent conflict 

and resolve conflicts that arise. Write their answers 

on the board or other area visible by all. 

5. Have youth ask questions and continue discussion until 

youth understand all terminology. 

6. Have youth share their conflict examples one 

at a time. After a student has read their example 

ask for suggestions on classification and resolution. 

Guide youth to the correct heading. Continue until all 

the youth have shared and each youth has completed 

their table. See example table in the handouts. 

continued next page >> 
page 3

lesson plan: activity 2.6 

catching conflict to conquer conflict, continued 

expeditionary

skills

for life 

>> continued from previous page 

activity 2: reflective skit (30 Minutes) 

Divide youth into small teams (teams are based on 

conflict type; more than one team can be used for each 

type if needed). Task each team to create a scenario 

conflict to demonstrate their category. They must also 

come up with two possible solutions for conflict resolution. 

Have teams act out their conflict, pausing to have the 

whole group identify the conflict before moving on to the 

resolution scenarios. Have teams ask the group if the 

teams’ solutions were satisfactory or not. Discuss and 

answer questions. 

debrief activity (20 Minutes) 

• When you started this activity, what did you see 

as the causes of the conflict? 

• In what ways did the other teams see the causes 

of the conflict differently? 

• Did your understanding of the causes of the conflict 

at the end of the roleplay? How? Why? 

• Is it helpful for all members of the team to share a 

common understanding of the causes of the conflict? 

Why or why not? 

• How could you apply the ideas we discussed to another 

situation(school, sports, club, family, etc.)? 

• Would this process work if conflicts occur between youth 

and adults? 

• Why is it important to remember that each person has a 

different cultural background and viewpoint? 

• Is it helpful for all members of the team to share a 

common understanding of the causes of the conflict? 

Why or why not? 

• In real life situations how can you take what you 

learned in this activity and apply it? Share examples. 

applied cHallenge (25 Minutes) 

Youth develop rules for a real-life scenario that is important to them. 

• Have students youth select a current situation they are in 

or will be involved with in the near future at school or 

home where conflict occurs or may occur. 

• Youth may complete on their own or work with other 

members youth on the situation. 

• Students Youth will complete the Conflict Resolution 

Table for their situation: 

• Complete Example, Comprehend, Converse, 

Cooperate, and Change columns for a current 

personal situation where applicable. 

• Complete Example, Cooperate and Change 

columns for a future scenario. (Students Youth 

might need help identifying possible conflicts for 

future situations.) 

• Youth generate a list of rules or guidelines, based on the 

Change column in their table for their situation. Examples: Respect everyone’s opinion, be open to learning 

others’ viewpoints, etc. 

• Optional: Youth apply rules or guidelines to the situation 

and report and reflect on the situation. 

instructor’s notes 
example

page

4

lesson plan: activity 2.6 

Handout:

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page 5

lesson plan: activity 2.6 

Handout:

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expeditionary

skills
 for life 
activity 2.6: learner assessMent 

These questions are about things you learned during this 

activity. Please check the circle that best describes you. 

Q1 

Q2 

Q3 

activity 2.6: learner assessMent 

These questions are about things you learned during this 

activity. Please check the circle that best describes you. 

Q1 

Q2 

Q3 

activity 2.6: learner assessMent 

These questions are about things you learned during this 

activity. Please check the circle that best describes you. 

Q1 

Q2 

Q3 

activity 2.6: learner assessMent 

These questions are about things you learned during this 

activity. Please check the circle that best describes you. 

expeditionary

skills


expeditionary

skills


for life for lifefor life for life 

I can identify the three types of conflict. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I can identify at least two different ways to resolve a 

conflict. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I can identify at least two different ways to resolve a 

conflict. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

expeditionary

skills


I can identify the three types of conflict. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I can identify at least two different ways to resolve a 

conflict. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I can identify at least two different ways to resolve a 

conflict. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I can identify the three types of conflict. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I can identify at least two different ways to resolve a 

conflict. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I can identify at least two different ways to resolve a 

conflict. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

expeditionary

skills


Q1
 

Q2
 

Q3
 

I can identify the three types of conflict. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I can identify at least two different ways to resolve a 

conflict. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I can identify at least two different ways to resolve a 

conflict. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me