Can We Talk? Resolving Conflicts Script

Warm Up: Conflict Compass (5 minutes)

Teacher: "Good morning, everyone! Let's start with a quick reflection. Think about a time you had a small disagreement with a friend, a family member, or even someone at school. It doesn't have to be a big fight, just a time when you saw things differently. How did that disagreement make you feel?"

(Pause for students to think and write on their Warm Up: Conflict Compass slips/paper.)

Teacher: "Alright, let's hear some general feelings. You don't have to share the specific disagreement, just the feeling. Did anyone feel frustrated? Annoyed? Confused? A little sad? (Allow a few students to share feelings.) It's okay to feel those things! Disagreements, or conflicts, are a normal part of life. Everyone experiences them."

Teacher: "Today, we're going to talk about how we can navigate those disagreements in a way that helps everyone, instead of making things worse. We're going to become conflict navigators!"

Presentation: Understanding & Resolving Conflicts (10 minutes)

(Display Slide 2: Why Learn to Resolve Conflicts?)

Teacher: "So, why is learning about conflict resolution so important for us? Well, when we can handle disagreements in a healthy way, it helps us build stronger friendships, reduce stress for everyone involved, and create a much more positive and respectful environment here at school and everywhere else we go. It's a key part of getting along with others."

(Display Slide 3: What is Conflict?)

Teacher: "Let's be clear about what we mean by 'conflict.' It's simply a disagreement or a difference of opinion, or even when two people have different needs. It's totally natural! Think about it: we're all unique individuals with our own thoughts, feelings, and goals. So, it makes sense that sometimes our paths might cross in a way that leads to a disagreement. Conflict isn't necessarily bad; it's how we handle it that matters."

Teacher: "Can anyone share a really quick, general example of a conflict that isn't a huge deal, maybe something about sharing, or deciding what game to play? (Allow 1-2 responses.) Perfect examples. Now, let's talk about how to deal with these kinds of situations."

(Display Slide 4: Your Conflict Resolution Toolkit)

Teacher: "Here's your 'Conflict Resolution Toolkit' – some simple, yet powerful, strategies you can use when you find yourself in a disagreement. Let's go through them:

1. Active Listening: This means really focusing on what the other person is saying, not just waiting for your turn to speak. Try to understand their words and their feelings. Show them you're listening with your body language – make eye contact, nod.

2. "I" Statements: This is super important! Instead of saying 'You always interrupt me!', which can sound like blame, try an 'I' statement: 'I feel frustrated when I'm trying to explain something and I get interrupted.' See the difference? It focuses on your feelings and experience, not accusing the other person. Who can give me an 'I' statement example about something minor, like disagreeing over a class project idea?"

(Allow a few student responses, e.g., "I feel left out when my ideas aren't heard.")

Teacher: "Great job! Next,

3. Seek to Understand: After actively listening, try to put yourself in their shoes. Ask questions like, 'Can you tell me more about why you feel that way?' or 'Help me understand your perspective.' This shows respect and helps you grasp the full picture.

4. Brainstorm Solutions: This is where you work together. Instead of one person winning and the other losing, try to find a solution that works for both of you. Think of multiple ideas, even silly ones at first, and then choose the best one. The goal is a win-win, or at least a win-some, lose-some that everyone can live with."

Teacher: "These tools will help you approach conflicts with a calm and constructive mindset."

Activity: Resolution Road Map (10 minutes)

(Display Slide 5: Activity: Resolution Road Map)

Teacher: "Alright, peace builders! It's time to put your toolkit to the test. I'm going to hand out the Activity: Resolution Road Map with a few common conflict scenarios that 7th graders might face. Your task, either individually or with a partner, is to read each scenario and use your Conflict Resolution Toolkit to come up with a peaceful and fair solution. Make sure you explain which strategies you're using."

(Distribute the activity sheets.)

Teacher: "I'll be circulating to offer support and answer questions. Remember to think about both sides of the conflict and aim for a solution where everyone feels heard."

(Circulate and provide support. Prompt students with questions like: "What 'I' statement could Sarah use here?" or "How could both friends actively listen to each other in this situation?")

Wrap-up & Cool Down (5 minutes)

Teacher: "Okay, everyone, let's bring it back together. Who had a scenario that felt challenging? Or one where you found a surprisingly simple solution?"

(Facilitate a brief discussion, inviting groups to share their solutions and reasoning for one or two scenarios from the activity.)

Teacher: "Fantastic work applying your new skills today! Before you leave, I have one last task. I'm handing out the Cool Down: My Peace Pledge. On it, I want you to write down either one key takeaway from today's lesson – something new you learned or something that really stuck with you about resolving conflicts – OR a personal pledge about how you will try to use one of these strategies in the future to promote peace. What commitment can you make to be a better conflict navigator?"

(Distribute cool-down slips.)

Teacher: "When you're done, please turn in your pledge as you leave. Thank you for being such thoughtful and engaged learners today! Keep building those peace-making skills!"

Conflict Compass: Warm Up

Instructions: Take a moment to think about a small disagreement or difference of opinion you've experienced with a friend, family member, or classmate. Then, answer the questions below.

1. Briefly describe a situation where you had a minor disagreement.
   
   
   
   
   
   
   

2. How did that disagreement make you feel?
   
   
   
   

3. What do you wish would have happened or been said to make the situation better?
   
   
   
   
   
   
   

Resolution Road Map: Your Conflict Challenge

Instructions: Read each conflict scenario below. Use your Conflict Resolution Toolkit (Active Listening, "I" Statements, Seeking Understanding, Brainstorming Solutions) to propose a peaceful and fair resolution. Explain your reasoning and which strategies you would use.

Scenario 1: Group Project Clash

Liam and Maya are working on a history project together. Liam wants to create a detailed, hand-drawn poster with lots of images. Maya thinks a digital presentation would be more organized and engaging for the class. They both believe their idea is the best and are getting frustrated because they can't agree.

Your Resolution Road Map:

1. Active Listening: What should Liam and Maya try to hear from each other?
   
   
   
   
   

2. "I" Statements: What "I" statements could Liam and Maya use to express their feelings without blaming?

   • Liam:
     
     
     
     
   • Maya:
     
     
     
     

3. Brainstorm Solutions: Work together to find at least two possible solutions that combine or compromise their ideas.
   
   
   
   
   
   
   

4. Proposed Solution & Reasoning: What is the best solution you can come up with, and why?
   
   
   
   
   
   
   

Scenario 2: Lunch Table Trouble

During lunch, Alex tells a joke that accidentally offends their friend Ben. Ben feels hurt and is now quiet, but Alex doesn't realize what happened.

Your Resolution Road Map:

1. "I" Statements: How can Ben use an "I" statement to express his feelings to Alex?
   
   
   
   
   

2. Seeking Understanding: How can Alex show they are seeking to understand Ben's perspective? What questions could Alex ask?
   
   
   
   
   

3. Proposed Solution & Reasoning: What steps can Alex and Ben take to resolve this misunderstanding and maintain their friendship?
   
   
   
   
   
   
   

Scenario 3: Video Game Disagreement

Chloe and Sam are playing a video game. Sam promised Chloe the next turn, but then Sam's older sibling comes in, grabs the controller, and starts playing instead. Chloe is upset and feels ignored.

Your Resolution Road Map:

1. Identifying the Conflict: What is the main conflict here, and who is involved?
   
   
   
   

2. Expressing Feelings: How can Chloe express her feelings clearly and respectfully to Sam and/or the sibling?
   
   
   
   
   

3. Brainstorming Solutions: What is a fair solution that could be brainstormed among Chloe, Sam, and the sibling?
   
   
   
   
   
   
   

4. Proposed Solution & Reasoning: What is the best way to handle this situation, and why?
   
   
   
   
   
   
   

My Peace Pledge

Instructions: Reflect on today's lesson about understanding and resolving conflicts. In the space below, write down:

• One key takeaway or important thing you learned about conflict resolution today, OR
• A personal pledge about how you will try to use a conflict resolution strategy (like Active Listening or "I" Statements) in the future to promote peace.
  
  
  
  
  
  
  
  
  
  
  
  
  
  

Resolution Road Map: Answer Key

Instructions: This answer key provides suggested responses and reasoning for the Activity: Resolution Road Map. Encourage students to use their critical thinking skills and justify their own reasoning, as there can be multiple valid solutions.

Scenario 1: Group Project Clash

Liam and Maya are working on a history project together. Liam wants to create a detailed, hand-drawn poster with lots of images. Maya thinks a digital presentation would be more organized and engaging for the class. They both believe their idea is the best and are getting frustrated because they can't agree.

Your Resolution Road Map (Suggested Responses):

1. Active Listening: What should Liam and Maya try to hear from each other?

   • Reasoning: Liam should listen to Maya's reasons for preferring a digital presentation (e.g., organization, engagement, modern appeal). Maya should listen to Liam's passion for a hand-drawn poster (e.g., creativity, visual impact, personal expression).

2. "I" Statements: What "I" statements could Liam and Maya use to express their feelings without blaming?

   • Liam: "I feel a bit disappointed because I've put a lot of thought into a creative poster design, and I'm worried a digital presentation might not capture that."
     
     
     
   • Maya: "I feel concerned that a hand-drawn poster might be difficult to organize all our research, and I believe a digital format would make our presentation more impactful for the class."
     
     
     

3. Brainstorm Solutions: Work together to find at least two possible solutions that combine or compromise their ideas.

   • Solution 1: Create a hybrid project: a digital presentation that includes scanned images or photos of Liam's hand-drawn elements/artwork.
   • Solution 2: Divide the work: Liam focuses on creating visual aids (hand-drawn graphics) for a specific section, and Maya handles the digital organization and text for other sections.
   • Solution 3: Research which format earns more points for the specific assignment, or ask the teacher for guidance on combining formats.
     
     
     
     
     
     
     

4. Proposed Solution & Reasoning: What is the best solution you can come up with, and why?

   • Suggested Best Solution: A hybrid approach where Maya creates the digital presentation, and Liam contributes hand-drawn graphics, maps, or illustrations that are then incorporated into the digital slides. This allows both to use their strengths.
   • Reasoning: This solution combines both of their ideas, leveraging Liam's creativity and Maya's organizational skills. It's a win-win because it respects both of their preferences and likely results in a more dynamic and comprehensive project.
     
     
     
     
     
     
     

Scenario 2: Lunch Table Trouble

During lunch, Alex tells a joke that accidentally offends their friend Ben. Ben feels hurt and is now quiet, but Alex doesn't realize what happened.

Your Resolution Road Map (Suggested Responses):

1. "I" Statements: How can Ben use an "I" statement to express his feelings to Alex?

   • Reasoning: Ben could say, "I felt a little hurt and uncomfortable when you told that joke about [topic], because it made me think of [reason/personal experience]." This clearly communicates his feeling and the impact without accusing Alex of malicious intent.
     
     
     
     
     

2. Seeking Understanding: How can Alex show they are seeking to understand Ben's perspective? What questions could Alex ask?

   • Reasoning: Alex could notice Ben's quietness and say, "Hey Ben, I noticed you got quiet after my joke. I didn't mean to offend anyone, but I'm wondering if I said something that upset you? Can you tell me what happened?" This shows concern and opens the door for Ben to share.
     
     
     
     

3. Proposed Solution & Reasoning: What steps can Alex and Ben take to resolve this misunderstanding and maintain their friendship?

   • Suggested Steps: Ben uses an "I" statement to express his feelings. Alex actively listens, apologizes sincerely, and tries to understand Ben's perspective. Alex can then assure Ben it won't happen again. Ben can accept the apology. They can move on to a different, more comfortable topic.
   • Reasoning: Open and honest communication, using "I" statements and active listening, helps clear up misunderstandings. A sincere apology and acceptance allows them to repair the friendship.
     
     
     
     
     
     
     

Scenario 3: Video Game Disagreement

Chloe and Sam are playing a video game. Sam promised Chloe the next turn, but then Sam's older sibling comes in, grabs the controller, and starts playing instead. Chloe is upset and feels ignored.

Your Resolution Road Map (Suggested Responses):

1. Identifying the Conflict: What is the main conflict here, and who is involved?

   • Reasoning: The main conflict is a broken promise and a feeling of disrespect/being ignored. Chloe feels upset because she was promised the next turn by Sam, but Sam's sibling took the controller. The involved parties are Chloe, Sam, and Sam's sibling.
     
     
     
     

2. Expressing Feelings: How can Chloe express her feelings clearly and respectfully to Sam and/or the sibling?

   • Reasoning: Chloe could say to Sam, "Sam, I feel frustrated because you promised me the next turn, and now your sibling is playing. I feel like my turn was forgotten." She could then respectfully say to the sibling, "Excuse me, I was supposed to have the next turn."
     
     
     
     

3. Brainstorming Solutions: What is a fair solution that could be brainstormed among Chloe, Sam, and the sibling?

   • Solution 1: The sibling plays for a very short, agreed-upon time, then Chloe gets her turn as promised.
   • Solution 2: The sibling waits until Chloe has had her promised turn, and then they can play.
   • Solution 3: They establish a new playing order that is fair to everyone present.
     
     
     
     
     
     
     

4. Proposed Solution & Reasoning: What is the best way to handle this situation, and why?

   • Suggested Best Solution: Chloe clearly and calmly states her feelings and the situation using an "I" statement. Sam should support Chloe and remind the sibling of the promise. The sibling should apologize and either let Chloe take her turn immediately or negotiate a very quick play-time before Chloe gets her turn.
   • Reasoning: This solution addresses the broken promise and Chloe's feelings. It involves all parties in finding a fair resolution, reinforces the importance of promises, and teaches the sibling about respecting others' turns/agreements. It prioritizes the initial agreement while also acknowledging the sibling's presence.
     
     
     
     
     
     
     

Is It Real? Spotting Fake News Script

Warm Up: Digital Detective (5 minutes)

Teacher: "Good morning, everyone! Let's start with a quick thought experiment. How many of you spend time online every day? (Pause for show of hands.) That's most of us! Now, where do you usually get your information or news online? Think about social media, websites, videos, or even messages from friends."

Teacher: "Have you ever seen something online that made you pause? Something that made you wonder if it was actually true? Turn and talk to a partner for about 30 seconds about an experience where you weren't sure if something online was real or fake."

(Allow students time to discuss.)

Teacher: "Alright, let's bring it back together. Can a few brave volunteers share what you and your partner discussed? What kind of things have you seen that made you question their truthfulness?"

Teacher: "Great examples! It's clear that it can sometimes be tricky to tell what's real and what's not online. And that's exactly what we're going to talk about today: becoming digital detectives who can spot fake news and misleading information."

Presentation: Spotting Fake News (10 minutes)

(Display Slide 2: Why Are We Digital Detectives?)

Teacher: "Today, our goal is to become better digital detectives. We'll learn how to develop critical thinking skills to navigate online information safely and understand the difference between facts, misinformation, and disinformation. Why is this important? Because the internet is full of amazing resources, but also a lot of stuff that isn't quite right, and sometimes, it can even be harmful."

(Display Slide 3: Fact, Misinformation, Disinformation)

Teacher: "Let's clarify some terms. First, a fact is something that is true and can be proven. Pretty straightforward, right? But then we have misinformation and disinformation. They sound similar, but there's a key difference.

"Misinformation is false information that's spread, but without the intent to harm. Someone might accidentally share an old article, or genuinely believe something that isn't true and pass it along. There's no malicious intent.

"On the other hand, disinformation is false information that is deliberately created and spread to deceive people. The goal is to trick or mislead. This is often what we refer to as 'fake news.' Can you think of why someone might want to deliberately spread false information?"

(Allow a few student responses, e.g., to get clicks, to make money, to influence opinions.)

Teacher: "Exactly! People spread disinformation for many reasons, often to make money, influence opinions, or even just cause confusion. So, how do we protect ourselves and become better at figuring out what's real and what's not?"

(Display Slide 4: Your Fact-Checking Toolkit)

Teacher: "Here's your basic 'Fact-Checking Toolkit' – four simple questions to ask yourself every time you see something online that makes you wonder. We're going to focus on these:

1. Source: Who created this? Is it a reputable news organization, a personal blog, or an anonymous account? Do they have expertise on the topic? If you don't recognize the source, that's a red flag. What are some sources you generally trust for information?"

(Allow a few student responses, e.g., established news outlets, educational sites.)

Teacher: "Good. Next,

2. Evidence: Does the post or article provide facts, statistics, or quotes? Can you easily look up those facts to see if they are accurate? If a claim seems outlandish or too good/bad to be true, it probably is!

3. Date: When was this information published or last updated? An old article might have been true once, but circumstances could have changed. Is the information still relevant today?

4. Purpose: Why was this created? Is the goal to inform you, to entertain you, to sell you something, or to persuade you to think a certain way? Knowing the purpose can help you understand the message better."

Teacher: "These four questions are a quick way to start evaluating what you see online. It's like being a detective, looking for clues!"

Activity: Fact or Fiction? (10 minutes)

(Display Slide 5: Activity: Fact or Fiction?)

Teacher: "Alright, digital detectives, it's time to put your skills to the test! I'm going to hand out a Worksheet: Fact or Fiction? with a few short snippets of online information. Your job is to use your Fact-Checking Toolkit – the questions about Source, Evidence, Date, and Purpose – to decide if each snippet is likely fact or fiction. And importantly, explain why you think that. You can work individually or with a partner."

(Distribute the worksheets.)

Teacher: "I'll be walking around to answer any questions. Remember to think critically and don't be afraid to question what you see!"

(Circulate and provide support. Prompt students with questions like: "What makes you say that about the source?" or "Where would you look to check that piece of evidence?")

Wrap-up & Cool Down (5 minutes)

Teacher: "Okay, everyone, let's bring it back together. Who found an example on the worksheet that they thought was tricky? Or one that was surprisingly easy to debunk?"

(Facilitate a brief discussion, revealing the answers to the worksheet and explaining the reasoning based on the toolkit.)

Teacher: "Fantastic work today, digital detectives! Before you leave, I have one last task for you. I'm handing out a Cool Down: My Fact-Checking Pledge. On it, I want you to write down either one key takeaway from today's lesson – something new you learned or something that really stuck with you – OR a personal pledge about how you will try to approach online information more critically in the future. What commitment can you make to be a smarter digital citizen?"

(Distribute cool-down slips.)

Teacher: "When you're done, please turn in your pledge as you leave. Thank you for being such thoughtful and engaged learners today! Keep those digital detective skills sharp!"

Digital Detective: Warm Up

Instructions: Take a moment to think about where you usually find information or news online (e.g., social media, websites, videos, articles shared by friends). Then, answer the questions below.

1. Where do you most often get your information or news online?
   
   
   
   

2. Have you ever seen something online that made you pause and wonder if it was actually true? Describe the situation briefly.
   
   
   
   
   
   
   

3. What made you question its truthfulness?
   
   
   
   

Fact or Fiction? Your Digital Detective Challenge

Instructions: Read each online snippet below. Use your Fact-Checking Toolkit (Source, Evidence, Date, Purpose) to determine if it is likely Fact or Fiction. Explain your reasoning for each.

Snippet 1: Social Media Post

Headline: "BREAKING! Local scientists discover new 'Super-Food' that makes you smarter overnight! Available only at Joe's Corner Store!"

Source: Posted by @AmazingFactsNow on a popular social media platform. No links or further information provided.

Image: A blurry photo of a generic vegetable with glowing effects.

Your Evaluation:

1. Source Check: Who posted this? Is it a credible source for scientific news?
   
   
   
   
   

2. Evidence Check: Are there any scientific studies or verifiable facts mentioned? What makes the claim so extraordinary?
   
   
   
   
   

3. Date Check: Is a date provided? Does it matter in this context?
   
   
   
   

4. Purpose Check: What might be the purpose of this post?
   
   
   
   
   

Conclusion: Fact or Fiction? (Circle one)

My Reasoning:

Snippet 2: News Article Excerpt

Headline: "Community Garden Initiative Thrives in Midtown: Over 500 Pounds of Produce Donated to Local Food Banks"

Source: Published on "The City Sentinel" website, an established local news outlet. The article is attributed to reporter Sarah Jenkins.

Date: October 26, 2023

Content: The article details the success of a community garden project, quoting volunteers and providing statistics on the amount of produce harvested and donated. It includes a link to the community garden's official website.

Your Evaluation:

1. Source Check: Who published this? Is it a credible source for local news?
   
   
   
   
   

2. Evidence Check: Does the article provide facts or quotes? Can these be verified?
   
   
   
   
   

3. Date Check: Is the date current and relevant?
   
   
   
   

4. Purpose Check: What might be the purpose of this article?
   
   
   
   
   

Conclusion: Fact or Fiction? (Circle one)

My Reasoning:

Snippet 3: Viral Video Description

Title: "You WON'T BELIEVE What Happens When You Try This Simple Trick to Pass Any Test!"

Source: Uploaded by 'LifeHacksGuru' on a video-sharing platform with 2 million subscribers.

Date: Uploaded last week.

Content: The video claims a secret study method involving listening to specific frequencies will guarantee perfect test scores. It encourages viewers to buy 'special headphones' from a link in the description.

Your Evaluation:

1. Source Check: Who uploaded this? Is 'LifeHacksGuru' a credible source for educational or scientific advice?
   
   
   
   
   

2. Evidence Check: Are there any studies or scientific backing for the claims? What is being promoted?
   
   
   
   
   

3. Date Check: Does the date impact the credibility here?
   
   
   
   

4. Purpose Check: What might be the main purpose of this video?
   
   
   
   
   

Conclusion: Fact or Fiction? (Circle one)

My Reasoning:

My Fact-Checking Pledge

Instructions: Reflect on today's lesson about spotting fake news and evaluating online information. In the space below, write down:

• One key takeaway or important thing you learned today, OR
• A personal pledge about how you will approach information online more critically in the future.
  
  
  
  
  
  
  
  
  
  
  
  
  
  

Fact or Fiction? Answer Key

Instructions: This answer key provides suggested responses and reasoning for the Worksheet: Fact or Fiction?. Encourage students to justify their own reasoning using the Fact-Checking Toolkit.

Snippet 1: Social Media Post

Headline: "BREAKING! Local scientists discover new 'Super-Food' that makes you smarter overnight! Available only at Joe's Corner Store!"

Source: Posted by @AmazingFactsNow on a popular social media platform. No links or further information provided.

Image: A blurry photo of a generic vegetable with glowing effects.

Your Evaluation:

1. Source Check: Who posted this? Is it a credible source for scientific news?

   • Reasoning: The source is an anonymous social media account (@AmazingFactsNow) which is generally not a credible source for scientific breakthroughs. Reputable scientific discoveries are typically announced by universities, research institutions, or established news organizations, not by a generic social media handle.

2. Evidence Check: Are there any scientific studies or verifiable facts mentioned? What makes the claim so extraordinary?

   • Reasoning: There are no scientific studies, data, or expert quotes mentioned. The claim of a