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NEGOTIATING
AND RESOLVING CONFLICT Subject
Areas:
Materials:
The Nobel Museum's biography of Bunche Nuclear Age Peace Foundation Biography of Bunche written for the Nuclear Age Peace Foundation site Howard University Ralph Bunche International Affairs Center Biography from Howard University Ralph J. Bunche International Affairs Center The Jewish Student Online Research Center (JSOURCE) A letter for Bunche to the President of the Security Council-1949 1.
Students should be placed into small groups as they enter the classroom.
Each group should be supplied with 3 large sheets of chart paper
and several markers. 2. Once students are settled, the teacher should explain to students that they will be working with their groups to brainstorm definitions for 3 words that will be important to the day's lessons. Establish the rules for brainstorming and group participation (i.e. one person in the group is the recorder, all others should contribute ideas in round robin fashion without commenting on ideas of others, group should discuss all ideas and come to consensus about the definitions for the three words, etc.). 3.
Once brainstorming guidelines are established, have the recorders
for each group record the three words below. A different sheet of
paper should be used for each word.
Conflict
Negotiation
Compromise 7.
With this activity completed, the teacher should point out that
during the activity students had to use problem-solving skills to
negotiate with one another in order to compromise and come up with
definitions that were acceptable to all members of the group. Link
this to the idea that what they have done is similar to what Ralph
Bunche encountered regularly in his work. He was presented with
a problem and had to solve it by negotiating compromises with all
the people involved in the problem. Give several specific examples
of Bunche's work such as his involvement in conflicts between the
Arabs and Israel and his involvement in drafting procedures used
by the United Nations, etc. 1:27:00 to 1:47:00: Suez Canal Crisis, appointment at U.N.'s chief troubleshooter, Congo Crisis 1:53:00
to end of film: general overview and wrap-up 1. 2.
3. 11.
Using what they have recorded on their own notes, what they have
seen in the film, and the discussion they participated in while
viewing, student should work in their groups to complete the chart
as it relates to Bunche. What were some of the conflicts he helped
to mediate? How did he negotiate with the different groups? What
compromises were finally reached in each situation? Give students
15-20 minutes to complete their charts. Encourage them to use as
many details as possible when constructing the charts. NOTE:
Many school have mediation programs in place to assist with student
conflicts. Teachers may want to refer to these programs and participants
and allow their input in the form of a guest speaker or guest teacher.
This would also be a great opportunity for students involved in
these types of activities to help facilitate teaching the techniques
to other students.
1.
After students complete the conflict resolution activities, have
them compare and contrast their two experiences in writing. They
worked with two different problems and two different groups. They
will want to discuss how the difference in the conflicts made the
mediation process different. In addition, they will want to comment
on how working with two different sets of people changed the mediation
process as well. Finally, they may want to compare the overall effectiveness
of both groups and discuss the reasons why one may have been more
successful than another. 2. Students could create a written response to the activities that addresses the following questions. -
Why is learning conflict resolution/mediation skills important? 3.
The students and teacher could work together to develop an evaluation
form that students could use to rank their use of the mediation
skills as well as their fellow group members' use of the skills.
Students could then compare their evaluations of one another and
see how others ranked them. This will allow students to see if others
viewed their skills similarly to the way they thought they performed. Extension
Activities: 2. Using computer software such as Microsoft Word, Publisher, Power Point, etc. students could create a flow chart that illustrates the problem solving processes they learned about in the conflict resolution activities they completed. These could be displayed in various places throughout the school to remind students to use the strategies rather than allowing conflicts to go unresolved or to erupt into more physical or threatening situations. 3.
Students could create a dramatization of a conflict and a mediation
session that could be shared with younger students (elementary or
middle school). The students could then perform their program for
these students and encourage them to use mediation techniques to
solve problems rather than physical or other destructive means.
Behavioral
Studies Standard and Benchmarks Level 4 (Grade 9-12) 1.
Understands that conflict between people or groups may arise
from competition over ideas, resources, power, and/or status Civics
Standards: What is the relationship of the United States to other
nations and to world affairs? Level 4 (Grade 9-12) 1.
Understands the significance of principal foreign policies and
events in the Unites States' relations with the world (e.g.
Monroe Doctrine, World Wars I and II, formation of the united
Nations, Marshall Plan, NATO, Korean and Vietnam Wars, end of
the Cold War) 9.
Understands the current role of the United States in peacemaking
and peacekeeping Standard
11: Understands the role of the United States in establishing and
maintaining principal international organizations (e.g. UN, UNICEF,
GATT, NATO,OAS, World Bank, International Monetary Fund) Historical
Understanding Standard and Benchmarks Level 4 (Grade 9-12) 1.
Analyzes the values held by specific people who influenced history
and the role their values played in influencing history Language
Arts Standard and Benchmarks: Viewing Level 4 (Grade 9-12)
1. Uses a range of strategies to interpret visual media (e.g.,
draws conclusions, makes generalizations, synthesizes materials
viewed, refers to images or information in visual media to support
point of view deconstructs media to determine the main idea) Language Arts Standard and Benchmarks: Listening and Speaking Standard 8: Uses listening and speaking strategies for different purposes Level 4 (Grade 9-12) 2. Asks questions as a way to broaden and enrich classroom discussions
5. Makes formal presentations to the class (e.g., includes definitions
for clarity; supports main ideas using anecdotes, examples,
statistics, analogies, and other evidence; uses visual aids
or technology, such as transparencies, slides, electronic media;
cites information sources) Thinking
and Reasoning Standard and Benchmarks Level 4 (Grade 9-12) 1. Applies trouble-shooting strategies to complex real-world situations 2. Understands that trouble-shooting almost anything may require many-step branching logic 7.
Provides summation of the effectiveness of problem-solving techniques Working
with Others Standard and Benchmarks Negotiating and Resolving Conflict Teacher Notes When teaching negotiation and conflict resolution, there are a variety of models that can be followed. Below is one way to instruct students on the use of these techniques for this particular lesson. 1.
For the sake of practice, students should be placed randomly in
groups of 4. 2. Students should learn about the 3 different roles they may be asked to play in the conflict resolution: Mediator:
person responsible for moderating the dispute by asking questions,
offering suggestions for compromise, and keeping challenger from
arguing. This person also has the responsibility of following
up with the challengers to be sure they are both meeting the criteria
established in the compromise. The mediator's signature must appear
on the final compromise. This person must be fair and impartial.
Recorder/Presenter:
person responsible for completing the conflict resolution form
and presenting the overall problem, negotiating strategies, and
compromise to third parties not directly involved in the mediation
process. This person is also responsible for making sure the mediator
and the challengers sign the final compromise. This person must
be accurate and ask questions to clarify information when necessary. Challenger:
person/group who is in conflict with another person/group. Responsibilities
include describing the conflict as they see it, bringing up concerns
about possible compromises, offering possible compromises, and
agreeing to/signing the final compromise chosen by the mediation
group. 3.
Students should become familiar with the conflict resolution form
(see attached). A.
Mediator will be sure recorder has a conflict resolution form B.
Mediator will ask both challengers to state their names and describe
the specific conflict. The recorder will put this information
on the conflict resolution form. During this time, the mediator
will remind the challengers that they must remain silent while
the other challenger is speaking. C.
Once the conflict has been described by both challengers, the
mediator will look it over and write down a statement that clearly
describes the conflict, including ideas presented by both challengers. D.
The mediator will then read his/her version of the conflict to
the challengers. If they agree that is the conflict, the process
moves on. If they do not agree, both can offer additional information
to the mediator and he/she can rewrite the description of the
conflict. This will continue until the conflict statement is clear. E. Once the conflict statement is clear, the mediator will ask each challenger to offer suggestions for solving the conflict/compromise. The recorder should place these on the conflict resolution form. Neither challenger may comment while the other is speaking. F. After each challenger offers a suggestion for compromising on the problem the other challenger may bring up concerns about this solution. These are recorded on the form. G. Each challenger will address the concerns of the other with the mediator moderating the conversation, directing questions, etc. H.
Once all comments and questions have been posed, the mediator
will ask each challenger to again offer their best compromise
and they will be recorded. I.
Once these ideas are recorded, the mediator will write down what
he/she sees as the best solution to the conflict, taking in to
consideration the ideas and concerns of both sides. The mediator
will record this compromise idea on the form and then share it
with the challengers. J.
It is now up to the challengers to decide whether or not they
can live within the guidelines of the compromise. If they can,
they sign the compromise and agree to follow its guidelines. If
they cannot meet the compromise guidelines, they are asked to
list their objections to the compromise. Again, the mediator will
moderate discussion and questions between the two sides. If changes
are made to the suggested compromise, they will be recorded before
the compromise is signed. If a compromise cannot be reached, a
temporary truce is called and signed by both sides until further
mediation can occur. 5.
Students need to understand that they may not always reach a compromise
that is acceptable. Failure to reach a compromise is not a defeat.
It means more mediation is needed. 6.
Once a mediation session ends, it is the job of the Recorder/Presenter
to give an ;oral report about the mediation process. This is normally
given to the supervising ;adult. For this lesson, it will be the
job of the Recorder/Presenter to discuss the mediation with the
group using the Conflict Resolution Form as a "notecard" for summarizing
the events that took place including reviewing the conflict, the
suggestions for resolving the conflict, and the final compromise
that was reached by the group. If no compromise was reached, explain
why objections each challenger had to the ideas that were presented. 7. It is important to stress to students that throughout the negotiation process it is the job of the mediator to enforce certain rules of conduct. They are as follows: - only one person speaks at a time - no interruptions - no name-calling or putdowns - challengers must answer, to the best of their ability, questions presented by the mediator and the other challenger - a challenger leaving the negotiation table terminates the mediation - a mediator can terminate negotiations if challengers do not follow rules
or heed warnings given regarding behavior NOTE:
If there are other classroom rules you wish to include in this section,
be sure to go over them with the students before beginning the activities. 8.
Stress the importance of completing the Group Problem Solving Evaluation
Sheet accurately and honestly. The point of the lesson is to learn,
practice, and improve on negotiating, problem solving, communication,
and interpersonal skills. Negotiating
and Resolving Conflict: Conflict Resolution Form Name of Mediator:________________________________________________________ Name of Recorder/Presenter:________________________________________________ Date and Time of Mediation:________________________________________________ Name of Challenger A:_____________________________________________________ Description of Conflict:
Name of Challenger B:_____________________________________________________ Description of Conflict:
Mediator's Conflict Description:
Suggestions for Resolving Conflict
Concerns
About Suggested Conflict Resolutions
Challenger A's best compromise idea:
Challenger B's best compromise idea:
Mediator's compromise to resolve conflict:
Agree or Disagree with Compromise: (circle appropriate response for each challenger) Challenger A: Yes or No Challenger B: Yes or No If all parties agree to accept and follow the specific ideas presented in the compromise, they should sign below. Challenger A Signature:_________________________________________________ Challenger B Signature:_________________________________________________ Mediator's
Signature:___________________________________________________ If either Challenger disagrees with the compromise plan, complete the section(s) below Challenger A reason for disagreement (if No was marked):
Challenger B reason for disagreement (if No was marked)
Revised compromise suggestions Challenger A:
Challenger B:
Mediator's Compromise to Solve Conflict (second attempt):
Agree or Disagree with Compromise: (circle appropriate response for each challenger) Challenger A: Yes or No Challenger B: Yes or No If all parties agree to accept and follow the specific ideas presented in the compromise, they should sign below. Challenger A Signature:_________________________________________________ Challenger B Signature:_________________________________________________ Mediator's
Signature:___________________________________________________ If parties still cannot agree on a compromise, they must agree to a temporary truce during which time they will not engage in any further contact until a second mediation session can be conducted. We agree that a successful compromise could not be reached at this time. We understand that we will not discuss this matter in any way or act on this matter in any way until a second mediation session can be conducted. Challenger A Signature:_________________________________________________ Challenger B Signature:_________________________________________________ Mediator's
Signature:___________________________________________________ Negotiating and Resolving Conflict: Group Problem Solving Evaluation Sheet Name:_____________________________________ Date:______________________ Directions: Answer the questions below based upon the experience you had with your group.
Be honest in your evaluation of strategies and their effectiveness. Write the names of the people who played the roles below in your mediation exercise. Mediator:__________________________ Recorder/Presenter:____________________ Challenger
A:______________________ Challenger B:________________________ Write a short description of the conflict your group was faced with.
Answer
the following questions based upon you group's experience. 1. Was your group able to reach a compromise? Explain why or why not.
2. Do you believe your group reached a fair compromise? Explain why or why not.
3. What other ideas did you have for a compromise that might have been successful even though it was not used for the final solution?
4. What made your group successful? Give specific examples.
5. What made working in your group difficult? Give specific examples.
6. If you were given the opportunity to redo this mediation, what could be done differently to make it more successful?
7. What did you learn about yourself from participating in this activity? Give specific examples.
8. How can you apply what you practiced in this activity to real-life problems you will encounter in school and away from school? Give specific examples.
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