Grade 2 Social Studies- PA 2.2, Resolving Conflict in the Community

This unit on Conflict Resolution in the Community covers the Grade 2 Social Studies outcome PA 2.2. 

https://docs.google.com/document/d/1ClKI4bom692FHhsnQYYgVlwEw3y0HFhvsZjiQ5L6wKA/edit?usp=sharing

Resolving Conflict in Our Community

Social Studies

Grade 2

Stacey Mamer

Outcome and Indicators

PA2.2: Assess and practise various approaches to resolving conflicting interests within the community.

  1. Recognize that the existence of conflicting interests does not necessarily result in conflict, and that harmonious communities resolve conflicting interests in peaceful ways.
  2. Review processes for resolving conflicting interests in the classroom and school.
  3. Identify possible sources of conflict in groups to which students belong, and in the community.
  4. Identify and describe diverse viewpoints and perspectives in the local community.
  5. Identify ways of maintaining safety and harmony within communities (e.g., police, firefighters, signage).
  6. Investigate processes for resolving conflicting interests in the local government and community organizations.
  7. Identify attributes of successful approaches to resolution of conflicting interests.
  8. Apply successful approaches to resolving conflicting interests in the classroom and school communities. I Can Statements

I can explain what conflict is.

I can review and show whats for resolving conflict in the classroom and at school.

I can name some things that might cause conflict in groups or organizations in my community.

I can name those in my community who keep us safe.

I can tell about different ways that people in groups in my community solve conflicts in a peaceful way.

Assessment Plan

  1. Conflict Definition and Example

-conversation

-indicator c

In a conversation, have students explain conflict and give an example.

M=in depth description of conflict, gives a meaningful example.

A=can explain conflict and give an surface level example (ie. a fight)

B=with support, can explain conflict and give an example.

 

  1. Conflict Resolution Strategy Poster

product

-indicator b

-Students will choose one of Kelso’s resolution strategies and create a poster.

-Poster must have words from strategy and a picture.

-Picture must be about strategy.

M=student uses pictures and words to describe conflict resolution strategy. Picture is detailed and thought and care is shown in work. Student is able to describe strategy and when it may be used thoroughly.

A=student uses pictures and words to accurately show and describe one conflict resolution strategy.

B=student is beginning to be able to use pictures and words to show a conflict resolution strategy.

 

  1. Safe Communities Sheet

-product

-indicator e

-students will draw and explain with written words 3 things in their communities that keep them safe.

M=student does all 3, and can give an extra example.

A=student provides 3 safety examples from community.

B=with support, student can share 3 things in their community that keep them safe.

 

  1. Living in Harmony Sheet

-product

-observation

-along with teacher observation, student will fill in TPT living in harmony sheet with one way they were able to resolve conflict in the week. Students will use pictures and words.

M=2 or more ways, descriptive

A=one way

B=with help

 

Learning Plan

Topic and Indicator Lesson Assessment
What is conflict?

c. Identify possible sources of conflict in groups to which students belong, and in the community.

Set: Ask various students what their favourite

colour is. Allow time for response. Assuming they all say

different things, then tell them your favourite which will

probably be different to someone else. Ask what their

favourite movie is or something else that will elicit different

responses. Now ask, “Is it a big problem that we all have different interests?” Students will likely say, “No.” Explain that over the next while you are going to be learning about how people in communities can have different ideas and interests, and it doesn’t mean they have conflict or don’t get along.

-Define conflict as an argument or disagreement

-Have students reflect on a time that they had conflict in their own lives,

-Record a list of different possible points of conflict.

Conflict Definition and Example

-In a conversation, have students explain conflict and give an example.

M=in depth description of conflict, gives a meaningful example.

A=can explain conflict and give an surface level example (ie. a fight)

B=with support, can explain conflict and give an example.

Conflict Resolution

b. Review processes for resolving conflicting interests in the classroom and school.

-Read Jack and The Beanstalk and Giants Have Feelings Too

-use this to start conversation about how we need to look at both points of view

-empathy discussion

-talk about ways we can resolve and/or avoid conflict

-Stop, Think, Do strategy

-Kelso conflict resolution

-introduce, explain and discuss Kelso wheel

-connect to the mindfulness strategies we have been using throughout the year

-put Kelso wheel in cool down area

-conflict resolution role playing–SEE TPT CARDS

-have students make a poster of one strategy, Assess**

Conflict Resolution Strategy Poster

product

-indicator b

-Students will choose one of Kelso’s resolution strategies and create a poster.

-Poster must have words from strategy and a picture.

-Picture must be about strategy.

M=student uses pictures and words to describe conflict resolution strategy. Picture is detailed and thought and care is shown in work. Student is able to describe strategy and when it may be used thoroughly.

A=student uses pictures and words to accurately show and describe one conflict resolution strategy.

B=student is beginning to be able to use pictures and words to show a conflict resolution strategy.

Maintaining Safety and Harmony in the Community

e. Identify ways of maintaining safety and harmony within communities (e.g., police, firefighters, signage).

-Discuss ways of maintaining safety and harmony in community.

-fire fighters, RCMP

-talk about safety signs.. Show examples

Show this safety people video:

Go on google earth and “walk” down the street for safety signs

-do safe communities (TPT sheet), students will draw and explain 3 things in their community that keep them safe, Assess**

Safe Communities Sheet

-product

-indicator e

-students will draw and explain with written words 3 things in their communities that keep them safe.

M=student does all 3, and can give an extra example.

A=student provides 3 safety examples from community.

B=with support, student can share 3 things in their community that keep them safe.

Action Plan

(with AP 2.1)

-make plan to use conflict resolution strategies

-keep focus for whole week

-have students fill in Living in Harmony Sheet from TPT, with one way that they solved conflict in the week

-for action plan, do reflection

Living in Harmony Sheet

-product

-observation

-along with teacher observation, student will fill in TPT living in harmony sheet with one way they were able to resolve conflict in the week. Students will use pictures and words.

M=2 or more ways, descriptive

A=one way

B=with help

 

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