Social studies lesson: conflicts in interpersonal relationships. Open lesson on social studies conflicts in interpersonal relationships fgos. Ways to resolve conflict

Teacher: Radyuk I.P., teacher of history and social studies Topic, class: Conflicts in interpersonal relationships, 6th grade Textbook: Social studies 6th grade. edited by L.N. Bogolyubova Objectives: Subject-specific UUD: provide a definition of the concept of conflict. Meta-subject UUD: Cognitive: determine the stages of the conflict, correlate the causes of the conflict with the given situation. Communicative: interact during group work (listen to each other, discuss); Regulatory: evaluate the activities of themselves and their classmates Personal: respond adequately to the opinions of others and defend their point of view Lesson blocks Motivational 4 minutes Organizational 2 minutes Informational 8 minutes 10 minutes Teacher’s activities Shows a cartoon; asks him questions: 1 What is this cartoon about? 2 What will the lesson be about? 3 Determine the topic of the lesson Problem question: Is life possible without conflict? Provides instructions: 1 Divides the class into groups 2 Explains the principle of working with assessment sheets (Appendix 1) 3 Asks you to come up with the names of the groups 1 The concept of “conflict” In the group, students are asked to formulate and write on the sheets their own version of the definition of the concept of “conflict”. After that, in an impromptu "basket of conflicts" (box, bag, hat, bag) sheets with answers are folded and mixed. In addition. The teacher adds a variant of the definition of the concept, but the variant is obviously incorrect. The teacher approaches each group in turn, offering to take one of the sheets and read written. Thus, you can come up with a definition of the concept of “conflict”, then write it down in a notebook. The teacher asks the groups to fill out an assessment sheet. Student activities Watch a cartoon, answer questions, determine the topic of the lesson 1 Divide into groups 2 Select a group expert (for filling out the assessment sheet) 3 Come up with a name for the group 1 Formulate and write down the definition of the concept of “conflict”; Discuss the resulting definitions of the concept; Formulate a unified definition of the concept of “conflict”; Fill out the evaluation sheet. 2 Work with text in groups (from 77);

2 Causes of conflict The teacher gives the task: read the text on p. 77, identify the causes of conflicts in it; correlate reasons with situations and select appropriate pictures for them (Appendix 2); will perform a mutual check (exchange assessment sheets between groups and experts, looking at the correct answers (on the slide) and assign points for the work) 3 Stages of conflict The teacher explains that conflict goes through five stages of its development, draws students’ attention to the diagram on p. 76 textbooks; Distributes the text (Appendix 3) for work in groups (each group is given a text corresponding to one stage of the development of the conflict); Gives the task: determine the stage based on the diagram - p. 76 of the textbook), then voice your answer; The teacher asks the groups to complete the evaluation sheet. The teacher asks each group to create a mind map on the topic and then present it to the class. (Appendix 4) This type of work is assessed by the teacher (one point for each correct element; 9 points in total) Asks questions: 1 What basic concept did you study? 2 What did you do to reveal the meaning of this concept? 3 Is life possible without conflict? 4 Is conflict always bad? 5 Remember the ending of the cartoon - what options for resolving the conflict are displayed in it? He concludes: there are different ways to solve it. 7678 read; With. 82 “Test yourself” question No. 1 (orally) – B; With. 83 Task No. 2 - P. The teacher asks the groups to count the points they received for the lesson in the assessment and hand over the assessment sheets; they correlate the reasons with the situations and select pictures; carry out mutual checking of tasks and assessment 3 determine the stage based on the diagram; voice their answer; fill out the assessment sheet Draw up a mental map, present it orally Answer questions (orally, frontally) Answering the problematic question (No. 3), children come to the conclusion that life without conflict is not possible Write down the work Evaluate the work of their group, calculating points for performing backward at all stages 10 minutes Analytical 6 minutes Reflective 3 minutes Evaluative 2 minutes

Appendix 1 No. pp. Last names of group participants Evaluation sheet “Work in groups” Evaluation criteria Participation in discussion and making work decisions Points for correct completion of the task Group evaluation (maximum score for all tasks) 1 2 3 4 5 5069% – 3 7089% – 4 90100 % 5 Appendix 2 1 Masha calls Galya to the library to prepare for the lesson, and Galya wants to go to the pool. A (opposite desires and interests) 2 Galya often tells lies, Masha never lies. D (moral barrier) 3 Masha talks about VKontakte communication to Galya, who has never worked with the Internet. B (semantic barrier) 4 Galya received 2, and Masha 5 and tells Galya that she will receive a governor’s scholarship. C (emotional barrier) A B C D

Appendix 3 Test 1. There is no conflict yet, there is only a reason that can cause it: Opposing desires and interests, semantic barriers, differences in position in society, emotional barrier, moral barrier Text 2. Contradictions are recognized by people and become clear to the opposing sides. Behavior: Cooperation is aimed at finding a solution that would lead to reconciliation without damage to each party. Compromise: To resolve disagreements, concessions from both parties are necessary. Adaptation: only one of the parties seeks to smooth out contradictions through unilateral concessions, is ready to sacrifice its interests. Avoidance consists in the desire to get out of a conflict situation without resolving it, without conceding, but also without insisting on one’s own immediately. Text 3. an incident is required “incident, incident, misunderstanding”; the conflict from an internal state must move into external action. During the incident, the conflicting parties show their position in the conflict in one way or another. Text 4. Conflicts can be constructive or unconstructive. With constructive arguments. Their relationship does not cross the boundaries of decency. Those in conflict do not stoop to insults and rudeness. In an unconstructive conflict, the parties do not hesitate to use unworthy means to achieve the goal. in a conflict, the parties do not go beyond business Text 5. can be complete or partial. Behavior: Submission - one of the parties fully or partially accepts the rules imposed by the other party. Compromise, mutual concessions soften the causes of conflict, interruption of conflicting actions, integration is the best outcome; During the conflict, both sides made important conclusions for themselves to change their position and, as a result, a common opinion was formed. at the request of the parties or as a result of the exhaustion of the reason itself, due to the objective separation of the conflicting Appendix 4 (mental map) Emergence Opposite desires and interests Awareness Stages Causes Semantic barriers Manifestation Emotional barriers Deepening Moral barriers Conflict

Topic: "Conflicts in interpersonal relationships."
Grade: 6.
Type: workshop lesson using multimedia presentation.
Goals:
1. Contribute to the formation of ideas about the occurrence of interpersonal conflicts and ways to resolve them.
2. Contribute to the formation of social and value-semantic competence of schoolchildren in a situation of conflict through the practical assimilation of information about the essence and stages of development of the conflict, the significance of conflicts in relationships between people, and the forms of civilized behavior in interpersonal conflicts.
3. Promote the development of a culture of relationships in the group.
Basic concepts: conflict, conflict situation, incident, cooperation, compromise, adaptation, avoidance, submission, integration.
Equipment: computer, media projector, screen, handouts for individual work, textbooks, notebooks.
During the classes:
1. Introductory speech from the teacher.
Guys, we continue to work with you on the topic “Conflicts in Interpersonal Relationships” (slide No. 1). We learned what can cause a conflict, what stages the conflict is divided into and ways to resolve a conflict situation, and today we will learn to analyze conflict situations and determine what the conflict leads to in interpersonal relationships.
In order to revive your knowledge, let's watch a film on the topic of our lesson today - Conflicts in interpersonal relationships (Slide No. 2).
So, what did the film tell you? (about the stages of conflict, about varieties, about ways out of a conflict situation).

2. Updating students’ basic knowledge.
How do you understand what conflict is? (disagreements between people) (Slide No. 3)
Write 5 synonyms for this concept (clash, contradiction, discord, disagreement, quarrel, dispute, skirmish, disagreement, discord)
Now, having restored your knowledge, let's solve the verification test.
Option #1.
Answer: A1. - 4, A2-1, A3-2, A4-2, B1- 3,5,6.









1) Only a is true 3) both statements are correct
2) Only b is true 4) both judgments are incorrect




4) give free rein to your emotions


Option No. 2.
Answer: A1. - 1, A2-3, A3-1, A4-1, B1-6.



2) friendly prank
3) discussion of the film
4) sports competition



1) Only a is true 3) both statements are correct
2) Only b is true 4) both judgments are incorrect

1) Only a is true 3) both statements are correct
2) Only b is true 4) both judgments are incorrect



3. Studying new material.
Have you written? Fine. Guys, tell me, is conflict always bad? I propose to fill out the following table “Pros and cons of conflict”; you need to explain your entries. (slide No. 4)
(Slide No. 5)
Pros Cons
does not allow the system of relationships to ossify, pushes for development, the parties get to know each other better, previously hidden advantages and disadvantages are revealed, stimulates people’s activity, a growing sense of responsibility and significance, relieves tension, provides an outlet for couples, uniting like-minded people, promoting and forming leaders, diagnostics and clarification of the situation.
material and emotional costs, a spirit of confrontation, deterioration of relationships, decreased productivity.
Now let's analyze conflict situations using the example of fairy tales known to all of you. You were assigned to read K.I. Chukovsky’s fairy tale “Fedorino’s Mountain” (Slide No. 6)
(Slide No. 7)
Who is a party to the conflict? (dishes, household utensils and Fedora)
Object of claim (what caused the conflict)? (Because of Fedora’s sloppiness) (Slide No. 8)
External position of the participants (how do they explain to others and themselves the reasons for the conflict)? (The dishes declare their difficult situation.. And the dishes responded, things were bad for us at the woman’s place... p. 10, and Fedora, in turn, probably realizing the consequences of the conflict, tries to return the dishes “Oh-oh-oh! Go back home) (Slide No. 9-10)
Internal position of the participants (what are they afraid of, what are the true reasons behind the conflict)? (Fedora is afraid to be left alone, the dishes are afraid of her difficult situation, she is afraid to disappear completely) (Slide No. 11)
Changes in the process of development of relations (have new participants appeared, have conflicts arisen in the camps of like-minded people, has the understanding of the conflict changed)? (initially Fedora’s cats intervene in the conflict “Hey, you stupid dishes, why are you jumping like squirrels, should you run behind the gate with yellow-throated sparrows...p. 9, later a conflict arises with the dishes...p. 6”, Fedora realizes the severity of the conflict pp. 11-12.) (Slide No. 12-13)
The chosen method of resolving the conflict (how did it all end)? (Peace. The method of resolving the conflict is integration - i.e. the parties realized the cause of the conflict and came to a common solution p. 13-14.) (Slide No. 14-15)
Your attitude to the method of conflict resolution.
Okay, let's turn our attention to the fairy tale by A.S. Pushkin "About the Fisherman and the Fish" (Slide No. 16)
Is there a conflict in this tale?
What does it consist of?
Who is involved?
In the fairy tale, there is an interpersonal conflict, because it arose between individuals - an old man and an old woman.
What caused the conflict i.e. Reason: (Slide No. 17)
... The old man returned to the old woman, Told her a great miracle... Today I caught a fish, a goldfish, not an easy one... I didn’t dare take a ransom from her, So I let her into the blue sea. The old woman scolded the old man: “You fool, you simpleton, Don’t You managed to take ransom from the fish…” (emotional state)
Behavior strategy in a conflict situation Behavior: (Slide No. 18)
“...The old man went to the blue sea... He began to call the goldfish. The fish swam to him and asked: “What do you want, old man?” “...Have mercy, lady fish, The old woman scolded me, She needs a new trough...” (behavior - adaptation).
The conflict is developing in stages. Using the example of “Tales of the Fisherman and the Fish,” the following stages of conflict development are noticeable:
I – The old woman demands a new trough;
II – The old woman demands a new hut;
III – The old woman demands an increase in social status from a “black peasant woman” to a “high-ranking noblewoman”;
IV – The old woman demands an increase in social status from “pole noblewoman” to “free queen”;
V – The old woman, who has achieved the status of a “free queen,” demands an upgrade to the status of “Mistress of the Sea.” Peak of conflict.
VI- Conflict resolution. Deprivation of everything, return to nothing. (Slide No. 19)
Fairy tale "Zayushkina's hut" (Slide No. 20)
What caused the conflict i.e. Reason: (Slide No. 21)
... So the fox asked the bunny to spend the night, and kicked him out of the hut...”
(Differences due to social status)
Determine the strategy for the behavior of fairy-tale characters in a situation of acute conflict. (BEHAVIOR) (Slide No. 22)
“...Dear bunny walks and cries. To meet him is a dog. - Why, bunny, are you crying? - How can I not cry? I had a bast hut, and the fox had an ice hut. She asked me to spend the night, but she kicked me out! “Don’t cry, bunny!” I will help your grief! They approached the hut, and the dog barked. - Tuff-tuff-tuff! Come, fox, get out! And the fox answers them from the stove: “As soon as I jump out, as soon as I jump out, the scraps will go down the back streets!” The dog got scared and ran away.
(Evasion of conflict. It is expressed in the desire to get out of a conflict situation without resolving it).
4. Consolidation of the studied material:
CONFLICT RESOLUTION (Slide No. 23)
Here are proverbs and sayings on the one hand, and four options for the outcome of the conflict on the other hand. Find a match
“A bad peace is better than a good quarrel” (compromise)
“Out of sight, out of mind” (interruption of conflict)
“Let’s sit side by side and talk together” (integration)
5. Summing up the lesson. Assessment of students' knowledge and skills.
Conclusion: in modern society it is impossible to avoid conflicts, and they are necessary, because it is in a dispute that truth is born.
Guys, what phenomenon in our life were we talking about today? (about the conflict),
When does conflict happen? What are its reasons? (when there are disagreements, contradictions and clashes between people).
To resolve a conflict, you need to take into account the interests and communication behavior of the other person.
6. Homework: (Slide No. 24)
§9 - repeat, Make a plan on the topic “Ways of constructive behavior in a conflict situation.”
Conflicts in interpersonal relationships. Option #1.
A1. The ability of both sides to make concessions to resolve differences:
1) cooperation, 2) avoidance, 3) adaptation, 4) compromise
A2. Incident, incident, misunderstanding:
1) incident, 2) conflict, 3) argument, 4) behavior
A3. Is it true that: a) the most acute conflicts occur due to moral barriers, b) the injustice of a statement can lead to conflict?
1) Only a is true 3) both statements are correct
2) Only b is true 4) both judgments are incorrect
A4. Are the judgments about the behavior of participants in a conflict situation correct: a) the desire to get out of a conflict situation without resolving it, without giving in, but also without insisting on one’s own - this is a compromise; b) can an unresolved conflict flare up again with even greater force?
1) Only a is true 3) both statements are correct
2) Only b is true 4) both judgments are incorrect
IN 1. Find examples of tips below to help resolve a conflict situation:
1) Be persistent in resolving conflict
2) Concession is a sign of weakness, avoid concessions
3) Seek an objective assessment of the conflict from a neutral person
4) give free rein to your emotions
5) Try to look at the conflict from the other side's point of view
6) Know how to forgive the weaknesses of other people.

_____________________________________________________________________________________
Conflicts in interpersonal relationships. Option #2.
A1. Which of the following refers to the concept of “conflict”?
1) clash of opposing interests
2) friendly prank
3) discussion of the film
4) sports competition
A2. The transition of conflict from an internal state to external action:
1) cause 2) awareness 3) incident 4) mediation
A3. Are the judgments about the stages of the conflict correct: a) insults and rudeness will contribute to the deepening of the conflict: b) interrupting the conflict can contribute to its resolution?
1) Only a is true 3) both statements are correct
2) Only b is true 4) both judgments are incorrect
A4. Are the judgments about ways to resolve a conflict correct: a) when resolving a conflict, one must be ready to make concessions, b) the best way to resolve a conflict is submission?
1) Only a is true 3) both statements are correct
2) Only b is true 4) both judgments are incorrect
Q1. Below is a list of terms, all of them, with the exception of one, characterize the concept of self-control." Indicate a term related to another concept.
1. Composure 2. Calm 3. Equanimity
4. Restraint 5. Composure 6. Irritation.

Attached files

Rudenko S.B.

Final work

on the topic: “Designing active teaching methods

in social studies and law lessons"

1. Lesson topic– “Conflicts in interpersonal relationships.”

2. Theme of the game– 1) warm-up with the choice of a specific card; 2) discussion on the topic: “Development of interpersonal conflict”; 3) techniques for streamlining free discussion and activating attention.

3. What was done (what methodology was used)?

Traditional and non-traditional methods of work with an emphasis on active forms of learning: an analogue of the warm-up game “Man” using cards, free discussion “Talk Show”, techniques for organizing free discussion (“Cards-signals”, “Speech etiquette”).

4. In what class? How many children participated?

The lesson was held in 6G class. 22 people took part.

5. Why was this particular form of work chosen?

Of all the considered forms of organizing work for 6th grade students, it is most appropriate; it is preferable to use discussion group activities, since this has a number of advantages:

Forming an initial interest in the topic with the help of simple tasks and actions, entertaining learning provides an incentive for the development of cognitive activity;

The opportunity for independent initiative work for all categories of students both in the formulation of new knowledge and in its further analysis, which allows not only to memorize information mechanically, but also to recognize it as an achievement;

Development of intellectual and communication skills among students;

This form of work allows not only students and their educational interests, inclinations and skills to “grow”, but also the teacher himself, who, in preparation for conducting such lessons, processes and analyzes additional materials, and derives the most effective formula for working with children.

6. What intellectual and communication skills did you plan to develop?

Searching for the necessary information, facts, comparing them, putting forward various hypotheses, opinions that allow you to find the right solution, developing the intellectual skills of children.

In addition, the development of communication skills is of great importance for the assimilation of new material, since it is through communication that students achieve solutions to educational and developmental problems. And the teacher’s function is to structure the lesson in such a way that each student can successfully achieve their goals and objectives. Therefore, attention was paid to such communication skills as: encouraging active communication in a group, the ability and ability not to get confused when communicating in different situations, self-confidence, release from responsibility for the failure of dialogue, the ability to successfully negotiate and highlight the main idea of ​​the interlocutor, the desire to initiative in the group, etc.

7. Was there a preliminary task that prepared you for work? Describe it briefly.

The preliminary task consisted of students reading A.S. Pushkin’s work “The Tale of the Fisherman and the Fish.”

8. Have you changed the arrangement of furniture or the seating of children?

Yes, the arrangement of furniture was changed due to the implementation of game forms of the lesson. In the center of the class for each small group (4 in total) there were 2 desks and 5 chairs. Separately at the door there was a table and 2 chairs for student experts.

9. How was the start of work organized?

At the beginning of the lesson, the children were familiarized with the rules for working in the lesson and conducting a discussion according to the method of the American teacher F. Tibits (slide 1 of the presentation) and were divided into groups as follows.

In the center of the arranged desks were sheets of A4 paper depicting various facial expressions of a person: happy, sad, surprised, angry, in order to further link them with the discussion of the lesson topic.

Dividing the children into 4 small groups of 5 people. was carried out in a warm-up game. Cards were prepared in advance depicting the corresponding facial expressions of a person. Having chosen a card “blindly”, the student joined his group at his desk. The 2 students left without cards became experts. They were given an explanation of what their task was and were given a printed sheet to evaluate their classmates' oral response (Appendix).

10. Brief description of the progress of the work (how did it go, what ideas were expressed?).

After dividing the children into groups, the teacher provides food for thought (slide 2):

“What we are going to talk about today happens often. This happens, for example, when the parties disagree with each other on something or when we want a person to do one thing, but he behaves differently. What do you guys think we’re talking about?”

The students gave different answers: “This is a dispute, a pack, a squabble,” “This is when people do not understand each other,” “This is a conflict,” etc. Thus, the topic of the lesson was formulated - “Conflicts in interpersonal relationships” (slide 3).

Afterwards, its goals were outlined, taking into account the relevance of the issue for teenagers (slide 3). The lesson continued with work in groups when they were given a specific task: in 7 minutes to answer the question “What is a conflict, where can it happen?” and discuss what emotions and feelings arise in conflicting people (slide 4). The answers had to be written down on previously provided blank sheets of paper. The experts had to carefully observe the discussion of tasks in groups.

After the time had passed, the groups gave answers (the teacher emphasized that there were no repetitions), and the experts, after analysis, chose the most accurate and thorough of them. The teacher corrected the proposed answers and opened the definition of conflict on slide 5 of the presentation. Attention was also paid to the danger of conflict situations, which often cause strong feelings, worries and negative emotions in a person (slide 6).

After this, all four groups were given for discussion “The Tale of the Fisherman and the Fish,” prepared in advance by the children by A.S. Pushkin.

The teacher used the technique of free discussion in the Talk Show group. Topic: “Development of interpersonal conflict.” First, excerpts from this work were read, directly related to the topic of the lesson (slide 7), and questions were asked (also slide 7): “Is there a conflict in this fairy tale? What does it consist of? Who is participating in it? (preparation time – 3 minutes). The answers were prepared by both the children in the groups and the experts.

After the discussion, the experts gave answers, and the group participants asked them questions (2 for each expert). Participants in other groups expressed their agreement or disagreement with the answer using pre-issued signal cards. At the same time, such techniques were used to streamline free discussion as “Signal Cards” and “Speech Etiquette”. The discussion ended with the experts' verdict. The teacher outlined the conclusion (slide 8): in the fairy tale there is an interpersonal conflict, because it arose between individuals - an old man and an old woman.

I – The old woman demands a new trough;

II – The old woman demands a new hut;

III – The old woman demands an increase in social status from a “black peasant woman” to a “high-ranking noblewoman”;

IV – The old woman demands an increase in social status from “pole noblewoman” to “free queen”;

V – The old woman, who has achieved the status of a “free queen,” demands an upgrade to the status of “Mistress of the Sea.” Peak of conflict.

The teacher summarized the stages of development of the conflict.

11. How did the children behave (activity, discipline)?

The children behaved actively, interestedly and lively discussed issues, expressed different points of view, and gave examples from their lives illustrating interpersonal conflicts. The topic touched a nerve among the usually passive guys.

12. What conclusions did the children come to? How does this relate to the study plan for the work?

Towards the end of the lesson, the teacher brought a general conclusion (in modern society it is impossible to avoid conflicts, and they are necessary, because it is in a dispute that truth is born), asking questions and listening to the children’s answers (“Guys, what phenomenon in our life were we talking about today?” (about conflict), “When does conflict happen? What are its causes?” (when there are disagreements, contradictions and clashes between people). It was indicated that in order to resolve a conflict, it is necessary to take into account the interests and communication behavior of the other person. Thus, the students’ conclusions were directly correlated with the original plan.

In conclusion, the teacher commented on the children’s grades, taking into account the activity and correctness of their statements, thanked the audience for their work and wrote down their homework on the board.

13. Assess what happened from your point of view (was the goal achieved? Does anything need to be adjusted for the future?).

In general, the set goal was achieved, the tasks outlined at the beginning of the lesson were quite successfully solved. The children independently formulated the topic of the lesson, looked for solutions to the assigned problems, and compared different opinions and methods of action. The work was carried out in groups of 5 people. and individually.

In the future, it is advisable to praise each participant more often, noting correct thoughts and statements.

Pay special attention to hyperactive, uncommunicative and underachieving children, think in advance about additional ways to involve them in common work (the “Role” technique, for example).

Combine active and traditional forms of lesson organization in your work.

Give everyone the opportunity to briefly and clearly express their point of view (if possible), encouraging the speech of silent and inactive students.

Class assignments should be presented in a concise and understandable form and written on the board (shown on a slide).

Annex 1

REMINDER

to evaluate oral response

Listen carefully to your classmate's answer.

Pay attention to whether your classmate responded to the essence of the question posed.

Is evidence, facts, names of events, names, etc. correctly reproduced in the answer?

Add or correct your classmate's answer if necessary.

Is there a conclusion at the end of the speech?

Try to evaluate the answer:

Rating “5” - the answer does not require any additions, all material is presented in full. The speech is good.

Rating “4” - there were minor errors and inaccuracies in the presentation of the material.

Rating “3” - there are significant gaps in the assimilation and presentation of the material, the presentation is not independent (leading questions from the teacher, help from students), there are significant errors in the answer.

Score “2” - the main content of the material on the issue is not disclosed.

Five Ps (feedback to answer)

COMPLETE: Has everything been said? What's missing?

CORRECT: Is everything correct? Are there any inaccuracies or errors?

CONSISTENCY: Were there any problems with consistency? Repetitions?

EXAMPLES: Were any examples given? How successful were they?

EXPLANATIONS: Have the examples given been explained? How accurate and understandable?

Feedback on the answer

When evaluating an answer, consider whether it meets the following requirements:

Completeness and correctness (did I understand the essence of the question, did I draw conclusions).

Consistency and evidence of presentation.

Use and explanation of new historical terms.

Use of map, chronology, digital data.

Speech errors (repetitions, weed words, poor speech).

Try to notice the positive features first and then the negative ones.

Please complete your answer if possible.

2) Using the text of the paragraph, fill in the logical diagram.

3) What are the dangers of unconstructive conflict resolution?

Parties often use unworthy means to win a conflict, which is why such conflict is dangerous. After all, there can be personal attacks, and even physical violence.

4) Are the following statements true?

A) Conflict cannot have positive consequences.

B) One of the ways to resolve the conflict is cooperation.

1) only A is correct

2) only B is correct

3) both judgments are correct

4) both judgments are incorrect

1) Why did the conflict arise?

Peter 1 had one vision of the future of the country, his son had a completely different one. The son did not agree with his father's policies.

A) How did the conflict behavior manifest itself?

Alexei hastened to flee the country, and Peter tricked and blackmailed him into returning.

b) How was the conflict resolved?

Destructive - Peter simply destroyed his only son.

6) Choose the correct answer.

An agreement between the parties based on mutual concessions is

1) compromise

2) conflict

3) incident

4) avoidance

7) Fill out the table.

Behavior in a conflict situation

8) Using your knowledge of history and social studies, give examples of constructive and unconstructive conflict resolution.

Constructive resolution of the conflict - the liberation of India from Great Britain, the ideas of non-violence of Mahatma Gandhi.

Unconstructive resolution of the conflict - the conflict between Troy and Athens, led to the death of Troy.

9) Imagine that two of your best friends had a fight and asked you to mediate the conflict. Create an algorithm that will allow you to reconcile your friends.

Algorithm - a set of actions that precisely prescribes how and in what sequence to obtain the desired result.

1) find out what the causes of the conflict are (opinions from both sides).

2) bring the parties to the negotiating table

3) let both sides speak out about their claims to each other.

4) think together about their objectivity

5) develop conditions for reconciliation on both sides

6) ask for forgiveness and reconcile

10) Write down unfamiliar words that you do not understand in the dictionary at the end of your notebook. Find their meaning and write it down.

11) Open the Tree of Knowledge at the end of your notebook. On the “Man Among People” insert, write down the key, most important words that reveal the topic. If there are not enough leaves, add your own.

12) Write what you liked, what seemed important in the topic “Man Among People”

I liked the chapter on conflicts and ways to resolve them. I think knowing a lot about conflicts is very useful.

A) Write what you didn’t like about the topic “Man Among People.” Why?

There is little information about ways out of conflict, how to resolve conflicts with teachers and parents, as well as with peers; perhaps it would be worth adding descriptions of situations and ways out.

13) At the end of the notebook, find the task “Target of Interest.” In the “Man Among People” sector, note your attitude to the topic.