The Party

Objective: Participants will be able to define what a stereotype is, reflect on the power of a
stereotype and ways they can serve as daily allies to people affected by them. This activity will
hopefully allow space for group members to see each other as support systems while in this
class.
ASCA standards:
PS: A1.1: Understand change is a part of growth
PS: A1.5: Identify and express feelings
PS: A1.6: Distinguish between appropriate and inappropriate behavior
PS: A1.8: Understand the need for self-control and how to practice it
PS: A1: 11: Identify and discuss changing personal and social roles
PS: A2.2: Respect alternative points of view
PS: A2. 3: Recognize, accept, respect and appreciate individual differences
PS: A2. 4: Recognize, accept and appreciate ethnic and cultural differences
PS: A2.5: Recognize and respect differences in various family configurations
PS: A2. 6: Use effective communication skills

PS: B1. 2: Understand consequences of decisions and choices

PS: B1.7: Demonstrate a respect and appreciation for individual and cultural differences
PS: B1. 8: Know when peer pressure is influencing a decision
NY Learning Standard: Standard 2: A Safe and Healthy Environment
Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy
environment.
Common Core:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing
their own clearly.

Time: 45-60 minutes

Age Group: Middle and High School
Group Size: 10-25 people
Facilitators Needed: Two facilitators are needed in order to circle the room during the party and
observe any comments or behavior that could benefit the discussion as well as an extra support
system to handle anger from comments others have said.
Step Up: Have participants sit in a circle with enough space for the facilitators to walk in front
and behind them.
Materials: Labels with stereotypes on them, flip chart paper and markers.
Introduction

(Facilitator 1) Welcome everybody; its good to see you all. F1 & F2 will be conducting this
group activity with you all today. We ask that you step in and out of your comfort zone and try
your best to participate. Is that okay? Thank you.
(Facilitator 2) Okay, today we are going to talk about stereotypes. Who can tell me what a
stereotype is? (Definition: a widely held but fixed and oversimplified image or idea of a
particular type of person or thing.)

If I were to say, what are some stereotypes associated with being a (Cheerleader), what would
you say? (on a flip chart, facilitator 1 will write out their answers as they list them)

Rich

Dumb
Cheerlead
er

Popular

Blonde

(Facilitator 2) What comes to mind when you see all the stereotypes associated being a
cheerleader? How many of you think all of these words are true? How many of you have thought
these were true or laughed about them at one point in your life? How old were you when you
first started to believe some of these stereotypes?
(Facilitator 1)- Often times, where do you think stereotypes are formed? (at
home/school/friends).

Now I want you to close your eyes and imagine you were selected to attend a party where you
didnt know anyone. You are not sure how to dress, who to talk to when you get there or what
people will be like. All you know is that other kids your age from different parts of the city will
be there. Can you imagine what it would feel like to walk in alone? What do you imagine the
music will be like? Will people like you? Imagine this.
We will be walking around and if you are comfortable, we will place a sticker/label on your
forehead. We ask that you keep your eyes covered, and as we place the label/sticker on your
forehead you cover it up with your hand. I want you to imagine what it was like walking into the
building. Can you imagine the sneakers squeaking in the hallways, the sounds of unfamiliar
voices as you walk past?
Now, imagine you are walking into the party where you are asked to get to mingle and get to
know students you never met before. The labels on others forehead contain traits/characteristics
that you cannot ignore. During this party, I want you to address them with stereotypes that come
to mind without giving away what is written on their label. Talk to them with the stereotypes.
Say whatever comes to mind. The purpose of this activity is not to guess what is written on your
forehead, but to listen to what people are saying as you are walking around. I will tell you when
the party is over, and I ask that you remain quiet without taking off your sticker until we ask you
to.
(Facilitator 2): Ready to party? Okay go.
-Mingle, Mingle, Mingle(Facilitator 2): Okay now please sit quietly without removing the labels from your forehead.

Party debrief:
(Facilitator 1)- Who would like to tell me some of the things said about you or others during the
party? (3-4 volunteers)
(Facilitator 2) -Who thinks they can guess what their label says? Why? (3-4 volunteers)
As students discuss what they think their label is and why, they are asked to guess and
then remove their label.
(Facilitator 1)- How many of you remember hearing, thinking or saying some of what you heard
during the party in your day to day lives? At school? At home? (show of hands)
- How many of you have ever stepped in and stopped people from saying that to others?
(Facilitator 2)- Can someone tell me what an Ally is? (Definition: An ally is someone who
supports and stands up for the rights and dignity of individuals and identity groups other than
their own).
In order for us to be an ally to one another, it is important to unravel some of the stereotypes that
are already with us. That way, we can serve as supportive group members and unveil some of the
support that can take place in this room and some of the discomfort that will also take place in
this room. It is about challenging ourselves to see both sides of the coin. We will not be able to
see each other for who we truly are if we do not understand why we think the way we do.
(Facilitator 1)- What will you do differently moving forward to confront some of these
stereotypes?

(Facilitator 2) By a show of hands, how many of you are willing to break down some of these
barriers? Keep your hands upremember this commitment moving forward.

Labels
-I am a Bully -I am a nerd -I am a dork- I have braces I wear glasses
-I was left
back a grade -I have lots of acne/pimples -I am 12 yrs old and 6 feet tall
-I am a special
Ed student
-I am popular -I am a Goth kid
-I have body odor
-I have ADD -I am
reserved
-I am the shortest in my grade
-I am gay
-I am transgender
-I am
rich -I am poor
-I am overweight
- I live in temporary housing
-I am adopted
-I am an immigrant -English is my second language
-I am a bully
-I get
bullied often
- I am Latino
-I am Black
-I am White

The Party Post Assessment

Instructions: Please answer the following questions honestly.

How helpful did you find this lesson in understanding stereotypes? (Please circle one)

Very Helpful

Helpful

Not So Helpful

N/A

How comfortable were you in discussing stereotypes & your own biases? (Please circle one)

Very Comfortable

Somewhat Helpful

Somewhat Comfortable

Comfortable

Not So Comfortable

N/A

How likely are you to share information gained in this lesson with others? (Please circle one)

Very Likely

Somewhat Likely

Likely

Not So Likely

N/A

From what you obtained in this lesson, please define what an ally is in your own words?

How can you be an ally?

What was your most favorite part of the activity?

What was your least favorite part of the activity? And why?

Lemon Exercise

Objectives: Participants will understand the value of knowing people as individuals with unique
stories to tell, and will examine issues of inclusion and exclusion in their school setting and in their
own friendship circles. To help participants understand more about stereotypes and
generalizations; to examine issues of inclusion and exclusion.
ASCA standards:
PS: A1.1: Understand change is a part of growth
PS: A1.5: Identify and express feelings
PS: A1.6: Distinguish between appropriate and inappropriate behavior
PS: A1.8: Understand the need for self-control and how to practice it
PS: A1:9: Demonstrate cooperative behavior in groups
PS: A1: 11: Identify and discuss changing personal and social roles
PS: A2.2: Respect alternative points of view
PS: A2. 3: Recognize, accept, respect and appreciate individual differences
PS: A2. 6: Use effective communication skills
PS: B1. 2: Understand consequences of decisions and choices

PS: B1.7: Demonstrate a respect and appreciation for individual and cultural differences
Common Core:
Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
Use their experience and their knowledge of language and logic, as well as culture, to think
analytically, address problems creatively, and advocate persuasively
Time: 60-90 minutes
Age Group: Middle and High School
Size of Group: 8-30 people

Set-up: Start with group seated in a circle; then break into small groups.
Materials: Lemons (one per small group, plus an extra one), a lime, an onion, an egg, flipchart
paper, markers (the lime, the onion the egg etc. should be tucked away in a bag out of sight until
they are ready to be used).
Directions
Part 1:
Hold up one lemon for the group to look at. Then ask them to brainstorm a list of all the
characteristics that ALL lemons have in common. List out on flipchart under the heading, All
Lemons
Then divide the group into small groups and really get to know it, without marking or
altering it in any way. Ask them to name their lemon and create a brief life story (give about 20
minutes). They can use any format to tell their lemons story, including a skit, a song, a rap,

poetry, artwork, and interpretive dance. Then have the small groups come back to the circle and
introduce their lemons name and its story.
Now, collect all the lemons and mix them up. Add some stranger lemons as well. Then
ask a representative from each group to find their groups lemon and explain how they were able to
identify their lemon (usually this is easy since theyve gotten to know their lemon). Remind them
that at the beginning, they were all looking at lemons as if they were pretty much the same, yet
they now can find their lemon in a whole group of lemons.
Help participants understand that to really know a lemon (or person) beyond a stereotype,
you really need to know their story.

Part 2:
Place all lemons back in the center of the group, except for one lemon which is placed
slightly apart from the others. Ask the students to imagine that the lemons are at school. Say,
Lets say this (outside lemon) is a new kid. If this were this classroom, what would happen next?
Ask for a volunteer to physically come into the center of the group, rearrange the lemons,
and describe possible outcomes. Then ask the volunteer to describe the thoughts and feelings of the
characters in their situation. Ask for other volunteers as well. After, a few turns, pull out a lime
(from the supply bag) and say, what if this were the new kid? What would happen then? Again,
have a few volunteers.
If time permits, other students can be added (an onion for a very different student, finally
an egg-representing a very fragile student).

Processing:

Depending on what the participants depict, possible topics may include inclusion/exclusion;
cliques; how accepting (or not accepting) students at the school are based off of people who are
different from them; and what differences are more readily accepted than others. Students should
be evaluating themselves and their attitudes towards accepting students who may be different from
them as well as being accepted by a different group.

Sexual Pressures

LENGTH OF LESSON: Three to four class periods

GRADE LEVEL: 6-8
OBJECTIVES: By the end of these lessons, students will be able to:
1. Demonstrate an understanding of the sexual pressures among teen youth.
2. Create personal approaches to questions addressing sexual behavior.
3. Practice skills in speaking and listening as tools for learning.
4. Apply basic skills of logic and reasoning.
National Standards:
ASCA
PS: A1 1.1 Develop positive attitudes toward self as a unique and worthy person
PS: A1 1.2 Identify values, attitudes and beliefs
PS: A1 1.6 Distinguish between appropriate and inappropriate behavior
PS: A1 1.7 Recognize personal boundaries, rights and privacy needs
PS: B1 1.6 Know how to apply conflict resolution skills
PS: B1 1.8 Know when peer pressure is influencing a decision
NYC Common Core
Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under
study.
MATERIALS:
Paper, pens, pencils; sexual Pressures Key Words handout; Sexual Pressures The Truth
handout; access to research materials

PROCEDURE:
1. Middle School is a tough time for kids sexually. By the sixth grade they are beginning to
explore their own sexuality and sexual identity. They are often confused by and unprepared for
a society filled with sexual messages, pressures and dangers:
- They feel pressure to laugh at sex jokes even though they are embarrassed by them.
- Television glorifies sex, but middle schoolers are still a little scared by it.
- They may not want to engage in the latest booty dancing craze at the next school dance
but they feel pressure from their friends.
- Boys pop girls' bra straps in the hall. Girls aren't sure whether to be glad someone is flirting
with them or whether to be offended.
- In cyberspace, kids can access pornographic sites or flirt with virtual friends on the Internet.
Where do middle schoolers draw the line? How do they develop a healthy respect for their own
sexuality and the sexuality of others? What is appropriate? How do they say no to pressure?
When are they in danger? What are the boundaries?
Sexual Pressures teaches kids how to establish boundaries, respect themselves, and respect
others in a world filled with sexual messages, pressures and dangers that are sometimes
confusing and difficult to navigate.
For the introductory overview of this lesson click on play to view Sexual Pressures: PLAY
(download the free real player)
Explain to your students that the purpose of this exercise is to help kids face these issues and
begin a dialogue with their parents. They will look at how they want their parents to talk to
them about sex? This is a chance for them to set the rules on what is talked about and how.
This assignment particularly looks at how issues such as personal behavior and emotions are
addressed. Talking about the moral issues around sex are probably some of the hardest for
young people, as well as their parents, to address. Students can begin to learn how to face
sexual pressures through opening the dialogue.

2. Formulating Questions and Answers

- Students will divide into groups of 4 to 5 students.

- Students should be directed to begin mini discussions addressing sex and morality issues such
as a person's emotions, temptations and behavior. Their task is to record key questions that are
derived from these discussions. Students should have at least 8 to 10 questions to present to
the class.
Sample Questions:
What is the difference between love and sex?
What are some ways to express love without sex?
What are some things to think about before you decide to have sex?
What are some feelings someone might feel after having sex?
How do you deal with peer pressures?
What are some things that might tempt someone to consider having sex?
Does dancing promote sex? Does dress promote sex?
What do you think is sexual harassment?
What is date rape?
Note: Some questions may include topics like taking sexual precautions (contraceptives),
sexually transmitted diseases, pregnancy and parenthood. Although these types of questions
are important to touch on, they are not what this assignment is about. Students need to focus
on the emotional impact of sex and the types of temptations that are out there.

- The next step is for the groups to formulate and record answers to the questions they have
developed. The students' questions will most likely have been answered according to their
feelings. If access to research materials is available, have the students also research answers to
the questions to validate the ones they have written.

- Finally, while working in their groups, students can define the key vocabulary words
addressing the topics around sex. See attached copy of the teacher's version with definitions.
Use the attached handout Sexual Pressures Key Words as the student worksheet for the
vocabulary exercise.

3. Role Play -Parent Talk

- Each group will choose two to three students from their group to role-play a parent talk
about sex. One to two students will play the parent(s) and the other the child.
- The students will then role-play a parent/child talk about sex by using the questions their
group discussed. This talk can take the approach of the child asking the parent questions or
parent to child. Students should try to play both scenarios.
It will be important that this talk is looked upon as somewhat serious. What we want students
to learn from this exercise is how they would like their parents to address and respond to
questions about sex.
- After each role-play activity, have the rest of the class discuss only what was effective about
the talk they just experienced. Do not allow students to give negative feedback or critique
role-play activities. These effective points might be the way a question was asked or
answered, body language or approach used. Write these points on the board. After all of the
groups have had a chance to perform, go over the points you have written down with the class.
Have them write these points down for their personal notes.
- Suggest to your students that they use the list of questions and the key points to help them
discuss the issues of sex with their parents.

ADAPTATIONS:
Groups of younger students may focus on three key questions that relate to sex and the
morality issues around sex. These questions can derive from class discussion. After groups have
come up with supported answers to these questions, they can then choose to role-play their
parent talks expressing the group's findings. With some class discussion, sum up effective
parent talk tactics used.
Have older students take this assignment to a different level. Those students who did not get to
role-play the parent talk will now role-play a student to student talk. One student will take
the role of sharing information with their peer and the other receiving that information.
Students will learn how this talk is different from the parent talk.

DISCUSSION QUESTIONS:

1. How do you want parents to address sex issues with you?

2. How is talking about sex with your parents different from talking about sex with your friends?

3. What do you think it means to be sexually responsible?

4. Is being sexually responsible cool or not cool?

5. Why do some teens have sex?

EVALUATION:

Students may be evaluated by using the following three-point rubric:

- Three points: student has followed all given instructions with full participation in group and
class discussions. Students have thoroughly completed their group work and presented roleplay scenario to the class.
- Two points: student has had some participation in group and class activities. They have
completed group work and have participated in role-play activity.
- One point: student has completed portions of the assignment with limited group and class
involvement.

EXTENSION:

Sexual Pressures (PSA Campaign)

Working in small groups, students can develop a Public Service Announcement (PSA) campaign
addressing teen sex issues. These PSAs should focus on the emotional impact of sex and the
peer pressures and temptations kids face. Students should make a visual of their PSA, such as, a
poster with slogan, pamphlet, TV advertisement, etc. The groups should create a message that
is directed to a teen audience. Groups can then share their PSA campaigns with the class
through oral presentation or have groups hang or post their PSAs around the room allowing the
other students to see their work and their message.

Sex Statistics
Breaking into small groups, have students work on specific topics (one topic per group) such as
sexually transmitted diseases, contraceptives, abstinence, teen pregnancy/parenthood, sexual
harassment and any other related sex issues. Through their research, have each group develop
a sex statistics sheet concentrating on their topic. Using their creativity and imagination,
students will then write these sex statistics in a handout form for distribution for the rest of
the class. They need to keep in mind that, although these are factual statistics, they need to
catch the reader's interest and attention.

SUGGESTED READINGS:

Sexual Bullying: Gender Conflict and Pupil Culture in Secondary Schools

Neil Duncan, September 1999
Sexual Bullying: Gender Conflict in Pupil Culture draws together a number of theories on
gender, adolescent behavior and schooling to examine the social processes at work in four
comprehensive schools.

Like It Is: A Teen Sex Guide

E. James Lieberman, Karen Lieberman Troccoli, September 1998

This book is an intelligent and candid sex guide for teens. It provides information about
contraceptives, as well as offering ideas for discussion and curriculum for educators and
parents. It also includes an appendix for those seeking additional information on birth control.

What Parents Need to Know About Dating Violence: Learning the Facts and Helping Your
Teen
Barrie Levy, Patricia Griggans, June 1995
This book offers information, advice, and real-life stories from parents and teens. It is a guide to
dealing with dating violence; and it discusses how to teach teens to protect themselves and
build healthy relationships, describes resources available, and addresses special situations.

Sex Is More Than A Plumbing Lesson: A Parents' Guide to Sexuality Education for Infants
Trough the Teen Years
Patty Stark, December 1990
This book was written to assist parents who want to teach their kids about human sexuality but
who aren't sure how to go about it, and who want some help addressing issues such as helping
kids feel good about their bodies, helping kids postpone risky sexual behaviors, creating
atmospheres where sex is easily discussed, and more.

The Big Talk: Talking to Your Teen About Sex and Dating
Laurie Langford, October 1998
The unique thing about Ms. Langford's approach is that she writes from her own childhood
memories...from the perspective of what she wishes she'd been told by her parents. This makes
her words powerful-especially for parents of teenagers.

Kids Still Having Kids: Talking About Teen Pregnancy

Janet Bode, Stanley Mack, Ida Marx Blue Spruce, May 1999), Young Adult

This book provides a valuable resource for young adults making decisions about pregnancy, as
well as those researching the issue for school projects. This completely updated book contains
interviews with pregnant teens, boyfriends' families, health-care workers, and counselors. A
lively design, which includes cartoon strips and snippets from current newspaper and magazine
articles, adds to the dynamic presentation.

No Apologies: The Truth About Life, Love & Sex

August, 1999, Young Adult
Teens get the facts about sex in No Apologies: The Truth about Life, Love and Sex, an exciting
book that highlights abstinence as the only true safe sex. With gripping testimonies from real
people, teens discover how others have been affected by choices of premarital sex and
abstinence.

It's Perfectly Normal: Changing Bodies, Growing Up, Sex, and Sexual Health
Robie H. Harris, Michael Emberley, February 1996, Ages 9-12
It's Perfectly Normalis well-presented and clear for the young reader. It is broken into easilyunderstood sections with numerous captions and illustrations that allow even those less skillful
readers to understand the most important information.

WEB LINKS:

American Social Health Association

Founded in 1914, the American Social Health Association is a nonprofit organization dedicated
to stopping sexually transmitted diseases and their harmful consequences to individuals,
families and communities.
http://www.ashastd.org/

Not Me, Not Now

In 1994, Monroe County launched Not Me, Not Now, a multifaceted abstinence-only campaign
to reduce the teen pregnancy rate in Monroe County. An advertising campaign serves as the
centerpiece of Not Me, Not Now. The campaign, which features children, communicates the
consequences of teenage pregnancy and motivates teens to remain abstinent.
http://www.notmenotnow.org/

Iwannaknow.org
As part of the American Social Health Association (ASHA), the iwannaknow.org Web site is
designed specifically for teenagers with the purpose to provide a safe educational and fun place
for teenagers to learn about sexually transmitted diseases (STDs) and their sexual health. The
ASDA is a nonprofit organization whose mission for more than eight decades has been to stop
sexually transmitted diseases and their harmful consequences to individuals, families and
communities.
http://www.iwannaknow.org

Children Now
Children Now is a nonpartisan, independent voice for children, working to translate the nation's
commitment to children and families into action. Children Now uses research and mass
communications to make the well being of children a top priority across the nation. Publishers
of the booklet Talking With Kids About Tough Issues.
http://www.childrennow.org/

Talking With Kids About Tough Issues

Talking With Kids About Tough Issues is a National initiative by Children Nowand the Kaiser
Family Foundationto encourage parents to talk with their children earlier and more often
about tough issues like sex, HIV/AIDS, violence, alcohol, and drug abuse.
http://www.talkingwithkids.org/

VOCABULARY:
Love
An intense emotional attachment
Context:
A feeling of intense desire and attraction toward a person with whom one is disposed to make a
pair; the emotion of sex and romance. A deep, tender, ineffable feeling of affection and
solicitude toward a person, such as that arising from kinship, recognition of attraction qualities,
or a sense of underlying oneness.

Sex
The property or quality by which organisms are classified as female or male on the basis of their
reproductive organs and functions. Females or males considered as a group.
Context:
The sexual urge or instinct as it manifests itself in behavior activities associated with sexual
intercourse.

Tease
to annoy or make fun of someone persistently
Context:
To arouse hope, desire, or curiosity in without affording satisfaction. A preliminary remark or
act intended to whet the curiosity.

Flirting
to make playfully romantic or sexual overtures
Context:
Flirting is a playful behavior intended to arouse sexual interest.

Temptations
the act of tempting or the condition of being tempted
Context:
The desire to have or do something that you know you should avoid. Temptation is the act of
influencing by exciting hope or desire.

Harassment
to irritate or torment persistently
Context:
Harassment is a feeling of intense annoyance caused by being tormented. This tormenting is
caused by continued persistent attacks and criticism. Sexual harassment is a form of
discrimination, which violates the civil rights act of 1964.

Rape
to force another person to submit to sex acts
Context:
Rape is the crime of forcing another person to submit to sex acts, especially intercourse. It is
the act of seizing and carrying off by force (abduction) and/or abusive or improper treatment.

Contraception
the prevention of unwanted pregnancy
Context:
When using contraception, you are using a device, drug, or chemical agent that prevents
conception

Sexually Transmitted Diseases

A disease, such as genital herpes, gonorrhea, HIV or chlamydia, whose usual means of
transmission is by sexual contact.
Context:
Individuals can catch an STD only from an infected sexual partner. Therefore, the more partners
they have, the greater their risk of coming in contact with an infected person. People should
know that it is easy to contract during intimate sexual contact and STD's such as Gonorrhea and
syphilis can be transmitted through oral sex. So, you do not need to be engaged in sexual
intercourse to contract one.

AIDS
a serious (often fatal) disease of the immune system transmitted through blood products
especially by sexual contact or contaminated needles
Context:
A severe immunological disorder caused by the retrovirus HIV, resulting in a defect in cellmediated immune response that is manifested by increases susceptibility to opportunistic
infections and to certain rare cancers, especially Kaposi's sarcoma. It is transmitted primarily by
venereal routes or exposure to contaminated blood or blood products.

Emotional
of or relating to emotion
Context:
When someone is readily affected with or stirred by emotion. Arousing or intending to arouse
the emotions of a person. Pertaining to, or characterized by, emotion; excitable; easily moved;
sensational; as, an emotional nature

Moral
concerned with the judgment of the goodness or badness of human action and character

Context:
Exhibiting goodness or correctness of character and behavior. Morals are rules or habits of
conduct, especially of sexual conduct, with reference to standards of right and wrong.

Identifying Conflicts
Objective: At the end of this lesson students will be able to identify different types of conflicts
present in various situations.
National Standards:
PS: B1 1.1 Use a decision-making and problem-solving model
PS: B1 1.2 Understand consequences of decisions and choices
PS: B1 1.3 Identify alternative solutions to a problem
PS: B1 1.6 Know how to apply conflict resolution skills
PS: B1 1.9 Identify long- and short-term goals
NYC Common Core
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and
expressing their own clearly.
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Grade: 6-8
Materials

Conflicts (PDF file)

Props (optional)
Help with Opening PDF FilesHelp with Opening PDFs

What to Do
1. Open the class by conducting a dialogue with yourself over a decision you are trying to
make. Use different voices, personae, or props to help differentiate between the
opposing sides of the conflict.

Example:
"I really need a new car."
"But I can't afford it right now."
"Yeah, but my old car's a mess. The brakes are bad, the transmission's shot, and it's got
200,000 miles on it."
"Oh, I bet it can make it a while longer."
"Remember that good deal you saw on the Mazda?"
"Oh, I couldn't get anything like that. A nice used Escort would be fine. . ."
2. Ask students to describe the type of conflict in this role-playing. (internal) Ask what
kinds of feelings this type of conflict gives rise to. (stress, tension, indecision, confusion)
3. Ask the class to list other types of conflicts they've experienced (between friends,
between themselves and teachers, between parents, etc.). Label these external conflicts
and discuss what kinds of feelings these conflicts provoke (anger, frustration, hurt,
jealousy, fear, etc.). Compare and contrast these feelings with feelings provoked by
internal conflicts.
4. Tell the class about other, more global types of conflicts:
Man vs. Naturethe challenges people face in regard to extremities of weather,
environment, time, geography, etc.
Man vs. Societythe anger that people feel when faced with injustice,
oppression, unfairness, etc.
5. Divide the class into groups. Distribute the Conflicts worksheet and ask each group to
discuss and identify the types of conflicts described. (Note that there may be more than
one conflict in a situationbecause that's the way life is!)
6. Now have students choose one conflict to write about in their journals: personal
(internal or external) or global (Man vs. Nature or Man vs. Society). Volunteers can
share with their group or the class.
Teaching Options

Assign a type of conflict to each group and have them create and present a skit to
illustrate it.
Discuss how each of these types of conflicts may call for a different process of problem
solving.

References
Login | American School Counselor Association (ASCA). (n.d.). Retrieved December 1, 2015,
from https://www.schoolcounselor.org/school-counselors-members/asca-resourcecenter/middle-school-counseling/lesson-plans