Skip to content Skip to footer
TPSP logo
TPSP logo

Everyone’s a Winner: A Study of Conflict and Mediation

Grade 6, Social Studies

Print Task
Share via Email Share via Twitter Share via Facebook Share via Pinterest

Description of Unit

This task provides an introduction to mediation and the ethics behind it by way of examination of historical and contemporary conflicts. Students will learn various mediation techniques and apply their new knowledge and skills. In their investigations, they will consider controversial court cases and derive alternative solutions. In their independent research, students will participate in a group simulation of a current conflict of local, state, national, or international interest. Students will then reflect on the process and what the future might hold.

This guide links the Everyone’s a Winner: A Study of Conflict and Mediation unit to the Texas Essential Knowledge and Skills (TEKS) for sixth graders. Everyone’s a Winner is a social studies unit that allows students to explore techniques of mediation and conflict resolution as they relate to historical and contemporary struggles. Everyone’s a Winner also has interdisciplinary connections to other disciplines. For example, students will write for a variety of audiences and purposes and in a variety of forms, as covered in the English Language Arts and Reading TEKS. They will also use experimental and theoretical probability to make predictions, which the Mathematics TEKS cover. The following document includes the applicable TEKS and the details of the Everyone’s a Winner unit. The asterisks indicate the TEKS which are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Introduce the topic of mediation and conflict resolution. Hold a discussion on different types and levels of mediation—from peer mediation to mediation in a global context.
  2. Evaluate political and historic conflicts: for example, Israel and Palestine, India and Pakistan, Japanese-American Internment during World War II.
    Consider the following:
    1. Has there been a difference in more recent resolutions?
    2. Have the issues been disputed again? How?
    3. How were the issues resolved?
    4. What were the differing opinions in each case? Who held each opinion?
    5. What were the issues at stake?

      6. Have the class come up with alternative solutions to the conflict and provide supporting arguments for each choice.
  3. As a class, come up with several issues of interest. Divide the class into small groups, and split the groups up by their opinions on each issue.
  4. Have the groups discuss and make a list of what information they would need to have in order to effectively be a part of a conflict resolution meeting.

Phase II. Independent Research

A. Research process

  1. Select topics. Each student selects a role within one topic for which they would like to be involved in the resolution. Try to select issues for which there are at least two students on each side of the same issue, and two on another side, so that they can have a conflict resolution meeting when research is complete.
  2. Asking guiding questions. Once students have selected their role, each student should think of three to five guiding questions, such as:
    1. What is the point of view on this topic of a person in my role? Do I share or disagree with that point of view?
    2. How will this issue best be mediated?
    3. Who will be the people on the other side of the issue?
    4. Is there a middle ground on the issue or are there compromises which can be made from the perspective of my role?
    5. What would a concession look like from my side?
    6. What are the future impacts of varying decisions on the issue?

      While these examples are general, the student’s questions should be specific to the chosen role. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
  3. Creating a research proposal. The student should include numerous components in the research proposal:
    1. The issue to be resolved
    2. The three to five guiding questions he/she will investigate, as well as hypothetical answers to those questions from the perspective of the role chosen
    3. Resources he/she will need to find answers to questions, such as primary and secondary sources, correspondence with experts on the subject, etc.
  4. Conducting the research. After the teacher has approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a log, note cards, and/or resource process sheets for all the sources he/she uses and what he/she learns from each one.

B. The product

For each issue, prepare to hold a conflict resolution meeting. Students should come to the meeting prepared to play their role, with talking points, background information, and decisions about what is negotiable and what is not negotiable.

C. Communication

Hold the conflict resolution meetings, one issue at a time, using the guidelines established by the students in Phase I. The students who are not actively discussing an issue should take notes and prepare to discuss the success or failure of the conflict resolution. At the end of each meeting, time should be allotted for questions from the audience. The Q&A sessions should be impromptu and unscripted in order to accurately reflect student learning. At the conclusion of the meetings, hold a class discussion about what you have all learned. Were the meetings similar or did they vary widely depending on the issue under discussion? What suggestions might the students make to future conflict resolution meeting attendees?

D. A completed project consists of:

  1. The research proposal
  2. A log, note cards, or resource process sheets
  3. The product—each student's researched opinion for the conflict resolution meeting
  4. A Works Cited Page
  5. An audiotape or videotape of the presentation, including the unscripted Q&A session

This unit may address the following TEKS.

111.26, Mathematics, Grade 6

111.26(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.26(b)(4)
Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations.
111.26(b)(5)
Proportionality. The student applies mathematical process standards to solve problems involving proportional relationships.
111.26(b)(12)
Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze problems.
111.26(b)(13)
Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to solve problems.

112.26., Science, Grade 6, Adopted 2021

112.26(b)(4)
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:
112.26(b)(9)
Earth and space. The student models the cyclical movements of the Sun, Earth, and Moon and describes their effects. The student is expected to:

113.18, Social Studies, Grade 6

113.18(b)(1)
History. The student understands that historical events influence contemporary events.
113.18(b)(3)
Geography. The student uses geographic tools to answer geographic questions.
113.18(b)(4)
Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations.
113.18(b)(5)
Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies.
113.18(b)(6)
Geography. The student understands that geographical patterns result from physical environmental processes.
113.18(b)(7)
Geography. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions.
113.18(b)(8)
Economics. The student understands the factors of production in a society's economy.
113.18(b)(10)
Economics. The student understands categories of economic activities and the data used to measure a society's economic level.
113.18(b)(12)
Government. The student understands various ways in which people organize governments.
113.18(b)(13)
Citizenship. The student understands that the nature of citizenship varies among societies.
113.18(b)(14)
Citizenship. The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments.
113.18(b)(15)
Culture. The student understands the similarities and differences within and among cultures in various world societies.
113.18(b)(17)
Culture. The student understands relationships that exist among world cultures.
113.18(b)(19)
Culture. The student understands the relationships among religion, philosophy, and culture.
113.18(b)(20)
Science, technology, and society. The student understands the influences of science and technology on contemporary societies.
113.18(b)(21)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology.
113.18(b)(22)
Social studies skills. The student communicates in written, oral, and visual forms.
113.18(b)(23)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

110.22., English Language Arts and Reading, Grade 6, Adopted 2017

110.22(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
110.22(b)(7)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.22(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.22(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.22(b)(5)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.22(b)(6)(G)
discuss and write about the explicit or implicit meanings of text;
110.22(b)(6)(I)
reflect on and adjust responses as new evidence is presented.
110.22(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
110.22(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.22(b)(7)(D)
analyze how the setting, including historical and cultural settings, influences character and plot development.
110.22(b)(8)(D)(ii)
features such as introduction, foreword, preface, references, or acknowledgements to gain background information
110.22(b)(8)(D)(i)
the controlling idea or thesis with supporting evidence;
110.22(b)(9)(C)
analyze the author's use of print and graphic features to achieve specific purposes;
110.22(b)(11)(C)
compose multi-paragraph argumentative texts using genre characteristics and craft
110.22(b)(10)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.22(b)(12)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.22(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.IV.B.1
Understand how scientific research and technology have an impact on ethical and legal practices.
S.X.B.2
Know the various sources of energy for humans and other biological systems.
S.X.C.1
Recognize variations in population sizes, including human population and extinction, and describe mechanisms and conditions that produce these variations.
S.X.D.1
Name and describe major environmental policies and legislation.
S.X.D.2
Understand the types, uses, and regulations of the various natural resources.
S.X.E.1
Describe the different uses for land (land management).
S.X.E.2
Understand the use and consequences of pest management.
S.X.E.3
Know the different methods used to increase food production.
S.X.E.4
Understand land and water usage and management practices.
S.X.E.5
Understand how human practices affect air, water, and soil quality.

Social Studies:

SS.I.A.2
 Analyze the interaction between human communities and the environment.
SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.4
 Evaluate the causes and effects of human migration patterns over time.
SS.I.A.5
 Analyze how various cultural regions have changed over time.
SS.I.A.6
 Analyze the relationship between geography and the development of human communities.
SS.I.B.2
 Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3
 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.C.1
 Evaluate different governmental systems and functions.
SS.I.C.2
 Evaluate changes in the functions and structures of government across time.
SS.I.C.3
 Explain and analyze the importance of civic engagement.
SS.I.D.1
 Identify and evaluate the strengths and weaknesses of different economic systems.
SS.I.D.2
 Analyze the basic functions and structures of international economics.
SS.I.E.1
 Identify different social groups (e.g., clubs, religious organizations) and examine how they form and how and why they sustain themselves.
SS.I.E.2
 Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.3
 Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.I.E.4
 Identify and evaluate the sources and consequences of social conflict.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.II.A.1
 Define a "multicultural society" and consider both the positive and negative qualities of multiculturalism.
SS.II.A.2
 Evaluate the experiences and contributions of diverse groups to multicultural societies.
SS.II.B.1
 Explain and evaluate the concepts of race, ethnicity, and nationalism.
SS.II.B.2
 Explain and evaluate the concept of gender.
SS.II.B.3
 Analyze diverse religious concepts, structures, and institutions around the world.
SS.II.B.4
 Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.5
 Explain the concepts of socioeconomic status and stratification.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.III.A.1
 Distinguish spatial patterns of human communities that exist between or within contemporary political boundaries.
SS.III.A.2
 Connect regional or local developments to global ones.
SS.III.A.3
 Analyze how and why diverse communities interact and become dependent on each other.
SS.III.B.1
 Apply social studies methodologies to compare societies and cultures.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.2
 Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.5
Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.C.1
Read widely, including complete texts from American, British, and world literatures.
ELA.II.C.3
Examine the influence of myths, oral traditions, and Classical literature on subsequent works over time.
ELA.II.C.2
Analyze the relationships between works of literature and the historical periods and cultural contexts in which they were written.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.6
Identify and analyze the author’s use of rhetorical and literary devices to create meaning and affect the reader.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.VII.C
Logical reasoning
M.VII.D
Real-world problem solving
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1
Analyze given information.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VII.D.2
Evaluate the problem-solving process.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.3
Determine a solution.
M.VII.B.1
Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
M.VII.A.4
Justify the solution.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.2
Connect mathematics to the study of other disciplines.
Back to top.