Aims:
- To recognise that the word ‘conflict’ can have a number of different meanings
- To understand that not all ‘conflict’ is violent and / or negative
What you need:
Copy of the photo set (PDF) cut up per group. Plenty of space for the pupils to move around in.
What to do:
- Set up your imaginary line and indicate that one end represents ‘strongly agree’ and the other ‘strongly disagree’. Explain that everyone’s view will fall somewhere along the line, and that there are not any right or wrong answers. Read out the following 2 statements and ask pupils to place themselves on the line to reflect their views around the statement below. Discuss the variety of views represented.
- Is conflict always violent?
- Is all conflict negative?
- Give each group a photo set and ask them s to rank the 9 photos into a diamond shape placing the picture that best represents their ideas around ‘conflict’ as the top and the one least like their idea of ‘conflict’ at the bottom.
- Ask each group to feedback their choice of top and bottom picture and make a note on the board. Discuss what the main ideas of the class are.
- Discuss with the group all the types of conflict which are represented by the pictures. Can they categorise them? For example there might be conflict at different levels: internal, personal, community, national or international. Conflict might be: verbal, violent or armed.
- Now repeat the first activity using the continuum line and the same statements. Have their views changed?
Reflection and evaluation:
Discuss the reasons why conflict might have a variety of different meanings and the extent to which the meaning is dependent on context. Conflict is not always negative, eg. Arguing for justice, equity and human rights.
Adapted from Making Sense of World Conflicts (Oxfam)
