Peace Negotiators – Can We Find a Solution Everyone Can Live With?

EDUCATIONAL ACTIVITY PLAN

LEARNING TASK

Students become peace negotiators who must solve a conflict between groups with different needs. They practise listening, identifying shared interests, negotiating compromises and reaching agreements without aggression or humiliation.

The lesson focuses on skills teenagers can use in friendships, group projects, school life and online discussions.

GOALS ACCORDING TO THE GENERAL CURRICULUM

• Understand how dialogue and negotiation can prevent conflicts from escalating.
• Recognise different needs and perspectives in a disagreement.
• Develop problem-solving, cooperation and respectful communication.
• Practise expressing opinions and negotiating solutions in English.

General Competences

1. Communication: Listen actively and express ideas respectfully.
2. Social competence: Recognise others’ needs and cooperate towards a shared goal.
3. Problem-solving: Compare possible solutions and reach a reasonable agreement.

Subject Competences

1. Use vocabulary related to conflict, compromise, agreement and cooperation.
2. Explain different perspectives and identify common interests.
3. Negotiate and present a solution in English.

Integration with Other Subjects

• Civic Education: Mediation, peaceful coexistence and responsibility.
• Ethics: Empathy, respect and non-violent communication.
• English: Negotiation phrases, giving reasons and reaching agreement.

MATERIALS AND EQUIPMENT

Negotiation scenario cards, paper and pens, board or interactive whiteboard, timer

LEARNING ACTIVITIES

Activity 1 – Conflict Temperature   ( 8 min. )

Ask students to imagine that two classmates disagree about how to complete a group project. One wants to do everything quickly, while the other wants more time to improve the result.

Read out three possible reactions:

• “Your idea is stupid. We are doing it my way.”
• “I understand your idea, but I am worried we won’t finish on time.”
• “Let’s ignore the problem and hope it disappears.”

Students rank the reactions from most to least helpful and explain their choices.

Discuss:

• Which reaction could make the conflict worse?
• Which one opens the door to a solution?
• Does listening mean you must agree?

Key message: You can disagree with an idea without disrespecting the person.

Useful English:

• “I see your point.”
• “I feel that… because…”
• “Could we find another solution?”

Activity 2 – The Negotiation Challenge  ( 25 min. )

Divide the class into groups of three. Each student receives a role: Person A, Person B and Mediator.

Groups choose or receive one of the following scenarios.

Scenario A – The School Event

Two groups want to use the school hall at the same time. One group needs it for a dance rehearsal, while the other needs it for a presentation. Both events are important, and there is limited time.

Scenario B – The Group Project

One student wants to create a video, another prefers a traditional presentation, and the third wants a practical demonstration. The group has only one lesson left to prepare.

Scenario C – The Community Park

Teenagers want a place to meet and play music in a local park. Nearby residents want peace and quiet, especially in the evening. Both groups want the park to remain a pleasant place.

The roles:

• Person A: Explains their needs and suggests a solution.
• Person B: Explains their needs and suggests a solution.
• Mediator: Gives both sides time to speak, identifies shared interests and helps them negotiate.

Negotiation steps:

1. Each person explains their position without interruption.
2. The mediator asks what matters most to each person.
3. The group identifies at least one shared interest.
4. The group proposes two possible solutions.
5. Everyone agrees on a practical compromise or explains what still needs to be resolved.

Each group writes a short Peace Agreement containing the problem, the agreed solution and one rule to prevent the conflict from happening again.

Useful English:

• “What matters most to you?”
• “We both want…”
• “What if we…?”
• “I can agree to that if…”
• “Our compromise is…”

Teacher’s tip: A successful agreement does not have to give everyone everything they want. It should address the most important needs fairly and avoid putting all the burden on one side.

Activity 3 – Peace Agreement: Does It Work?  ( 12 min. )

Each group presents its Peace Agreement in one minute.

The class evaluates each agreement using three questions:

• Fair: Have both sides’ needs been considered?
• Practical: Can the agreement really work?
• Peaceful: Does it reduce the chance of another conflict?

Ask students to suggest one improvement to each agreement. Groups can revise their proposals based on the feedback.

Finish with an individual reflection:

“When I disagree with someone, I can help solve the conflict by…”

REFLECTION AND ASSESSMENT

Assess students on their ability to:

• Listen without interrupting.
• Explain a position respectfully.
• Identify shared interests.
• Propose a realistic compromise.
• Contribute to a clear agreement.

Exit-ticket questions:

1. What is the difference between compromise and simply giving up?
2. Why is it important to understand the other person’s needs?
3. When might a mediator be useful?

Expected Learning Outcomes

By the end of the lesson, students will be able to:

• Identify constructive and destructive responses to conflict.
• Explain at least one other person’s perspective.
• Use English phrases to negotiate and suggest compromises.
• Develop a practical agreement that considers different needs.

Final slogan: “Listen First. Find Common Ground. Choose Peace.”