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[[Category:English]]
[[Category:Conflict Resolution and Peacebuilding]]

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= Introduction =

Conflict is a normal part of human life. People can disagree about goals, resources, rules, values, identities, or interpretations of events. Conflict does not automatically mean violence. It can become constructive when people handle disagreement fairly, listen carefully, protect everyone's dignity, and search for workable change.

'''Conflict resolution''' focuses on methods and processes that help people address disputes peacefully. '''Peacebuilding''' is broader and longer-term: it aims to reduce the risk of violence, strengthen the ability of communities and institutions to manage conflict, address important causes of conflict, repair relationships, and create conditions for sustainable peace.

In this aiMOOC for Grades 9–10, you will connect everyday conflicts at school, online, and in communities with larger questions about dialogue, mediation, justice, inclusion, human rights, and international peace. You will practice communication skills, analyze conflicts without oversimplifying them, and design realistic peacebuilding actions.

[[File:Peace and Conflict Resolution.jpg|500px|frameless|center]]

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== Learning Goals ==

By the end of this course, you should be able to explain the difference between [[English:Conflict|conflict]], violence, conflict resolution, and [[English:Peacebuilding|peacebuilding]]; identify positions, interests, needs, emotions, and power differences in a conflict; use [[English:Active listening|active listening]], open questions, paraphrasing, and respectful language; compare [[English:Negotiation|negotiation]] and [[English:Mediation|mediation]]; recognize escalation and choose de-escalation strategies; explain why justice, inclusion, participation, and trustworthy institutions matter for lasting peace; evaluate the role of young people in peacebuilding; and apply these ideas to school, community, and digital situations.

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= Understanding Conflict =

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== Conflict Is Not the Same as Violence ==

A '''conflict''' exists when people or groups experience goals, interests, needs, values, or expectations as incompatible. Conflict can be handled through discussion, negotiation, voting, rules, mediation, legal procedures, protest, or other nonviolent methods. '''Violence''' involves harmful force or abuse and is not an inevitable result of conflict.

This distinction matters because a goal of peace education is not to erase every disagreement. A classroom in which nobody is allowed to disagree is not necessarily peaceful. A healthier goal is to create fair ways to express differences, challenge ideas, protect rights, and make decisions without humiliation or violence.

Conflict can also reveal problems that need attention. A dispute about unequal access to school resources, for example, may point to a fairness issue. Constructive conflict management can therefore support learning and change.

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== Positions, Interests, and Needs ==

When people argue, they often state a '''position''': what they say they want. Under a position may be one or more '''interests''': the reasons, concerns, hopes, or priorities that explain why the position matters. Deeper still may be important '''needs''' such as safety, belonging, respect, autonomy, fairness, or recognition.

Imagine two student groups both want the same room after school. Their positions are identical: each says, “We need the room.” Their interests may differ. One group needs a quiet place for exam preparation; the other needs space to rehearse a performance. Once the interests are visible, new options may appear, such as dividing the time or finding another suitable rehearsal area.

Asking about interests does not guarantee agreement, and it does not mean every demand should be accepted. It helps people move from a battle over fixed positions toward a clearer understanding of what the conflict is actually about.

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== Conflict Analysis: Look Beyond the Trigger ==

A visible argument may be only the latest event in a longer story. Careful conflict analysis asks questions such as: Who is involved? What happened? What do different people believe happened? What interests and needs are important? What power differences exist? What rules or institutions shape the situation? What past events still matter? What could increase harm? What could reduce tension?

Avoid assuming that both sides always have equal power or equal responsibility. A disagreement between classmates is different from bullying, harassment, abuse, or coercion. In situations involving threats, violence, discrimination, or serious safety concerns, students should seek support from a trusted adult or the appropriate safeguarding system rather than trying to “mediate” the problem alone.

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= Communication for De-escalation =

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== Active Listening ==

'''Active listening''' means giving careful attention and checking whether you have understood the speaker. Useful moves include paraphrasing the main idea, asking open questions, reflecting feelings without pretending to know exactly what someone feels, and summarizing points of agreement and disagreement.

[[File:Active listening.png|500px|frameless|center]]

A strong paraphrase does not automatically agree with the speaker. If someone says, “Nobody listened to my idea,” you might respond, “You think your suggestion was dismissed before the group considered it.” That response checks meaning and can lower the pressure to repeat the complaint more loudly.

{{#ev:youtube|https://www.youtube.com/watch?v=cSohjlYQI2A|500|center}}

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== From Accusations to Clear Messages ==

Accusations often invite defensiveness. Compare “You never respect the group” with a clearer statement: “When I am interrupted several times, I lose my place and feel frustrated. I would like to finish my point before questions.” The second version describes an observable situation, explains its effect, and makes a specific request.

You can also use '''open questions''' such as “What part of the plan worries you most?” rather than questions designed only to prove a point. Good questions invite information. They do not function as disguised attacks.

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== De-escalation ==

De-escalation means reducing the intensity of a conflict so that people can think and communicate more safely. Depending on the situation, useful actions can include lowering your voice, slowing the conversation, taking a break, moving away from an audience, separating facts from assumptions, acknowledging a valid concern, setting a boundary, or asking a trusted third person for help.

De-escalation is not surrender. It is a way to reduce immediate pressure so that better decisions become possible. If there is danger, the priority is safety, not continuing the conversation.

{{#ev:youtube|https://www.youtube.com/watch?v=phgjouv0BUA|500|center}}

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= Negotiation and Mediation =

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== Negotiation ==

'''Negotiation''' is a process in which people or groups communicate directly to reach an agreement. A practical sequence is to clarify the problem, identify interests, generate several possible options, evaluate options using fair criteria, agree on specific actions, and decide how the agreement will be reviewed.

Good negotiation is not simply “splitting the difference.” A fair solution should consider the actual problem, relevant rights and rules, important interests, feasibility, and the effect on people who may not be in the room.

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== Mediation ==

'''Mediation''' involves a neutral or impartial third party who helps people communicate and work toward their own agreement. A mediator does not normally decide who wins. The mediator supports a fair process by setting ground rules, helping participants explain their perspectives, clarifying issues, identifying areas of agreement, and testing possible solutions.

School mediation can be especially useful for misunderstandings, peer disputes, and relationship conflicts when participation is appropriate and safe. It is not a substitute for safeguarding procedures when there are serious threats, violence, abuse, or major power imbalances.

[[File:Community conflict resolution (8331341896).png|500px|frameless|center]]

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== A Simple Mediation Framework ==

A classroom mediation can follow a flexible structure. First, the mediator explains the purpose and ground rules. Next, each person describes the situation without interruption. The mediator summarizes the issues and checks understanding. The participants identify interests and concerns, generate options, and test whether a proposed agreement is specific, realistic, voluntary, and fair. Finally, they decide how to follow up.

A mediator should not pressure participants into an agreement just to end the session. Sometimes the responsible outcome is to pause, seek additional support, or use a different process.

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= From Conflict Resolution to Peacebuilding =

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== What Peacebuilding Adds ==

Resolving a single dispute can be important, but lasting peace may require changes that go beyond one agreement. Peacebuilding can include strengthening fair institutions, expanding meaningful participation, protecting human rights, supporting education and livelihoods, rebuilding trust, encouraging reconciliation, reducing discrimination, and addressing other drivers of violent conflict.

The United Nations describes peacebuilding as a long-term process that reduces the risk of conflict recurring by strengthening capacities for conflict management and laying foundations for sustainable peace and development. Peacebuilding can involve national governments, local communities, schools, civil society groups, international organizations, and young people.

[[File:UN Peacebuilding Commission and UN Peacebuilding Fund locations.svg|500px|frameless|center]]

{{#ev:youtube|https://www.youtube.com/watch?v=EHJKpgyJB5U|500|center}}

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== Prevention, Peacemaking, Peacekeeping, and Peacebuilding ==

These terms overlap, but they emphasize different tasks. '''Conflict prevention''' tries to stop tensions and disputes from escalating into violent conflict. '''Peacemaking''' seeks negotiated agreement in an ongoing conflict. '''Peacekeeping''' supports security and political processes in conflict-affected settings under specific mandates. '''Peacebuilding''' works on conditions for sustainable peace and reducing the risk that violence returns.

In real situations, these activities are not always neatly separated or arranged in a simple timeline. They can overlap and reinforce one another.

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== Reconciliation, Justice, and Trust ==

'''Reconciliation''' is a long-term process of rebuilding workable relationships after serious division or harm. It may include truth-telling, acknowledgement, accountability, memorialization, dialogue, repair, institutional reform, or other locally appropriate practices. Reconciliation does not mean forgetting injustice or forcing victims to forgive.

'''Restorative justice''' approaches ask how harm affected people and relationships, who has responsibilities, and what repair may be possible. In school settings, restorative conversations or circles can help participants understand impact and agree on steps to repair harm, but they must be used with attention to consent, safety, and power.

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= Peacebuilding in School and Digital Life =

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== Young People as Peacebuilders ==

Young people are not only affected by conflict; they can contribute to peaceful change. Students can lead peer mediation, create inclusive clubs, challenge stereotypes, organize dialogue projects, support newcomers, produce responsible media, participate in student decision-making, and design campaigns against hate speech and discrimination.

UNICEF peacebuilding resources for adolescents emphasize constructive conflict resolution, teamwork, empathy, participation, and the ability to challenge prejudice. These are not “soft” extras. They are practical civic and communication skills.

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== Digital Conflict and Media Literacy ==

Online conflict can escalate quickly because messages lack tone and context, audiences can grow suddenly, and posts can be copied or shared. Before replying, check what you know, separate evidence from assumptions, consider whether a private conversation is safer than a public exchange, and avoid forwarding material simply because it confirms your side.

If a post contains threats, targeted harassment, non-consensual private information, or other serious harm, save appropriate evidence, use platform reporting tools, protect your privacy, and involve a trusted adult or responsible authority. Peaceful communication does not require tolerating abuse.

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== SDG 16: Peace, Justice and Strong Institutions ==

The United Nations [[English:Sustainable Development Goal 16|Sustainable Development Goal 16]] links peace with justice, inclusive institutions, access to information, accountable decision-making, and the reduction of violence. The goal reminds you that sustainable peace depends on more than friendly relationships between individuals. It also depends on fair systems and institutions.

[[File:Sustainable Development Goal 16PeaceJusticeInstitutions.svg|500px|frameless|center]]

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= Applied Case Studies =

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== Case Study: The Group Project ==

Four students must give a presentation. Two students believe the group should meet in person after school; another student has family responsibilities and can only work online; the fourth student has stopped replying because earlier messages felt insulting.

A weak response would be to vote immediately and blame the student who is unavailable. A stronger response would identify the interests involved: reliable progress, equal contribution, schedule limits, respect, and access. The group could agree on a shared online document, divide tasks clearly, set a short video meeting at an accessible time, and establish a rule for respectful feedback.

The key lesson is that good conflict resolution changes the conversation from “Who is difficult?” to “What problem are we trying to solve, what does each person need, and what fair options are possible?”

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== Case Study: A Shared Community Space ==

Two youth groups use the same community center. One wants regular sports sessions; the other needs a quiet area for tutoring. Complaints have become personal, and each group believes the center manager favors the other.

A peacebuilding approach would combine immediate conflict resolution with longer-term prevention. The groups might negotiate a schedule now, while the center also creates transparent booking rules, a shared calendar, a feedback process, and a youth committee with representation from different users. The immediate agreement reduces tension; the institutional changes make future conflict easier to manage fairly.

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= Sources and Further Learning =

# [https://peacekeeping.un.org/en/terminology United Nations Peacekeeping: Terminology]: Clear distinctions among conflict prevention, peacemaking, peacekeeping, and peacebuilding.
# [https://www.un.org/en/our-work/maintain-international-peace-and-security United Nations: Maintain International Peace and Security]: Overview of UN approaches to prevention, peacemaking, peacekeeping, and peacebuilding.
# [https://www.unicef.org/adolescentkit/reports/guide-adolescents-and-peacebuilding UNICEF: Adolescents and Peacebuilding]: Guidance on how adolescents can develop skills and participate as peacebuilders.
# [https://www.unesco.org/en/global-citizenship-peace-education/recommendation UNESCO: Recommendation on Education for Peace and Human Rights]: International guidance connecting education with peace, human rights, global citizenship, and sustainable development.

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= Interactive Tasks =

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== Quiz: Test Your Knowledge ==

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'''What best describes conflict resolution?'''
(Processes that help people address disputes peacefully)
(!A rule that prevents all disagreement)
(!A method that always requires a judge)
(!A strategy for proving one side is superior)

{{E}}
<br>

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'''What is a position in a conflict?'''
(What a person says they want)
(!The deepest cause of every conflict)
(!A neutral summary written by a mediator)
(!A legal decision that ends discussion)

{{E}}
<br>

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'''Which action is an example of active listening?'''
(Paraphrasing to check understanding)
(!Interrupting to correct every detail)
(!Planning your reply while the other person speaks)
(!Repeating your own argument more loudly)

{{E}}
<br>

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'''What is the main role of a mediator?'''
(To support a fair communication process)
(!To decide who deserves to win)
(!To punish the person who started the conflict)
(!To force both sides to accept the same solution)

{{E}}
<br>

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'''Which action is most likely to de-escalate a heated disagreement?'''
(Slowing the conversation and lowering the intensity)
(!Adding an audience to increase pressure)
(!Posting private messages publicly)
(!Responding immediately with an insult)

{{E}}
<br>

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'''What makes negotiation different from mediation?'''
(The parties communicate directly without needing a third party)
(!Negotiation always happens in court)
(!Negotiation requires one side to surrender)
(!Negotiation can only be used between countries)

{{E}}
<br>

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'''What does peacebuilding mainly try to strengthen?'''
(Conditions for sustainable peace)
(!Silence about past disagreements)
(!Permanent agreement on every value)
(!Military victory by one party)

{{E}}
<br>

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'''Why can power differences matter in conflict resolution?'''
(They can affect safety voice and freedom to choose)
(!They prove that both sides are equally responsible)
(!They make listening unnecessary)
(!They guarantee that mediation will work)

{{E}}
<br>

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'''What is a useful response to serious online harassment?'''
(Protect yourself and seek appropriate support)
(!Keep arguing until the other person apologizes)
(!Share private information about the other person)
(!Invite more people to attack the account)

{{E}}
<br>

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'''What does Sustainable Development Goal 16 connect with peace?'''
(Justice and strong inclusive institutions)
(!Faster entertainment and advertising)
(!Private competition without public rules)
(!Avoiding all public disagreement)

{{E}}
<br>

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== Memory Game ==

<div class="memo-quiz">
{|
|-
| Active listening || Careful attention that checks and clarifies another person's meaning
|-
| Mediation || A neutral third party helps people communicate and create their own agreement
|-
| Negotiation || People discuss interests and options directly to reach an agreement
|-
| De-escalation || Actions that reduce the intensity of a conflict
|-
| Reconciliation || A long-term effort to rebuild workable relationships after serious division
|-
| Peacebuilding || Work that strengthens conditions for sustainable peace and reduces renewed violence
|}
{{E}}
<br>

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== Drag and Drop ==

<div class="lueckentext-quiz">

{| class="wikitable"
! Match the correct terms.
! Topic
|-
| '''Active listening'''
| Paraphrase and ask open questions to check understanding
|-
| '''Negotiation'''
| Parties communicate directly to search for an agreement
|-
| '''Mediation'''
| A neutral third party supports the process
|-
| '''De-escalation'''
| Reduce intensity before continuing problem solving
|-
| '''Peacebuilding'''
| Address longer-term conditions that support sustainable peace
|}
{{E}}

<br>
...
<br />

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== Crossword Puzzle ==

<div class="kreuzwort-quiz">
{|
|-
| Mediation || What process uses a neutral third party to help people communicate?
|-
| Dialogue || What word describes an exchange aimed at understanding different perspectives?
|-
| Empathy || What ability involves trying to understand another person's feelings and perspective?
|-
| Compromise || What word describes an agreement in which parties each accept some adjustment?
|-
| Reconciliation || What long-term process can rebuild relationships after deep division?
|-
| Negotiation || What process lets parties discuss interests and options directly?
|}
{{E}}
<br>

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== LearningApps ==

<iframe> https://learningapps.org/index.php?s=Conflict+Resolution+and+Peacebuilding </iframe>

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== Cloze Text ==

<quiz display=simple>
{'''Complete the text.'''<br>
|type="{}"}
Conflict does not automatically lead to { violence }. A stated demand in a dispute is often called a { position }. Active listening uses paraphrasing and questions to check { understanding }. A neutral third party can support communication through { mediation }. Reducing the intensity of a heated dispute is called { de-escalation }. Peacebuilding addresses longer-term conditions for sustainable { peace }. Fair and inclusive institutions can reduce the risk that conflicts become { violent }. Young people can contribute through dialogue, participation, media literacy, and community { action }.
</quiz>

<br>

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= Open-Ended Tasks =

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=== Easy ===
# [[English:Conflict Journal|Conflict Journal]]: For one week, record three low-stakes disagreements you observe without naming people, then identify the position, interest, and possible need in each case.
# [[English:Active Listening Practice|Active Listening Practice]]: Work with a partner for five minutes each and practice paraphrasing before you respond with your own view.
# [[English:Peace Vocabulary Poster|Peace Vocabulary Poster]]: Create a one-page visual that explains six key terms from this course in clear English and includes one original example for each term.
# [[English:Digital De-escalation Script|Digital De-escalation Script]]: Write a short example of an online disagreement and revise it to show a safer, calmer, and more respectful response.

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=== Standard ===
# [[English:Peer Mediation Role Play|Peer Mediation Role Play]]: In a group of three, act out a school conflict with two participants and one mediator, then evaluate whether the process was fair and safe.
# [[English:Conflict Map|Conflict Map]]: Choose a fictional or teacher-approved public conflict and create a map of actors, interests, relationships, power differences, risks, and possible connectors.
# [[English:Peacebuilding Interview|Peacebuilding Interview]]: Interview a teacher, coach, youth worker, or community volunteer about how they handle disagreement and summarize the strategies that could transfer to school life.
# [[English:Restorative Response Design|Restorative Response Design]]: Develop a restorative response to a fictional case of harm, showing who was affected, what responsibilities exist, and what repair could be realistic.

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=== Advanced ===
# [[English:School Peace Audit|School Peace Audit]]: Investigate how your school prevents and responds to conflict, collect anonymous observations or policy evidence, and propose two practical improvements.
# [[English:Comparative Peacebuilding Study|Comparative Peacebuilding Study]]: Compare two documented peacebuilding initiatives from reliable sources and explain how each addresses relationships, institutions, participation, or root causes.
# [[English:Student Dialogue Project|Student Dialogue Project]]: Plan and facilitate a structured dialogue on a school issue, using ground rules, balanced participation, evidence, and a reflection on what changed.
# [[English:Peacebuilding Media Project|Peacebuilding Media Project]]: Produce a short video or podcast that explains a conflict-resolution skill and connects it to a broader peacebuilding challenge in your community.

{{:Open Task - Create a MOOC}}

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= Learning Assessment =

# [[English:Conflict Analysis Assessment|Conflict Analysis Assessment]]: Analyze a complex school scenario by distinguishing positions, interests, needs, emotions, power differences, escalation risks, and safety concerns.
# [[English:Strategy Choice Assessment|Strategy Choice Assessment]]: Compare direct negotiation, mediation, restorative dialogue, and adult safeguarding support for four different scenarios and justify which response best fits each case.
# [[English:Communication Transfer Assessment|Communication Transfer Assessment]]: Rewrite an escalating conversation using active listening, open questions, clear requests, and boundaries, then explain why your changes may reduce conflict.
# [[English:Peacebuilding Systems Assessment|Peacebuilding Systems Assessment]]: Explain how a fair rule, an inclusive decision-making process, and a trusted complaint procedure could prevent repeated conflict in a school or youth organization.
# [[English:Media Literacy Assessment|Media Literacy Assessment]]: Evaluate a fictional social-media dispute, identify missing evidence and escalation risks, and design a responsible response plan.
# [[English:Youth Peacebuilding Assessment|Youth Peacebuilding Assessment]]: Propose a realistic student-led project that improves dialogue or inclusion and explain how you would measure whether it strengthens peaceful relationships.

<br>
<br>

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= Evidence of Learning =

Important evidence of learning includes accurate '''knowledge''' of conflict, mediation, negotiation, de-escalation, peacebuilding, reconciliation, and SDG 16; demonstrated '''skills''' in listening, questioning, paraphrasing, analyzing interests, generating options, and communicating across disagreement; thoughtful '''judgment''' about safety, power, fairness, consent, and when adult support is necessary; concrete '''products''' such as conflict maps, mediation role plays, interviews, posters, podcasts, or dialogue plans; and '''transfer''' shown when you can apply course ideas to new school, community, civic, and digital situations rather than only repeat definitions.

<br>
<br>

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= OERs on the Topic =

<iframe> https://en.m.wikipedia.org/wiki/Conflict_resolution </iframe>

<iframe> https://en.m.wikipedia.org/wiki/Peacebuilding </iframe>

<br>

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= Linked Learning Areas =

{| align=center
{{:D-Tab}}
'''[[English:Conflict Resolution and Peacebuilding|Conflict Resolution and Peacebuilding]]'''
# [[English:Conflict|Conflict]]
# [[English:Active listening|Active listening]]
# [[English:Negotiation|Negotiation]]
# [[English:Mediation|Mediation]]
# [[English:Restorative justice|Restorative justice]]
# [[English:Peacebuilding|Peacebuilding]]
# [[English:Peace education|Peace education]]
# [[English:Human rights|Human rights]]
# [[English:Sustainable Development Goal 16|Sustainable Development Goal 16]]
# [[English:Global citizenship|Global citizenship]]
|}

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= aiMOOC Projects =
[[Category:English]]
[[Category:Conflict Resolution and Peacebuilding]]
[[Category:English Language Arts]]
[[Category:Speaking and Listening]]
[[Category:Social Studies]]
[[Category:Civics]]
[[Category:Global Citizenship]]
[[Category:Peace Education]]
[[Category:Communication]]
[[Category:Grades 9-10]]
[[Category:AI_MOOC]]
[[Category:GPT aiMOOC]]
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English:Conflict Resolution and Peacebuilding - Versionsgeschichte

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