People and Cultures

Individuals, Groups and Institutions

Ben Cass Vicki Berdan

Professional School Counselor MSU-M Intern 2001-2002

Owatonna High School Owatonna High School

Owatonna, Minnesota Owatonna, Minnesota

Specific Statements from the Standard

Institutions such as schools, churches, families, government agencies, and the courts all play an integral role in our lives. These and other institutions exert enormous influence over us, yet institutions are no more than organizational embodiments to further the core social values of those who comprise them.

Students will demonstrate an understanding of the roles of individuals, institutions, and groups in society and the interactions among them.

3. Minnesota students will identify and examine traditions such as beliefs, norms, values,

and practices passed from one generation to the next within a social group.

4. Minnesota students will analyze and compare social structures of their own culture to

those of other cultures.

Intermediate Level Task Description

Overview: Students examine cultures of other world regions. They look at how the history of other people and their relationship to the land shape the identity of those groups. They learn more about their own identity as citizens and the values and responsibilities of citizenship. Students also gain a better understanding of how the interactions between individuals, groups and nations can result in conflict, cooperation, and interdependence. They see how conflict, cooperation, and interdependence, in turn, can lead to change.

Task 1: Students will research and present to the class information they have gained regarding an international or ethnic conflict in recent times. Students will need to address:

- the individual perceptions and/or history of the groups in conflict

- the area(s) of disagreement

- belief systems and values behind the conflict

- efforts at peacemaking

- results of peacemaking efforts

- how they feel the conflict between the groups could be resolved.

Task 2: Students will read the local newspaper and identify two groups in conflict. Using information available to the public, and possible interviews with each side, the student will then develop a plan to resolve the conflict based on the following:

- identify the problem or issue on each side

- identify any past history or cultural background relevant to resolving the issue

- brainstorm as many solutions as possible to resolve the problem

- examine each solution and the possible outcome of the solution

- if no solution can be reached without each side losing to some degree, possible fair solutions involving equal compromise on each side should be examined

- if possible, each group discusses the solution they feel is best and their reason(s)

- the student chooses a solution they feel is best and describes their reason for coming to this conclusion.

Task 3: Students will examine the problem solving process by creating posters that identify rules for positive conflict resolution. Rules can include factors they felt helped the conflict resolution process (sticking to the issue, speaking respectfully, listening without interrupting, trying to see the other person’s point of view).

Task 4: Students will make-up a conflict situation and role-play positive conflict resolution skills, resulting in change that improves a relationship or community.

Instructor Note

Conflict resolution skills need to be taught prior to implementing the tasks in this standard.

Competencies and Domains

Each task directly relates to student developmental learner outcomes, competencies, and implementation for junior high school level programs as set forth in the Minnesota School Counselors’ Model of Developmental Guidance and Counseling (Minnesota School Counselor’s Association, 1993). Within the personal and social domain, the identified tasks achieve the outcome of developing self-awareness and positive attitude toward self and others. Competencies accomplished in this task include: identifying strengths and weaknesses in resolving conflict with the individual and others, and understanding the value of individual differences in conflict resolution. Implementation methods include: classroom guidance activities on conflict resolution. Conflict resolution skills are applied to cultural conflict, community conflict and interpersonal conflict.

References and Resources

EdSTAR Minnesota: http://edstar.ncrel.org/mn

Rief, J.M., Enestvedt, J.K. (1993.) The Minnesota School Counselor’s Model of

Developmental Guidance and Counseling.