Classifying

Conflict
In t his a c t iv it y, the participants will demonstrate
an understanding of the causes of conflict and identify
types of conflicts.
time required: 30 minutes
INT E ND E D F O R G R A D E S 6 - 8
Mat er ial s
N eed ed

» newsprint and markers

» small index cards, four to six for each participant
» pens or pencils, one for each participant

Activity Steps
1 Inv i t e t h e pa rt ic ipa nt s to brainstorm the definition of the term conflict. Note their
responses on as sheet of newsprint.

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Di s t r i but e a p e n o r penc il and four to six index cards to each participant. Then invite
the participants to write one example of a conflict on each index card. The situations they cite can
be based on personal experience, on their knowledge of conflicts at school, at home, in the commu-
nity, or involving their own or another country.

3 A s k t he pa rt i c i pa nt s to form small groups of six and share their responses with one an-
other. Allow time for sharing and then ask them to group conflicts that have elements in common.
They can give each cluster or category of conflicts a name.

4 Inv i t e t h e s m a ll gr o ups to again form a large group. Invite each group to discuss the
categories they developed and provide an example for each one.

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5
W r i t e t he w o r ds Things, Feelings, and Ideas on a sheet of newsprint. Explain to the par-
ticipants that these words represent categories for classifying conflicts. Using the following defini-
tions, explain the terms:
» Conflicts over Things occur when two or more people or parties want the same object,
material, or resource and there is not enough to go around.
» Conflicts over Feelings happen because of people’s needs for friendship, love, self-
respect, power, status, attention, or admiration. Every person has some of these needs;
sometimes groups of people or countries have these needs as well. Conflict can arise
when feelings are hurt, denied, or not considered.
» Conflicts over Ideas relate to the beliefs and values that a person, a group of people, or
even a country feels are most important and fundamental. They often come from reli-

6
gious beliefs, cultural traditions, and political systems. They may also be very personal.

A s k t he pa rt i c i pa nt s to reclassify their index cards according to the categories you have

just noted on the newsprint. Note that some conflicts will appear to fit into two or even all three
categories. Some may not seem to fit into any category.

7 U s e t he f o l l o wing q uest io ns to engage the participants in a large-group discussion:

» How did this system of classifying conflicts compare with the one you developed in your
group?
» Which system would be most useful in helping you find a solution to a conflict? Why?

8 i nv i t E t h e pa rt ic ipa nt s to try other ways of classifying their conflicts such as “easy

to resolve/difficult to resolve,” “violent/nonviolent,” “important/not important,” and “between
people/between groups/between nations.”

9 C o n c l ud e b y i nv it ing the participants to join you in prayer. Pray for peace throughout
the world. Pray in particular for countries and regions that are currently experiencing conflict of
war. Pray for the victims of conflict. Pray that all hearts may come to understand the need for
peace in the world.

(This activity was adapted from Susan Fountain. Education for Development: A Teacher’s Resource for
Global Learning; London, England: Hodder and Stoughton Publishing, 1995. © 1995 by Hodder and
Stoughton Publishing. All rights reserved.)

Copyright © 2009 by World Vision Inc., Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716,
wvresources@worldvision.org. All rights reserved.

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 About World Vision
W o rld Vis i o n i s a Christian relief, development, and advocacy organization dedicated to helping
children and their families break free from poverty. Our work is motivated by our faith in Jesus Christ. We
see a world where each child experiences “fullness of life” as described in John 10:10. And we know this can
be achieved only by addressing the problems of poverty and injustice in a holistic way. That’s how World
Vision is unique: We bring nearly 60 years of experience in three key areas needed to help children and
families thrive: emergency relief, long-term development, and advocacy. And we bring all of our skills across
many areas of expertise to each community we work in, enabling us to care for children’s physical, social,
emotional, and spiritual well-being.

W o rld Vis i o n R es o u r c e s educates Christians about global poverty, inspires them to social justice,
and equips them with innovative resources to make a difference in the world.

For more information about

our resources, contact:

World Vision Resources

www.worldvision.org
wvresources@worldvision.org

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