In this lesson, students will consider how they, their pets, and their parents define and defend their personal spaces or territory. They will discuss the reasons that countries sometimes fight over territories. Students will conclude by drawing pictures of themselves, their pets, their parents, and their country's territories and by writing sentences describing scenarios in which territories are threatened.

Geography

Standard 2: "How to use mental maps to organize information about people, places, and environments in spatial context"

Standard 13: "How the forces of cooperation and conflict among people influence the division and control of Earth's surface"

Two to three hours

• Drawing materials

• describe their territories and those of their parents and pets;
• explain how they react when someone enters their territory;
• explain how they would react to several scenarios involving another person entering their territory;
• discuss strategies for avoiding conflict when they are confronted with an "invasion" of their territory;
• explain why they think countries sometimes fight over territories rather than dealing with the conflicts peacefully;
• draw pictures of their territories and those of their pets, parents, and country;
• write sentences explaining what might happen if they or their pets, parents, or country felt that its territory was intruded upon; and
• share their pictures with the class, and describe what would happen if they or their pets, parents, or country avoided fighting over the territory.

Begin the lesson by sitting or standing in a place that is unusually close to one of your students (without touching the student). After a minute of sitting or standing there with the class wondering what you are doing, ask the student how he or she feels about your location. Does the student feel like his or her space is being "invaded," or is it no big deal?

Explain to the class that everyone has personal territory, or space, that he or she is comfortable in. Some people enjoy spreading out into larger territories, while others are comfortable in smaller spaces. Ask students to think about what their own territories might be: their desks in their classrooms, their bedrooms at home, their backyards, and any other places where they go regularly and feel comfortable. Have them list these places on their own paper or on the board.

In a class discussion, ask students to describe the territories of their pets or other animals they know. Where do these animals go on a regular basis? How do they defend their territories? How do they feel if other animals or people enter their territories?

Next have students describe their parents' territories. Where do their parents go on a regular basis? Where are their parents allowed to go that they, as kids, are not allowed to go?

As an option, you might want to draw a Venn diagram showing the similarities and differences between students' territories and those of their pets and parents. For example, students share living space with their parents, but the master bedroom and bathroom are their parents' territories, as are their parents' places of work. The kids' bedrooms are their own territories, as is the school, although their parents are allowed into both of those places.

Ask students to describe what happens when someone enters their territory. What if it's a friend or a pet? What if it's a stranger or someone they don't get along with? How do they react differently depending on who comes into their territory? What do they do when they are asked to share their territory with people or animals they're not crazy about? (Remind them that since they don't own their territory, they generally have to share it.)

Read the following scenarios to the class, and have students explain how they would react in each one. If you have additional time, you can have students act out these scenes and then discuss their reactions. Emphasize that these are all scenarios in which someone enters their personal space, or territory.

• You are waiting in line for a movie, and someone pushes you.
• You are not getting along well with your sister, but you share a bedroom.
• You are at home, and someone you don't know opens the door and walks in uninvited.
• You are playing with a friend, and he or she grabs one of your toys to play with.
• Your little brother is afraid of thunder and wants to sleep in your bed.
• You get to school a little late one day, and a classmate is sitting in your desk.

Explain that although it is sometimes tempting to fight with someone who enters your personal space, it's almost always better not to let a fight occur. (A significant exception may be when someone is directly threatening your life or well-being, e.g., an animal trying to bite you or a stranger who has grabbed and is holding onto you.)

Inform students that countries have their own territories. Show students the outline of the United States on a wall map. Ask students what they think would happen if another country tried to take over part of the United States. What might the leaders of the United States do? How might other countries feel if the United States tried to take them over?

Explain that, as students probably know, countries do not always practice the conflict resolution suggestions they have discussed for themselves. Instead, nations sometimes go to war to gain more territory or to defend the territory they already have. Ask students why they think adults sometimes fight over territory.

Have students draw pictures of the territories occupied by

• themselves;
• their pet or another animal;
• their parents; and
• their country.

Have them choose one of the four pictures they have drawn and imagine that another entity (e.g., an animal, a person, or a country) has entered the territory uninvited. Have them add this newcomer to the picture and write one or two sentences explaining what they think might happen next.

Have students share their pictures with the class and describe what might happen if the animal, person, or country whose territory is being "invaded" were to practice good conflict-avoidance tactics. (Although animals do not practice conflict resolution, students can still use animals as an example to help reinforce the concept of territorial invasion and conflict resolution.)

Have students ask their parents how they envision each family member's territory at home. Is there any space that "belongs" to each person, or does everyone share all the space? How do their parents deal with arguments over territory within the home? Are there parts of the house that are off-limits to kids? Are there parts of the house where adults seldom go? Ask students to discuss these questions with their parents and report back to the class on what they have discovered.

National Geographic: Xpeditions Activity—Boundary Ballads
School Mediation Center