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1 American Values: I Believe... Survey Directions: Respond to each of the statements below. Answer as honestly as you can. Use the following rating scale: 1 = strongly disagree 2 = mildly disagree 3 = undecided 4 = mildly agree 5 = strongly agree I believe that I believe that I believe that I believe that Unity everyone should attend the same place of worship. Americans should understand their self-interest within the common interest of the nation. Americans should be fluent in the English language. Diversity I should celebrate my family's ethnic and cultural heritage. every American should express what makes them unique. Americans should be grateful for our different opinions and experiences. Law people should obey only laws they believe to be ethical. citizens should always obey the law. Americans should always respect the law. Ethics Americans should always try to do the right thing. the American legal system should be based on moral principles. an individual's sense of right and wrong should be more important than what is legal or illegal. Rating Rating Rating Rating (continued) American Values: I Believe... Survey 1

2 American Values: I Believe... Survey (Continued) Freedom I should be free to pursue any career I want. Rating I believe that I should be free to express any opinion I want. I believe that I believe that I believe that individuals should be able to earn as much money as possible and not be penalized by high taxes. Equality it is my responsibility to give back to my local community, state, and nation. the federal government should have a responsibility to preserve and protect the nation's natural beauty and resources. The federal and state governments should provide health care to those who cannot afford private insurance. Common Wealth it is my responsibility to give back to my local community, state, and nation. the federal government should have a responsibility to preserve and protect the nation's natural beauty and resources. the government should not be allowed to tell people what they can or cannot do on their private property. Private Wealth I should be able to earn as much money as possible. the government should tax individuals to support things the community needs. the government should not be allowed to tell people what they can or cannot do on their private property. Rating Rating Rating American Values: I Believe... Survey 2

3 American Values: Values Note-Taker Directions: Use this note-taker to record examples of each value, and examples of how one value can oppose another (freedom and equality, common wealth and private wealth, unity and diversity, law and ethics). Save your work and hand it in to your teacher for assessment. Freedom Value The right to live as one chooses; the power to determine one s actions without restraint Equality The right to be treated the same as anyone else Common Wealth The idea that some things should be shared or owned by the whole community, and that these things are therefore accessible to that community, or to be used on behalf of that community Private Wealth Those things that one personally values, from concrete things like money or possessions to abstractions such as one s education or chosen way of life Unity The state of being one or combined into one; a oneness of mind and feeling among a number of people who find themselves in harmony or agreement; the absence of diversity Diversity Variety or difference in physical and cultural heritage, beliefs, and lifestyle Law The principles and regulations established in a community by some authority and applicable to its people, whether in the form of legislation or of custom and policies recognized and enforced by judicial decision Ethics Moral (not necessarily religious) principles Examples When Do These Values Come into Conflict? American Values: Values Note-Taker 3

4 American Values: Scoring Rubric CATEGORY Values Worksheet: Examples Student completes the worksheet. Responses are clear and show a solid understanding of the values. Student completes almost all of the worksheet. Responses are clear and show an understanding of the values. Student completes most of the worksheet. Responses are generally clear and show some understanding of the values. Student completes less than half of the worksheet. Responses are not clear and do not show an understanding of the values. 40 points 30 points 20 points 10 points Values Worksheet: Examples of Conflicts Student completes the column. Responses show an understanding of the ways that values can conflict with each other. Student completes almost all of the column. Responses show an understanding of the ways that values can conflict with each other. Student completes most of the column. Responses show some understanding of the ways that values can conflict with each other. Student completes less than half of the column. Responses do not show an understanding of the ways that values can conflict with each other. 40 points 30 points 20 points 10 points Participation Student participates in class discussions by asking relevant questions, providing insightful comments, and by listening actively and respectfully. Student is mostly attentive and respectful during class discussions, and sometimes asks relevant questions and provides comments. Student is occasionally inattentive during the class discussions and asks only one or two questions. Student is not very attentive during the class discussions and does not ask any questions. 20 points 15 points 10 points 3 points American Values: Scoring Rubric 4

5 Screen Number: 03 Screen Title: I Believe... Complete the survey on the worksheet I Believe... Direct students to the worksheet. Tell them that this is an anonymous survey. Ask them to be honest in their responses. After you finish the survey, turn it face-down on your desk. When they have completed their surveys, have student volunteers collect the surveys and bring them to you. Use the Values Note-Taker to take notes during this activity. Tell students that the next series of screens will define the values, and that the class will discuss examples of these values. Next, direct students attention to the Values Note-Taker. They should use this note-taker to keep notes during the presentation and discussion. Inform them that you will collect their note-takers and that they will be used for assessment. 5

6 Screen Number: 04 Screen Title: Freedom... Equality What does the survey tell us? Find the sum for all the responses for the first statement on the I Believe worksheet ( I am free to pursue any career I want ). Then divide the sum by the number of students taking the survey to find an average. Translate the average so it corresponds to the scale on the worksheet (you may need to round up or down if you end up with a decimal). For example, if the class average is four, this means that the class mildly agrees with the statement. Freedom Find the class average for each of the Freedom statements. Use each average as an opportunity to lead a brief class discussion about what freedom means to the students. - What do we mean by freedom? Guide a brief discussion of the following working definition of freedom : The right to live as one chooses; the power to determine one s actions without restraint. - What are some examples? Guide a brief discussion in which students brainstorm for examples of freedom. Possible examples include: Freedom to choose one s spouse Freedom to live where one wants Freedom of the press Freedom to speak one s mind Freedom to gather with others in public Freedom to go where what one wants Equality Find the class average for each of the Equality statements. Use each average as an opportunity to lead a brief class discussion about what equality means to the students. - What do we mean by equality? Guide a brief discussion of the following working definition of equality : The right to be treated the same as anyone else. (continued) 6

7 (Continued) Screen Number: 04 Screen Title: Freedom... Equality (cont.) - What are some examples? Guide a brief discussion in which students brainstorm for examples of equality. Possible examples include: People who do the same work get paid the same wage The same laws apply to everyone Everyone pays the same prices at a store Each person gets one vote How do these values come into conflict? Use this question as an opportunity to begin exploring how values can conflict with each other. Guide a brief discussion in which students brainstorm for examples of when there is opposition between freedom and equality. Possible examples include: Women do not always earn the same wage as men The Declaration of Independence says than all men are created equal, yet slavery was allowed to continue Women were free for a long time before they could vote 7

8 Screen Number: 05 Screen Title: Common Wealth... Private Wealth What does the survey tell us? Common Wealth Find the class average for each of the Common Wealth statements. Use each average as an opportunity to lead a brief class discussion about what freedom means to the students. Be sure to emphasize for students that wealth refers to much more than material or financial wealth. - What do we mean by common wealth? Guide a brief discussion of the following working definition of common wealth : The idea that some things should be shared or owned by the whole community, and that these things are therefore accessible to that community, or to be used on behalf of that community. Be sure to emphasize for students that wealth need not mean only material or financial wealth. - What are some examples? Guide a brief discussion in which students brainstorm for examples of common wealth. Possible examples include: Public spaces, such as national parks National heritage, such as historic sites Infrastructure roads, bridges, etc. Common defense the military Private Wealth Find the class average for each of the Private Wealth statements. Use each average as an opportunity to lead a brief class discussion about what private wealth means to the students. - What do we mean by private wealth? Guide a brief discussion of the following working definition of private wealth : Those things that one personally values, from concrete things like money or possessions to abstractions such as one s education or chosen way of life. Be sure to emphasize for students that wealth refers to much more than material or financial wealth. (continued) 8

9 (Continued) Screen Number: 05 Screen Title: Common Wealth... Private Wealth (cont.) - What are some examples? Guide a brief discussion in which students brainstorm for examples of private wealth. Possible examples include: Bank account Land Ideas Inventions How do these values come into conflict? Use this question as an opportunity to begin exploring how values can conflict with each other. Guide a brief discussion in which students brainstorm for examples of when there is opposition between common wealth and private wealth. Possible examples include: A farmer s land is taken by the government so that a road can be built People are taxed and part of the money goes to the military A factory pollutes a community s drinking water 9

10 Screen Number: 06 Screen Title: Unity... Diversity What does the survey tell us? Unity Find the class average for each of the Unity statements. Use each average as an opportunity to lead a brief class discussion about what unity means to the students. - What do we mean by unity? Guide a brief discussion of the following working definition of unity : The state of being one or combined into one; a oneness of mind and feeling among a number of people who find themselves in harmony or agreement; the absence of diversity. - What are some examples? Guide a brief discussion in which students brainstorm for examples of unity. Possible examples include: 50 states make one country Sports teams (Red Sox) and sports fans ( Red Sox Nation ) A business with loyal employees A political party (e.g. Republican or Democratic) Diversity Find the class average for each of the Diversity statements. Use each average as an opportunity to lead a brief class discussion about what diversity means to the students. - What do we mean by diversity? Guide a brief discussion of the following working definition of diversity : Variety or difference in physical and cultural heritage, and lifestyle. - What are some examples? Guide a brief discussion in which students brainstorm for examples of diversity. Possible examples include: People who come from countries other than the United States People who hold extreme political views People of different sexual orientations (continued) 10

11 (Continued) Screen Number: 06 Screen Title: Unity... Diversity (cont.) How do these values come into conflict? Use this question as an opportunity to begin exploring how values can conflict with each other. Guide a brief discussion in which students brainstorm for examples of when there is opposition between unity and diversity. Possible examples include: A classroom that consists of people from many different countries and cultural backgrounds A National Guard unit that consists of people from the same state, but who come from many different income levels and racial backgrounds The starting line-up of a baseball team that consists of players from Texas, Korea, Japan, Canada, Venezuela, Mexico, California, Puerto Rico, and New York 11

12 Screen Number: 07 Screen Title: Law... Ethics What does the survey tell us? Law Find the class average for each of the Law statements. Use each average as an opportunity to lead a brief class discussion about what law means to the students. - What do we mean by law? Guide a brief discussion of the following working definition of law : The principles and regulations established in a community by some authority and applicable to its people, whether in the form of legislation or of custom and policies recognized and enforced by judicial decision. - What are some examples? Guide a brief discussion in which students brainstorm for examples of law. Possible examples include: Moral laws: murder, theft Statutory Law: driving regulations (parking tickets, speed limits) Common Law: Supreme Court decisions (Roe v. Wade) Ethics Find the class average for each of the Ethics statements. Use each average as an opportunity to lead a brief class discussion about what diversity means to the students. - What do we mean by ethics? Guide a brief discussion of the following working definition of ethics : moral principles. - What are some examples? Guide a brief discussion in which students brainstorm for examples of ethics. Possible examples include: Do not kill Do not steal Treat others the way you want to be treated. How do these values come into conflict? Use this question as an opportunity to begin exploring how values can conflict with each other. Guide a brief discussion in which students brainstorm for examples of when there is opposition between law and ethics. Possible examples include: Segregation in the pre-civil rights South The death penalty Legal slavery 12

13 Screen Number: 08 Screen Title: American Values Let s look at what some famous documents say about these values. The next series of screens reviews definitions and provides quotes that focus on the values. The quotes come from: Declaration of Independence The Declaration was written in Constitution The Constitution was written in 1787 and ratified in Bill of Rights The first ten constitutional amendments otherwise known as the Bill of Rights were added to the Constitution in Screen Number: 09 Screen Title: American Values: Freedom A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed. Use this quote from the Second Amendment as an opportunity to demonstrate that Americans value freedom. Freedom What other examples of freedom listed in these founding documents can students think of? 13

14 Screen Number: 10 Screen Title: American Values: Equality We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. Use this quote from the Declaration of Independence as an opportunity to demonstrate that Americans value equality. Equality What other examples of equality listed in these founding documents can students think of? Screen Number: 11 Screen Title: American Values: Common Wealth We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare... Use this quote from the Preamble of the Constitution as an opportunity to demonstrate that we value common wealth. The entire quote is: We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. Common Wealth What other examples of common wealth in these founding documents can students think of? 14

15 Screen Number: 12 Screen Title: American Values: Private Wealth No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law... Use this quote from Article 14 of the Constitution as an opportunity to demonstrate that we value private wealth. Private Wealth What other examples of private wealth in these founding documents can students think of? Screen Number: 13 Screen Title: American Values: Unity these united Colonies are, and of Right ought to be Free and Independent States... Use this quote from the conclusion of the Declaration of Independence as an opportunity to demonstrate that we value unity. The entire quote is: We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these united Colonies are, and of Right ought to be Free and Independent States, that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. Unity What other examples of unity in these founding documents can students think of? 15

16 Screen Number: 14 Screen Title: American Values: Diversity Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. Use this quote from the First Amendment as an opportunity to demonstrate that we value diversity. Diversity What other examples of diversity in these founding documents can students think of? Screen Number: 15 Screen Title: American Values: Law [No] state [shall] deprive any person of life, liberty, or property, without due process of law Use this quote from the Fourteenth Amendment as an opportunity to demonstrate that we value law. Law What other examples of law in these founding documents can students think of? 16

17 Screen Number: 16 Screen Title: American Values: Ethics Governments are instituted among Men, deriving their just powers from the consent of the governed... whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it... Use this quote from the Preamble of the Declaration of Independence as an opportunity to demonstrate that we value ethics. The full quote is as follows: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Ethics What other examples of ethics in these founding documents can students think of? 17

18 Screen Number: 17 Screen Title: Values in Opposition What are the four value pairs that are constantly debated in American society? Use this question to review how values sometimes conflict with each other. Freedom and Equality Have a student volunteer describe how these values can come into opposition (we strive to have maximum individual freedom with the greatest degree of equality). Common Wealth and Private Wealth Have a student volunteer describe how these values can come into opposition (individuals are encouraged to invest in the common good, and communities, states, and the nation is encouraged to set conditions favorable for the accumulation of private wealth). Unity and Diversity Have a student volunteer describe how these values can come into opposition (we strive to remain united while maintaining our diversity, and we strive to remain diverse while maintaining our unity). Law and Ethics Have a student volunteer describe how these values can come into opposition (law should be ethical, and ethics should be within the rule of law). These are balanced by the citizen s uniquely American democratic mind. A democratic citizen develops, through training and practice, a democratic mind the ability to hold two opposing values. On the face of it, it seems that these values are contradictory, but a democratic mind can see that they are both important and will work to resolve and balance the two values. The non-democratic mind might: reject individual freedom and adopt total equality, or communism reject diversity for total unity and create a totalitarian state reject the law for ethics only and create a theocracy reject investment in our common wealth, collecting power and wealth into the hands of a few, and create an aristocracy But democratic minds do not see the world in terms of either/or. The democratic mind is more sophisticated, constantly seeking a way to balance and reconcile competing values. The democratic mind also understands that there is no final answer to the debate between these values. Though we may find a balance that meets today s circumstances, tomorrow s circumstances will most likely require a new debate, a new balance, and a new resolution. 18

The Great Debate Handbook. Name

The Great Debate Handbook. Name The Great Debate Handbook Name Freedom Equality Unity Diversity Law Ethics Common Wealth Private Wealth Period # (Beaulieu- Social Studies) The Great Debate Key Vocabulary Key Terms citizens people who