Values Voting Print

A Lesson Plan from Life Planning Education: A Youth Development Program (Chapter Two)

NOTE:  Life Planning Education (LPE) is currently being revised. The printed/for-sale version includes an older version of this lesson plan. Please make sure you have looked at the PDF of Life Planning Education before purchasing - that is the version that is available to buy.

Purpose:   
To articulate and explain personal values

Materials:   
Leader’s Resource, Values Statements; markers; masking tape; newsprint or cardboard for signs marked: Agree, Disagree, and Don’t Know

Time: 40-50 minutes

Planning Notes:

  • This values activity is an especially open or public one. That is, you will ask the participants to disclose and explain their values. Reiterate and reinforce the ground rules in order to eliminate disagreement and disrespect and to prevent conflict.
  • In this activity participants may feel isolated or rejected if others do not share their values. Watch for anyone taking up a position that is different from everyone else. Offer support by standing beside her/him.
  • Review the list of values statements in the Leader’s Resource and choose four to six for this activity. Choose statements that participants will feel strongly about. Make up new statements if issues that you want to address are not included in the Leader’s Resource.
  • Post the signs that say Agree, Disagree, and Don’t Know in three spots around the room.

Procedure:

  1. Point out that being able to take a stand shows other that we are clear about our values. People who truly value something are usually willing, even proud, to tell others.
  2. Explain that you will ask participants to express their feelings about particular values. Go over the instructions for the activity:
    • I will read several statements aloud to the group. Each statement is either for or against a particular position on an issue.
    • When I read the statement, decide whether you agree with it, disagree, or are unsure.
    • When I say to do so, find the sign on the wall that matches how you feel about the statement. For example, if you agree with the statement, stand beneath the sign that says Agree.
    • It is okay to stand between two signs if your position is somewhere in between.
  3. Outline the guidelines for this activity:
    • There are no wrong answers, only opinions based on your values.
    • Everyone is entitled to his/her own opinions.
    • Do not try to influence other people’s opinions or positions.
  4. Read the first statement and ask participants to move to the sign that expresses their position. Then, begin with the smallest group and ask them to explain why they chose to stand there. Go on to the next most popular position. At each point, ask volunteers to explain why they chose to stand there. Help anyone who expresses one opinion while standing in another position to sort things out. Remind everyone that it is okay to change your position and/or your opinion when new information helps clarify your thinking.
  5. Repeat the process with as many values statements as you have time for. Pacing is important; do not allow the discussion to go on too long, but make sure to hear diverse points of view. Remember that processing statements and sharing reasons for participants’ positions is the most valuable part of this activity.
  6. Conclude the activity using the discussion points below.

Discussion Points:

  1. How easy was it to decide your position?
  2. Was one statement more difficult to decide about than others? Why?
  3. When you were in the minority, how did it feel to stand up for your value?
  4. Did you feel peer pressure during this activity? Did it affect where you chose to stand? Why or why not?
  5. Would your parents have similar or different positions on these values? Why or why not?

Life Planning Education, Advocates for Youth, Updated 2009