1. Who symbolizes the greatest hope in each play?
2. What specific values can you identify and associate with each character?
3. Which person do you identify most closely with?
4. Which do you identify least closely with?
5. What character(s) represent strength?
A large part of an individual’s life philosophy is determined for him by the values he is taught to believe and practice by parents and teachers.
Divide the class into four groups. Have each group examine one argument. Then decide the strengths and weaknesses of each and make lists of each. The groups will share these lists with the class.
*More advanced students may be able to construct their own set of guidelines to express their approach to a value structive.
Children are not old enough or experienced enough or wise enough to choose values for themselves. We are responsible for starting them off on the right track. We have to drill values into children now; later they will learn to value for themselves.
It takes too much time to help children figure out their own values. It’s faster and simpler to merely show them the best way.
Think of the problems that will develop from wrong choices! Time wasted, unnecessary hurt and pain, and perhaps even irreparable human damage. Besides, how can adults contain themselves when they see children going astray? What, after all, are adults for if they do not point the way to wisdom and righteousness?
Look, what can I do? Everyone else tries to give values to children. My children will think I’m crazy if I do otherwise, and certainly other adults will look at me and wonder at my laxness.
These four arguments are taken from the source: Louis E. Raths, Merrill Harmin and Sidney B. Simon,
Values and Teaching
Values in the Classroom
. (Columbus, Ohio: Charles E. Merrill books, 1966) pp. 41-42