Values and Sustainable Development

 

Sample Lesson from
Making Global Connections in the Middle School
Lessons on the Environment, Development & Equity

This Lesson is based on the longer version that originally appeared in
A Sustainable Development Curriculum Framework for World History & Cultures
by Tom Crop, Social Studies Supervisor, Bridgewater-Raritan Public Schools

 

PurposeThe purpose of this lesson is to explore the cultural side of the concept of sustainable development.

 

ObjectivesTo understand how the values held by the people in a culture may either help or hinder the economic development of this culture.

 

MaterialsOne copy of
Handout 1 Values and Economic Development and
Handout 2 Sources of Value Statements
for each student.

 

Time Required

 

1 to 2 class periods. 

 

Procedures
  1. Divide the class into heterogeneous cooperative learning groups of three students per group.
    Distribute Handout 1 and explain that the first page contains statements that represent values some people hold, and the second page contains an interpretation or meaning for each of the value statements on the first. Instruct each group to discuss and come to a consensus about which statements match with which interpretations. They are to write the letter of the correct interpretation on the line at the end of each value statement. Encourage discussion of the meanings and provide assistance when needed for those who might find the nature of some of the statements mystifying. Do not show the origin of any of the statements at this time.
  2. Answer key for matching
    1 h
    2 b
    3 d    		4 a
    5 f
    6 g    		7 l
    8 i
    9 j    		10 k
    11 c
    12 e

    Bring the class together for a discussion of the matching results. Use this discussion to dispel any lingering misinterpretations of the statements.

  3. Have the students individually read through the Values and Economic Development list and, in the parentheses ( ) in front of each statement, put a:
    + in front of the values with which they agree;
    - in front of the values with which they disagree;
    0 in front of the values on which they have no opinion or are unsure.
  4. Have the students explain why they agree or disagree with the statements.
  5. Ask which statements appear to reflect our society and which reflect other cultures.
  6. Analyze the statements to determine which would reflect values that might either assist or hinder sustainable development.
  7. Share with the class the origins of the statements
    Handout 2.
  8. Evaluate #6 in light of the information in #7.

 

EvaluationDiscuss with the students their feelings about any relationships between values and development.

 

Lesson ExtensionProvide large poster paper and markers/crayons etc. Ask each of the original small groups to illustrate any two of the statements with the statements themselves concealed on the backs of the illustrations. Collect all of the illustrated statements and display them to the class, soliciting guesses as to which statement each illustration conveys and why. This could serve as an informal assessment of the students' grasp of the concepts involved. As each illustration is correctly identified, the discussion should focus again on whether the value represented helps or hinders sustainable development. The illustrations should be hung in separate sections of the room to visually reinforce this dichotomy.
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