Once a variety of responses has been generated, state the belief and ask, "All those who believe or agree with (state belief), please stand." Emphatically point out to students that this is a commonly held belief among their peers (if the majority stand). Do this with several beliefs. Display a chart with the headings, "Family, Religion, Personal Experience, Peers" across the top. Ask students to state a belief they contributed to the list and then decide what influenced the formation of that belief. Students may realize that some beliefs will need to be listed under more than one category.

In order to connect student experience and understanding to the concepts of this lesson, state serious civic beliefs such as:

• "Stand if you believe it is important to vote."
• "Stand if you believe it is important to express your opinion."
• "Stand if you believe all people are created equal."
• "Stand if you believe it is important to tell the truth."

Directly teach that these common fundamental beliefs, which citizens believe are important, are called Core Democratic Values, and they have their origin in the founding documents just as our personal beliefs have their origin in family, religion, personal experience and/or peers. Ask students what they think the connection is between the Core Democratic Values and the founding documents. Be sure to emphasize that the writers were inspired by the desire to protect their values as citizens and so they expressed their ideals and expectations in the founding documents. The Bill of Rights and Constitution emphasize the importance of protecting our individual rights. The Declaration of Independence outlines the importance of government to act in accordance with values. All the documents show the value of popular sovereignty -that government must be for the people and by the people. These documents show the lasting power and need for collective action to state and preserve our values.

To discover some of those commonly held beliefs, have students engage in the following activity. Divide students into eight small groups (approximately 3-4 students per group) and provide a prompt question for discussion. Each group should have a different question which relates to one of the following Core Democratic Values: Truth, Justice, Equality, Diversity, Patriotism, Individual Rights, Common Good, and Popular Sovereignty (do not identify the Core Democratic Value at this time). The following list provides a sample question for each Core Democratic Value:

• Should people tell little lies to protect the feelings of others?
• Should people follow rules even if they are unfair?
• Should females be allowed to play on teams that are usually all-male teams?
• Should people in the United States speak their native language, wear their native dress, and practice their traditions?
• Should people criticize our government when they feel it is necessary?
• Should children have a right to privacy regarding their lockers at school or bedrooms at home?

Ask the members of each group to answer the question posed and then give supporting reasons for their stand. Each group should designate a recorder to write down the group's responses on the form A Question to Ponder - What Do We Believe? (Attachment One)

Write the eight Core Democratic Values on the chalkboard: Truth, Justice, Equality, Diversity, Patriotism, Individual Rights, Common Good, and Popular Sovereignty. Ask a spokesperson from each group to share their question and group responses. Encourage other groups to take a stand on the question posed to another group to facilitate greater student involvement. While the student is speaking, write down key words and phrases which relate to the Core Democratic Value. Ask students if they can identify the related Core Democratic Value from the list on the board. At this time be sure to emphasize that the ideal is all citizens acting responsibly with consideration of the Core Democratic Values. Sometimes the reality is that it is challenging to make decisions in light of these values.

Once this process is completed for all eight groups/eight Core Democratic Values, ask each group to develop a description, in their own words, of the value. This may be done using pictures and words on paper or poster board. These can be used as student generated teaching posters displayed under the words for each Core Democratic Value.