Your Place in the Community

9, 10, 11, 12

Learners will identify elements of their own beliefs and values, establish how their personal system of values and beliefs developed and establish connections to community values and beliefs. Learners' understanding of their value systems may then be applied to develop understanding the relationship to the roles they play in the larger community. Learners first define, in their own words, definitions of belief and value terms. Learners are then to identify how and when these values affect the various roles they play in different situations.

Lesson Rating 
PrintOne 45 minute class period with additional time needed for research and development of informational pamplet

The learner will:

  • define and use appropriately vocabulary terms of values and beliefs.
  • identify roles of self within the multiple communities of the learner.
  • identify value and belief terms that influence roles of self in communities.
  • compare and categorize values and roles in differing situations.
  • Dictionary
  • Internet Access
  • Values & Beliefs Vocabulary Matching Quiz (Attachment One)
  • Defining Values and Beliefs Vocabulary Guide (Attachment Two)
  • Compare Roles and Values Guide (Attachment Three)
Home Connection 

Learners are to discuss with their parent(s) or guardians what beliefs and values are the most important to their family or community. Students are to prepare a one-paragraph summary of their conversation. Students will also use this information when they fill out the Comparison.


  1. Anticipatory Set:

    Place the word "role" where learners can clearly see the word.Ask learners to provide definitions for the word "role."Have learners predict how many roles they think are represented collectively by all the learners in the classroom.Now have the students (individually) list the different roles they perform during a given day from the time they awake to the time they go to sleep.Have learners place their names on the back of their role sheets and hand them in to the instructor.

    1) Depending on class size and time, place a number on each sheet, post on the board or wall, and have learners walk around and then make guesses as to whose role sheet corresponds with which numbered sheet.

    2) Or, have learners read their own roles sheet and explain anything that might need clarification.

  2. Determine the total number of roles represented in the classroom by having learners tally their number of roles. Compare the final total to their initial guesses.

  3. Have learners complete the Defining Values and Beliefs Vocabulary Guide (handout) using dictionary and Internet sources, if available ( as a good source).

    • Learners will complete the Values and Beliefs Vocabulary Matching Quiz (handout).
    • Learners will complete the Compare Roles and Values Guide (handout). Learners should do a minimum of six situations with each of the columns completed. Discuss with learners the results. The learners may also continue with suggested extensions.

Score Values and Beliefs Vocabulary Matching Quiz (handout). Check for completeness of the Defining Values and Beliefs Vocabulary Guide (handout). Learners should list a minimum of six roles on the Compare Roles and Values Guide (handout). Instructor-recorded observations of responses and learner participation in all processes.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark HS.1 Define philanthropy to include giving and sharing; volunteering; and private individual action intended for the common good. Explain how a volunteer individual/group can act for the common good.
    2. Standard DP 06. Role of Family in Philanthropy
      1. Benchmark HS.1 Discuss the role of family life in shaping a democratic society.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark HS.3 Give examples of human interdependence and explain why group formation is one strategy for survival.