Life and Society Teaching Package
for Junior Secondary Students
Module 1: Formation and Application of Values
Module 1: Formation and Application of Values
Content
Module Outline
Lesson Plan
Annex 1
Values Auction Item List
Annex 2
Survey on Youth Values
Annex 3
Decision-Making Scenarios
Annex 4
Decision-Making Worksheet
Annex 5
Decision-Making Worksheet Suggested Answers
Annex 6
Reflection Worksheet
2
Module Outline
Topics
Formation and Application of Values (Core Module 8)
Foundation Part PSD08 (Developing Values)
Extended Part PSD08-X (Making Responsible Decisions)
Learning Points
1.
Meaning and importance of values
2.
Factors affecting the formation of values
3.
Skills which help clarify personal values
4.
Making responsible decisions
Intended Learning Outcomes
After completing the module, students should be able to :
1.
reflect on personal values and apply skills which help clarify one’s values;
2.
understand factors affecting the formation of personal values; and
3.
understand principles to be considered in handling ethical challenges and making
responsible decisions.
Time Allocation
2 lessons (about 80 minutes)
3
Lesson Plan
Learning
Learning and Teaching Suggestions
Stage
Warm-up
Teacher may choose Activity (i) or (ii):
activities
(i) Values Auction

Teaching
Resources
Duration
Assuming each student has $1,000 to bid
on any items he or she likes

Show students the items to be sold at
auction, such as happiness, wisdom,
world peace, high social status, good
health, etc. Students should make their
bids, which begin at $50 for each item,
by raising their hands. The items will be
sold to the highest bidder.

Teacher may discuss with students the
following questions:
1.
Values
What item(s) did you bid during the
auction? Were you successful in
bidding for them?
2.
Did your classmates also bid for
Debriefing:
The item(s) that a student bid for represents
the value(s) that worth most to him/her. Every
person has his/her own value set.
(ii) Same ‘Values’ for You and Me?

Ask students to write down five values
they consider the most important (may
refer to the examples in Annex 1)

15
List
minutes
(Annex 1)
those items?

Auction Item
Students are divided into groups of five
to discuss and select five important
values commonly agreed by all members
4
Learning
Teaching
Learning and Teaching Suggestions
Stage
Resources
Duration
of the groups

Write on the blackboard the five
important values selected by each group

Identify the important values commonly
agreed by the whole class
 Teacher may discuss with students the
following questions:
1.
Were the values that you selected
the
same
or
compared
different
with
those
of
when
your
classmates?
2.
How did you determine what values
are the most important to you?
 Debriefing:
Values signify what is important and
worthwhile. They would affect our
choices in everyday living and serve as
the basis for ethical reflection.
Development
(i) The Formation of Values

Show the findings of a survey on youth
values

Students are divided into groups to
discuss
the
factors
affecting
the
formation of values among the young
people in Hong Kong

Survey on Youth
Values
(Annex 2)
Debriefing:
The formation of our values would be
affected by factors such as our family, school,
society, culture and media. One should have
an understanding of the determining effects of
5
15 minutes
Learning
Learning and Teaching Suggestions
Stage
Teaching
Resources
Duration
values on decision-making in order to handle
ethical challenges effectively.
(ii) Making Ethical Decisions
1.
Students are divided into groups to
perform short scenes about making
ethical decisions
2.
Ask students to perform the competing
voices of the main character, for
example, justice versus mercy.
3.
After the performance, ask the students
DecisionMaking
20
Scenarios
minutes
(Annex 3)
who have played the main character to
make decisions.
(iii) Factors to be Considered in Making
Ethical Decisions

Decision-
Students are divided into groups to
Making
discuss the factors considered by the
Worksheet
main character in their respective scenes
(Annex 4)
when making decisions in face of ethical
challenges, including:

Decision-
1.
consequences of their actions
2.
impacts on other people
Worksheet
3.
whether or not the positive values
Suggested
are compromised
Answers
Group presentations are conducted in
Making
25
minutes
(Annex 5)
turn
Conclusion

Responsibilities
and
6
consequences
5 minutes
Learning
Teaching
Learning and Teaching Suggestions
Stage
Resources
should be considered when making
decisions. The impacts on other people
should also be taken into account. One
should also uphold the positive values
such as honesty and fairness in handling
ethical challenging situations.

Consolidate and apply what have been
learnt
through
completion
reflection worksheet after class.
of
the
Reflection
Worksheet
(Annex 6)
7
Duration
Annex 1
Values Auction Item List

Assuming each student has $1,000 to bid on any items he or she likes

Show students the items to be sold at auction, such as happiness, wisdom, world peace,
high social status, good health, etc.

Students should make their bids, which begin at $50 for each item, by raising their hands.
The items will be sold to the highest bidder.
1. Happiness
9.
Living in a corruption-free society
2. Freedom
10. True love
3. Wealth
11. Being an honest person
4. A happy family
12. World peace
5. True friendship
13. Attractive appearance
6. Wisdom
14. Fame
7. Good health
15. High social status
8. Living in a fair society
16. Power
8
Annex 2
Survey on Youth Values
“In 2011, the Law Society of Hong Kong in collaboration with the Hong Kong Polytechnic
University conducted a survey of students who participated in 2010’s ‘Teen Talk’. 523
completed questionnaires were received. The respondents of survey were Secondary 4 to
Secondary 6 students from 32 different schools.”

93.8%
Agreed that one should not break the law

66.8%
Agreed that hard work is the key to success

63.8%
Expected that they would be worried about money

48.2%
Expected that they will be forced to follow what others do (morally) in order
to prevent being rejected

31.8%
Agreed that they can obtain happiness using money

18.9%
Agreed that as long as the ways being used to make money do not cause any
harm to others, it does not matter whether it is legal or illegal
---- Extracted from the Survey Report on
Ethical Standards and Prosocial Behaviour of Young People
(The Law Society of Hong Kong 2011)
http://www.hklawsoc.org.hk/pub_e/news/press/20110518a.asp
9
Annex 3
Decision-Making Scenarios
Scenario 1
Fanny and her classmates are assigned by their teacher to buy Christmas party gifts. Her
classmates keep all complimentary gifts and ask Fanny not to tell the teacher.
Hint: arrange group members to take the following roles in the scene:
Group member A: Fanny
Group members B & C: Fanny’s classmates
Group member D: Inner voice of Fanny to persuade herself to tell the truth
Group member E: Inner voice of Fanny to persuade herself not to tell the truth
Scenario 2
Ken’s good friend begs Ken to let him/her copy his homework. He/She has no time for
homework because his/her mother is in hospital and he/she needs to take care of her and do
the household chores.
Hint: arrange group members to take the following roles in the scene:
Group member A: Ken
Group member B: Ken’s good friend
Group member C: ‘Mercy voice’ of Ken
Group member D: ‘Justice voice’ of Ken
Scenario 3
Sam is a prefect. His good friend is three minutes late for school after lunch. He/She
requests Sam not to take down his/her name and let him/her slip through the net.
Hint: arrange group members to take the following roles in the scene:
Group member A: Sam
Group member B: Sam’s good friend
Group member C: ‘Mercy voice’ of Sam
Group member D: ‘Justice voice’ of Sam
Scenario 4
May originally promises to sell a limited edition bag to Classmate A at $500 and plans to
deliver it tomorrow. Upon knowing it, Classmate B is willing to offer $800 to buy it from
May. May isn’t sure what to do.
10
Hint: arrange group members to take the following roles in the scene:
Group member A: May
Group members B & C: Classmate A and Classmate B
Group member D: Inner voice of May to persuade herself to keep the promise
Group member E: Inner voice of May to persuade herself to sell the bag at a
higher price
Scenario 5
Peter’s sports team members ask him to lose deliberately in the preliminary round of the
inter-school sports competition so as to get an easier match-up in the next round and avoid
meeting strong opponents too early.
Hint: arrange group members to take the following roles in the scene:
Group member A: Peter
Group members B & C: Peter’s team members
Group member D: Inner voice of Peter to persuade himself to lose in the
preliminary round
Group member E: Inner voice of Peter to persuade himself to try his best in
the competition
11
Annex 4
Decision-Making Worksheet
Group discussion: Based on the scenarios given, discuss the factors considered by the main
character when making decisions.
Alternative A
Alternative B
(
)
(
)
Possible
consequences
Impacts on other
people
Are the positive
values
compromised?
After considering the above factors, what would be your suggestion for the main character in
making the decision?
12
Annex 5
Decision-Making Worksheet
Suggested Answers (for reference only)
Scenario 1
Possible

consequences
Alternative A
Alternative B
( Telling the truth )
( Not telling the truth )
The dishonest classmates

Fanny may be punished by
may be punished by the
her teacher if she shelters her
teacher and they may
classmates’ wrongdoings
blame Fanny
Impacts on other

people
Being responsible to the

teacher who assigned them to

Fanny and the teacher

buy gifts
Breaching the trust between
Being fair to other classmates
Being unfair to other
classmates
as the gifts were bought by
class money. The gifts should
belong to the class
Are the positive

Upholding values such as

Compromising values such as
values
honesty, responsibility and
honesty, responsibility and
compromised?
fairness
fairness
Scenario 2
Alternative A
Alternative B
(Refusing his friend’s request)
(Allowing his friend to copy the
homework)
Possible

consequences
Impacts on other
Ken may be blamed by his

friend

people
Ken may be punished by his
teacher if discovered
His friend would be unable to

Cheating the teacher
submit the homework and be

Breaking the class rules

Compromising values such as
punished
Are the positive
values

Upholding values such as
honesty and responsibility
compromised?
13
honesty and responsibility
Scenario 3
Alternative A
Alternative B
(Performing the prefect’s role
(Showing mercy to his friend)
dutifully and taking down his
friend’s name )
Possible

consequences
Impacts on other
Sam may be blamed by his

friend

people
Sam may be punished by his
teacher if discovered
The fact that his friend being

late during lunch time would
teacher

be reported
Not being responsible to the
Being unfair to other
classmates
Are the positive

Upholding values such as

Compromising values such as
values
honesty, responsibility and
honesty, responsibility and
compromised?
fairness
fairness
Scenario 4
Possible
Alternative A
Alternative B
( Keeping promise and sell the bag
( Selling the bag to classmate B at
to classmate A )
a higher price )

consequences
Impacts on other

money

people
Are the positive
Not being able to earn more
Being able to earn more
money
Classmate B may feel

Being unfair to Classmate A

Compromising values such as
disappointed

Upholding values such as
values
commitment and keeping
commitment and keeping
compromised?
promise
promise
Scenario 5
Alternative A
Alternative B
(Making all efforts
and playing hard in the
competition)
Possible

(Losing deliberately in the
preliminary round)
Meeting strong opponents
14

Taking the risk of being
consequences
Impacts on other

people
earlier and facing greater
disqualified if discovered by
challenges in the competition
the referee
Having a fair competition

with the participants
Being unfair to other
participants

Damaging reputation of the
school
Are the positive

Upholding values such as

Compromising values such as
values
honesty, responsibility and
honesty, responsibility and
compromised?
fairness
fairness
After considering the above factors, what would be your suggestion for the main character in
making the decision?
Teacher could encourage students to uphold positive values such as honesty, responsibility
and fairness in handling ethical challenges and making responsible decisions____________
15
Annex 6
Reflection Worksheet
1. Select the five most important pursuits in your life and then write down what factors affect
the formation of your values (for example, family, school, society, culture, media, etc).
Values
e.g. Integrity
My choice
✓
Where do my values come from?
With the school motto of my primary school being
“integrity”, I was influenced by my teachers.
Integrity
Freedom
Righteousness
Equality
Probity
Happiness
Power
Wealth
Knowledge
Status
Love
Enjoyment
Health
Democracy
Respect
Harmony
Others (please
specify):
16
2.
Making Ethical Decisions
A close friend offers to let you watch a Japanese TV drama downloaded by him/her (not
released or sold in Hong Kong). Will you accept the offer?

i.
Factors to be considered:
Possible consequences of different alternatives
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
ii.
Impacts on other people
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
iii.
Are the positive values compromised?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

After considering the above factors, what is your decision? How would you uphold
positive values in handling ethical challenges and making responsible decisions?
_____________________________________________________________
_____________________________________________________________
17