Blueprint Facilitation Guide Blueprint Facilitation Guide
Core Values vs. Policy Positions
GRADES 9-12
TIME: 50 MINUTES
Learning Objectives
Define and distinguish between core values (internal principles) and policy positions (external actions/rules).
Identify how different core values can lead to the same policy, or how the same value can lead to different policies.
Analyze a case study to uncover the underlying values behind opposing viewpoints.
Practice civil discourse using value-based sentence stems.
SEL Integration
Focus: Perspective-Taking & Empathy. By identifying the "why" (values) behind the "what" (policy), students reduce the tendency to demonize opposing views. This encourages the realization that many disagreements are conflicts between two "goods" (e.g., Security vs. Liberty) rather than "good vs. evil."
Vocabulary
Core Value
A fundamental belief or principle that guides a person's judgment of what is important in life (e.g., Freedom, Security, Tradition).
Policy Position
A specific plan or course of action adopted by a government or organization (e.g., Requiring school uniforms, banning plastic straws).
Civil Discourse
Engagement in conversation intended to enhance understanding rather than to "win" an argument.
Instructional Pacing
00-10m
The Hook: The Iceberg Metaphor
Use Foundation Finder Slides . Introduce the iceberg: Policy positions are the tip (visible), while Core Values are the massive foundation below water (invisible). Ask: "Why do two people who both love their country want different laws?"
10-20m
Values Identification
Students complete Section 1 of the Under the Surface Worksheet . They rank their own values from a list. Teacher Tip: Remind students there are no "wrong" values on this list; they are all things society generally considers positive.
20-40m
Small Group Case Study Analysis
Divide students into groups of 3-4. Analyze the "Smart Campus Data" case study on the worksheet. Students must identify the values driving both Pro-Data and Anti-Data groups. Use the provided Sentence Stems for discussion.
40-50m
Reflective Exit Ticket
Students complete the Value Compass Exit Ticket . This is an individual reflective writing piece where they apply the lesson to a policy of their choice.
Teacher "Safe Harbor" Tips
Neutrality is Key: If a student asks your opinion, pivot: "My goal is to give you the tools to analyze these debates yourself. What values do you see at play?"
The "Good vs. Good" Frame: Frame conflicts as "Security vs. Privacy" or "Tradition vs. Innovation" rather than "Right vs. Wrong."
Validate Emotions: If discussion gets heated, use SEL prompts: "I can see you feel strongly about this. Which of your core values is being challenged right now?"
Focus on Logic: Ask students to map the logical bridge from Value → Logic → Policy.
Foundation Finder Slides Foundation Finder
Uncovering the Values Behind the Policies
Grade 9-12 Civics & Discourse
Why do we disagree?
Two people are arguing about a school phone ban...
Person A: "No phones! It ruins social connection."
Person B: "Let them use phones! It's their free time."
Are they just being difficult?
OR
Are they protecting different Core Values?
The Iceberg of Belief
Visible
Policy Positions
The "What": Specific rules and actions
Invisible
Core Values
The fundamental beliefs that guide our judgment of what is right, important, or necessary.
FAIRNESS
SAFETY
LIBERTY
LOYALTY
Defining the Terms
Core Values
"The Foundation"
Deep-seated beliefs that rarely change. They act as a compass for behavior.
Policy Positions
"The Structure"
The specific application of values to a situation. These can change with new info.
The Shift
Debate Mode
"Your position is wrong and harmful."
Focus: Winning
Discourse Mode
"I see you value security. I value privacy. How can we honor both?"
Focus: Understanding
Tools for Discourse
01
"I hear that your position is ________. What core value drives that?"
02
"It sounds like you really value ________. Is that right?"
03
"We both value ________, but we have different ideas on how to protect it."
Try these in your small group analysis!
Under the Surface Worksheet Under the Surface
Discovering the Roots of Discourse
Name:
Date:
Part 1: Your Foundation
Below are core values that societies often prioritize. Review the list and select your Top 3 . There are no "wrong" answers; all of these are generally considered positive principles.
Liberty: Freedom and individual choice.
Security: Protection from harm and risk.
Equality: Same rights and opportunities.
Tradition: Preserving customs and history.
Innovation: Progress and new ideas.
Community: Group harmony and unity.
Justice: Fairness and moral rightness.
Efficiency: Productivity and minimal waste.
Reflection: Choose one of your top values. Briefly describe a situation where this value guided your actions or decisions.
Part 2: Case Study — The Smart Campus Debate
The Scenario: To improve student safety and academic success, Highland High proposes a "Smart Campus" policy. All students would wear IDs with a small tracking chip. This allows the school to: 1) Account for everyone instantly during emergencies, and 2) Identify students who are chronically late to class to offer them proactive support.
Group A: "The Guardians"
"This is about responsibility. If there is an emergency, we need to know where students are to keep them safe. If a student is struggling, we use this data to help them succeed. Safety and support are our priorities."
Group B: "The Liberators"
"This is an invasion of privacy. High school is a time for students to learn independence and self-discipline, not to be tracked like badges on a screen. Freedom of movement and privacy are essential."
Analysis Organizer: Identifying the "Why"
Complete the table below by identifying the primary value for each group and explaining how that value leads to their position.
Group Core Value Logical Bridge (The "Why") The Guardians The Liberators
Civil Discourse Toolbelt
Value Compass Exit Ticket Assessment
Value Compass
Reflective Writing Exit Ticket
Student:
Class:
1 The Policy Selection
Choose one policy debate (e.g., Mandatory Community Service for Graduation, Banning Single-Use Plastics, or 4-Day School Week).
Chosen Policy: __________________________________________________________________
2 The Value Analysis
Viewpoint A (Support or Oppose):
What is the core value driving this person?
Viewpoint B (The Opposite View):
What is the core value driving this person?
3 Reflection
Respond to the following prompt: "How does identifying the 'core value' behind a position change the way you view the person holding that position?"
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