U.S. State Department English Language Programs

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Preface

Introduction

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

Chapter 9

Chapter 10

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Civic Education Volume

Background | Classroom applications | Internet resources | Appendix

 

Chapter 7

Societal Dilemmas: Finding a Balance


Classroom Applications


The following 50-minute lesson highlights select issues related to societal dilemmas: Finding a balance. Teachers are encouraged to adapt this lesson to the language and content learning needs of their students. Adjustments can easily be made so that the lesson matches the needs of lower or higher proficiency English language learners.



Preliminary Lesson Planning

Materials:

Create two handouts. Handout #1 should list at least ten dilemmas, such as those listed in Appendix A. (Information for Handout #1 can be written on an overhead transparency or on the blackboard before class.) Handout #2 should list at least five scenarios illustrating tensions that can arise when two different perspectives exist about a common issue. To create Handout #2, either select a subset of the scenarios provided in Appendix B or create scenarios that are more suitable to the society in which your students live. In Handout #2, make sure to create a space to the left of each scenario (as modeled in Appendix B), where students can note the number of matching dilemmas (from Handout #1).

Student grouping:

Group students for Activities 1 and 2 since students will remain in the same groups for both activities. It is recommended that each group have no more than five participants.

Vocabulary considerations:

Decide the vocabulary that students need to know to complete the lesson successfully. Determine which vocabulary items the students already know and which items they will need to be introduced to. Some important terms, and their definitions, are included in a glossary in Appendix C.

 


 Warm Up Activity (approximately 5 minutes)

Purpose:

  • To stimulate student interest in the topic of the lesson

  • To introduce vocabulary and concepts that will be used in this lesson


Procedures:
  1. Write "societal dilemmas" on the blackboard.
  2. Point to the word dilemmas and ask students what it means. Write a definition or key words on the board to assist those students who are unfamiliar with the word.
  3. Ask students the following question: Can you think of any dilemmas that you are currently facing or that you have faced in the past? For each dilemma introduced, ask students to identify at least two sides of the issue and/or the two (or more) choices that they are considering. Be prepared to share a personal dilemma of your own to clarify the meaning of the word.
  4. Point to the word societal and ask students what it means. Write a definition or key words on the board to assist those students who are unfamiliar with the word.
  5. Ask students the following question: What societal dilemmas is our community (or nation) currently facing? For each dilemma introduced, ask students to identify at least two sides of the issue and/or the two alternatives that are in conflict. List responses on the blackboard. You may want to introduce a dilemma and ask students to help you identify the two sides of the issue.



Transition from Warm Up to Activity #1

Tell students that the class session will be devoted to exploring a variety of situations in which society has to decide between two or more possibilities or positions. The challenge is "finding a balance" to meet the needs of the individual and the society. Write "finding a balance" on the blackboard next to "Societal dilemmas." (Do not erase the board. You may want to return to it at the end of the lesson as a way of providing meaningful closure to the lesson.)



Activity #1 (approximately 20-25 minutes)
Purpose:

  • To provide students with opportunities to use English in a meaningful way

  • To allow students to use key vocabulary and concepts associated with the topic of the lesson

  • To introduce students to a set of societal dilemmas that reinforces the lesson

  • To encourage students to engage in critical thinking and problem solving

Procedures:

  1. Distribute a copy of Handout #1 to all students or display an overhead transparency of the same material. Ask students to look over each pair of contrasting possibilities and each pair reflecting a dilemma and to explain what the societal dilemma is. Clarify new vocabulary at this time.

  2. Read a sample scenario to the class. Ask students to identify one or more of the societal dilemma(s), listed on Handout #1.

    Sample scenario: In a recent election, voters passed a law requiring drivers of automobiles to wear safety belts. Some citizens do not want to wear safety belts and are protesting the law.
(Possible societal dilemmas resulting from this situation: individual beliefs versus majority rule, need to obey laws versus right to protest unfair laws, individual rights versus public safety)
  1. Discuss students’ interpretations of the scenario, focusing on the dilemma(s) being faced.

  2. Assign students to groups. (Students should take their copies of Handout #1 with them, if handouts rather than an overhead transparency were used earlier.)
  3. Give each student a copy of Handout #2; orient students to the handout. Then ask students to number off, 1-2-3-4-5, in each group. Tell students that they are individually responsible for reporting group deliberations on one of the scenarios on Handout #2. For example, student #1 will report on scenario #1; student #2 will report on scenario #2, and so forth. (If there are more than five students in a group, multiple students can be assigned to each scenario and share the responsibility for reporting group deliberations.)

  4. Ask students to read over the scenarios and discuss them in their groups. Students should match the most appropriate societal dilemmas, from Handout #1, with each scenario on Handout #2.

  5. While students are working in groups, circulate to clarify new vocabulary, answer questions, and keep students on task.

  6. Discuss each scenario. Ask for a student volunteer to report on his/her group’s interpretation of scenario #1. Encourage students from groups with different views to add to the class discussion. Continue with scenarios 2-5. Possible interpretations are listed in Appendix D. (Keep in mind that students in different parts of the world may interpret scenarios differently.)

 



Activity #2 (approximately 15 minutes)

Purpose:

  • To provide students with opportunities to use English in a meaningful way

  • To reinforce key vocabulary and concepts associated with the theme of the lesson

  • To contextualize the lesson in a meaningful way

  • To engage in problem solving
Procedures:

  1. Ask student groups to follow these steps:

    1. Identify three dilemmas facing our community/nation.
    2. Rank order the dilemmas from most to least serious (1 = most serious; 3 = least serious).
    3. Consider the most serious dilemma. What are the different perspectives that people have on this issue?
    4. What can be done to find a balance between people’s different views? Be prepared to report your answer to the class.
  1. Ask students to report group deliberations about the most serious dilemma on their list. What can be done to solve the dilemma?


Cool Down Activity (approximately 5 minutes)

Purpose:

  • To conclude lesson

  • To allow students to discuss the relevance of this lesson

Procedures:
  1. Pointing to the blackboard, ask students why "finding a balance" is important when facing societal dilemmas.
  2. Ask students the following question: What happens when societies do not or cannot find a balance?


Possible Extensions to Lesson

  1. Ask students any of these questions to extend the lesson:
    1. Under what circumstances should individual freedoms be limited to protect other members of society?
    2. Should "hate speech" be allowed in societies that value freedom of speech? Why or why not?
    3. How much privacy should citizens and governmental leaders have?
    4. How can a society balance the public’s right to know what the government is doing and the need for national security?
    5. Should citizens who own property be able to do whatever they want on their properties?
    6. Should landowners be able to destroy the environment on their properties?
  2. Ask student to evaluate the statement that "all rights have limits."
  3. Ask students to write an action plan to solve one of society’s most pressing dilemmas.
  4. Refer to the web sites listed in the next section of this chapter for more information and lesson planning ideas.

 

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