English 9

Fourth Quarter – Module 3

VALUE JUDGMENT ON CRITICAL ISSUES
Name of Student: _____________________________________ Grade Level: ____________________
Name of Teacher: _____________________________________ Section: ________________________

SIMPLIFIED MELC-BASED BUDGET OF LESSON

APRIL 19-24, 2021

MELCs:
1. React to lay value judgment on critical issues that demand sound analysis and
call for prompt actions.EN9LC-IVa-13
Duration:
5 days
Day 1 Day 2 Day 3 Day 4 Day 5
 Have you ever  What is a  What are the  What are some  Why is it
experienced value examples of statements that important to
being judged judgment? value will seem like be able to
by others judgment? value identify value
because of the Activity: judgments judgments?
way you look? Activity: when they
 How does it Read and study aren't?
feel? the definition of Fill in the box Activity:
value judgment the examples of Activity:
Activity: and reflect if you value judgment Sum up what
have encountered for both PERFORMANCE you have learned
Study the it or not. descriptive and TASK from this lesson
illustration below prescriptive. and how will you
and write your apply this in the
observation after. current situation
you’re in.

INTRODUCTION

The question of what is good or bad, better or worse, and more or less desirable is a
question of something's merit. It is a question of values and it calls for a value judgment. A
person's values are what that person regards as or thinks important; a society's values are
what that society regards as important. A society's values are expressed in laws and
legislatively enacted policies, in its mores, social habits, and positive morality. Any body's
values an individual person's or a society's are subject to change, and in our time
especially. 
 Study the illustration below and
write your observation after.

 If you are given a chance to pick one color, which side are you on? Why?

WHAT IS A VALUE JUDGMENT?

A value judgment is a claim about something's moral, practical, or aesthetic worth.  
Value judgments do not simply describe the world; they prescribe certain attitudes or
behaviors toward the world.  When you say things like:
 That's good.  That's obligatory.
 That's bad.  That's admirable.
 That's wonderful.  That's shameful.
 That's a bummer.  That's despicable.
 That's not right.  That shouldn't be.
 That's sick.  That's ok.
 That's not fair.  That's just wrong.
You are usually making a certain kind of value judgment.   We often say that value
judgments are normative, which means they evaluate things with respect to certain
standards or norms.
  One way to get a quick handle on the nature of value judgments is to see that any
statement of fact can easily be converted into a value judgment by introducing a value
term.  A value judgment is simply a decision about the value of something. It often involves
a subjective assessment of the importance, worth, or utility of something. Study the value
judgment below that belongs to descriptive and prescriptive one.
 WHAT ARE SOME STATEMENTS THAT WILL SEEM LIKE VALUE JUDGMENTS WHEN
THEY AREN'T?

A. STATEMENTS THAT PROVOKE VALUE JUDGMENTS BUT ARE NOT VALUE

JUDGMENTS THEMSELVES
 
Some statements cause us to make value judgments even though they do not contain
value terms and are not value judgments themselves. For example:
 The prisoner risked his life to save that little boy.
 Grandma was so happy that you remembered her birthday.
 Damien enjoys torturing helpless creatures.

All of these sentences are purely descriptive, but they describe things that normal
people regard as obviously good or bad.  The important thing to see here is that a statement
is a value judgment only if it expresses a value judgment, not if it simply provokes one.
 
B.  STATEMENTS THAT USE VALUE TERMS BUT WHICH DO NOT EXPRESS VALUE
JUDGMENTS
 
Sometimes value terms are used to express statements that are more descriptive
than prescriptive.  That's because value terms are often used simply as a shorthand for
more involved descriptive statements.  Consider:
 It's hard to find a good husband.
 The patient suffered a bad blow to the head.
 Genetically modified plants are good for the environment.
 Tommy says lots of bad words.
Although statements like these can be used to express value judgments, they can
also be just compact ways of saying the following:
 It's hard to find a husband who is faithful, loving and strong.
 The patient suffered a blow to the head that caused brain damage.
 Genetically modified plants require fewer environmental resources to grow.
 Tommy says lots of words like 'shit' and 'asshole'.
These statements do not express value judgments.  There is no real method for
determining when statements of these kind express value judgments and when they don't. 
You simply have to pay close attention to the context.
 
C. STATEMENTS THAT MENTION VALUE TERMS, BUT DO NOT USE THEM.
 
We often mention value terms when we attribute value laden beliefs and statements
to other people.  For example, we say things like:
 Christians think atheists are evil.
 Obama said a change is needed in Washington.
 Some Catholics don't think Mother Theresa should have been beatified.
 Homer doesn't see anything wrong with using torture to extract information.
These statements mention value terms in order to describe people as making value
judgments, but the statements do not make or express the value judgments themselves.  In
other words, someone who says "Christians think atheists are evil," isn't thereby expressing
the value judgment that atheists are evil.  She may think that but that is not what her
statement communicates.
 
D.  COMMANDS AND RHETORICAL QUESTIONS
 
Reasons and conclusions are always statements.  Neither commands nor questions
literally express statements, but they are often properly interpreted as expressing value
judgments. For example,
 Stop hitting your sister.
This is literally a command, not a statement.  But, depending on the context of
utterance, it might also be interpreted as expressing the value judgment.
 You ought to stop hitting your sister.
Similarly, rhetorical questions like: 
 Are you crazy? 
What the hell did you do that for?
It may be interpreted as the value judgment:
 You shouldn't have done that.
 
WHY IS IT IMPORTANT TO BE ABLE TO IDENTIFY VALUE JUDGMENTS?
 
The reason it's important to be able to identify value judgments is that normative
language provokes contradictory insights about whether the reasoning involved is
explanatory or argumentative in nature. 
To see this, consider the following example: 
 It's wrong to eat meat because animals have just as much right to live as you do.

Is this an argument of an explanation?  It seems like you can make a case for both. 
You could say that it explains why you shouldn't eat meat.  Or you could say that it
is arguing that you shouldn't eat meat.  This ambiguity is typical of reasoning in support of
value judgments. 

Fill in the box the examples of value judgment for both descriptive and prescriptive.

DESCRIPTIVE PRESCRIPTIVE
1. 1.
2. 2.
3. 3.

PERFORMANCE TASK

Choose one (1) critical issue on the box. Have it in video presentation where you will
discuss the value judgment by providing your own analysis. You are guided by the
questions below and you will be graded according to the rubrics given. Send it through my
Gmail account.

Topics:
Education for Development
Climate Crisis
Racial Discrimination #AsianHate

Gender Inequality

GUIDE QUESTIONS:
1. In your opinion, what is the most fundamentally urgent critical issue we are facing, and
why do you feel this way?
2. What is another way to look at this issue?
3. Do you believe things would get better for everyone if we all either focused more on what
was going right or what was going wrong? Why do you feel this way?
4. What should the role of any government be and what boundaries and limitations should
it have?
5. What will be the possible solution to end all this issue?
 VIDEO PRESENTATION RUBRICS:
ACTIVITY Exemplary
Concept 15-20 points
Has a clear picture of what
they are trying to achieve.
Adequate description of
what they are trying to do
and generally how his/her
work will contribute to the
final project.
Content/ 15-20 points
Organization
The content includes a
clear statement of purpose
or theme and is creative,
compelling and clearly
written. A rich variety of
supporting information in
the video contributes to the
understanding of the
project’s main idea. Events
and messages are
presented in a logical
order. Includes properly
cited sources.
Quality 12-15 points
The video was well edited
and moves smoothly from
scene to scene with proper
use of transitions. Audio
and other enhancements
were well used.
12-15 points
Teamwork
Student met and had
discussions regularly. All
students on the team
contributed to the
discussion and were part of
the final project. Team
members showed respect
with each other.
12-15 points
Timeliness
All project deadlines were
met.
Final Score
 Sum up what you have learned from this lesson and how will you apply this in the
current situation you’re in.
Proficient
10-14 points
Has a fairly clear picture of
what they are trying to
achieve. Can describe what
they are trying to do overall
but has trouble describing
how his/her work will
contribute to the final
project.
10-14 points
Information is presented as a
connected theme with
accurate, current supporting
information that contributes
to understanding the
project’s main idea. Details
are logical and persuasive
information is effectively
used. The content includes a
clear point of view with a
progression of ideas and
supporting information.
Includes properly cited
sources.
8-11 points
Editing was not done as well
as it should have been. Some
poor shots remain. Movie is
still somewhat choppy.
Audio and other
enhancements were utilized,
but not for maximum effect.
8-11 points
Students met and had
discussions regularly. Most
of the students on the team
contributed to the discussion
and were part of the final
project. Team members
mostly showed respect with
each other.
8-11 points
Most project deadlines were
met. Those that were late did
not have significant impact
on the finished project.
POINT
Partially Proficient Incomplete S
5-9 points 0-4 points
Has brainstormed their Little effort has been spent
concept, but no clear on brainstorming and
focus has emerged. refining a concept. Unclear
Goals/final product not on the goals and how the
clearly defined. project objectives will be
met.
5-9 points 0-4 points
The content does not Content lacks a central
present a clearly stated theme, clear point of view
theme, is vague, and and logical sequence of
some of the supporting information. Much of the
information does not supporting information is
seem to fit the main irrelevant to the overall
idea or appears as a message. The viewer is
disconnected series of unsure what the message is
scenes with no because there is little
unifying main idea. persuasive information and
Includes few citations only one or two facts about
and few facts. the topic are articulated.
Information is incorrect,
out of date, or incomplete.
No citations included.
4-7 points 0-3 points
Many poor shots There was no video, was
remain. Video was totally unedited with no
very fragmented and transitions or audio
choppy with little to no support of any kind.
audio reinforcement.
4-7 points 0-3 points
Only a couple of team Meetings were not held
meetings were held. and/or some of the team
Most of the students on members did not
the team contributed at contribute at all to the
some level, but a project. Low levels of
majority of the work respect were evident
was done by one or within the team.
two.
4-7 points 0-3 points
Many project deadlines
were not met, resulting Deadlines were regularly
in some impact on the missed, having a
finished project. significant impact on the
final project.
REFERENCES
(APA Style)
https://islandteacher.xyz/uncategorized/critical-thinking-and-values-judgments/
https://www.quora.com/How-is-a-critical-judgment-different-from-a-value-judgment
https://www.csus.edu/indiv/m/mayesgr/phl4/because/part8analyzingvaluejudgments.htm
http://web.mit.edu/course/2/2.95j/readings/introethics_pt1.html

Disclaimer:

The school and the teachers do not claim any rights or ownership of the information found in the learning packet
or module. It is a compilation from different resources which is listed in the reference section. This is solely for
educational purposes only.
English 9
Fourth Quarter – Module 3
VALUE JUDGMENT ON CRITICAL ISSUES
Name of Student: _____________________________________ Grade Level: ____________________
Name of Teacher: _____________________________________ Section: ________________________

ANSWER SHEET
 DESCRIPTIVE PRESCRIPTIVE
1. 1.

2. 2.

3. 3.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________