Secondary Lessons
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Title
Moral Foundations & Ideologies
Guiding Question
How and why do moral judgments vary across the political spectrum? How can we improve political discourse and debate?
SUMMARY
Morals and principles can affect an individual’s political perspectives and their position on the political spectrum.
In this lesson, students use the political inquiry process when reflecting on ideologies and political discourse. In the ‘Minds On’ activity, students explore the moral foundations theory and rank the principles in order of importance to them. Afterwards, students review research that suggests that our morals dictate our political orientation and assess this impact among themselves and their peers. In small groups, students practice developing arguments for specific public policies tailored to individuals on each side of the political spectrum. In the ‘Consolidation’ activity, students reflect on the link between morals and ideology, and consider their position on the political spectrum.
Teacher Note: Students should have completed Lesson 10 or a political spectrum quiz, in order to have an idea of where they sit on the political spectrum in advance of the lesson.
LEARNING GOALS
By the end of this lesson, students will be able to:
- Use the concept of political significance and political perspective to reflect on their own beliefs, values and worldview;
- Develop a sense of their civic self-image by examining their beliefs and morals (Citizenship Education Framework – Identity);
- Develop effective skills for political discourse and build positive relationships with diverse individuals and groups (Citizenship Education Framework – Active Participation);
- Demonstrate respect for others’ perspectives (Citizenship Education Framework – Identity).
SUCCESS CRITERIA
- I can assess my own beliefs, values and worldview, and evaluate how it shapes my political perspective;
- I can explain how my civic self-image is shaped by my beliefs and morals;
- I can critically and thoughtfully discuss issues of political importance with people who hold different viewpoints than my own;
- I can demonstrate respect for others’ perspectives that differ from my own.
CURRICULUM LINKS:
CPC3O: A1, A2, B1, B2, A1.5, A1.6, A2.2, A2.3, B1.1, B1.2, B1.4, B2.1
DOWNLOAD CURRICULUM LINKS (PDF)
MINDS ON
1. Everyone has standards or principles that relate to what we consider right and wrong behaviors. Write down the following moral principles and ask students to describe them in their own words or provide examples: care, fairness, loyalty, authority, sanctity. This can be done individually first and then reviewed as a class (Activity 14.1).
2. The ‘moral foundations theory’, developed by Jesse Graham and Jon Haidt, suggests that these five concepts are said to describe universal moral concerns. Review the terms again to ensure alignment with the definitions below and invite students to provide relevant examples.
- Care – Reflects cherishing and protecting others. For example, it is wrong to harm someone else, but it is right to help those in need.
- Fairness – Justice should be interpreted based on shared rules, applicable to everyone. For example, it is wrong to cheat and treat people unequally, it is right to strive towards equity and equality.
- Loyalty – Standing with or prioritizing your group, family or nation. For example, it is wrong to betray your group, but it is right to put your group’s needs first.
- Authority – Surrendering to tradition and legitimate authority. It is wrong to be rebellious to real authority, but it is important to respect tradition and your elders.
- Sanctity: rejection of disgusting things, foods or actions. It underlines the religious notion of trying to live in a more noble way.
3. Give students a few minutes to individually rank these five moral concepts in order of importance to them (Activity 14.1).
4. In pairs or small groups, have students share their rankings and explain their choices. Afterwards, give students a few minutes to re-consider their own rankings. Reflection questions: Did you change your rankings? Why or why not?
ACTION
1. Using Slide Deck 14, explain to students that researchers have found that there is a clear divide in terms of which moral foundations people prioritize on each side of the spectrum.
- Which principles does each side favour the most? Left‑leaning people tend to more strongly endorse care and fairness, and right-leaning people tend to endorse the loyalty, authority and purity.
- How does this impact political discourse? Many people believe that society is becoming more polarized or politically divided, causing political
discourse to become offensive. Naturally, when someone articulates their perspective on an issue, it is grounded in the moral principles they prioritize. However, this will not necessarily resonate with someone who sits on the other side of the spectrum. - What can be done to improve political debate? First of all, we can respect that everyone has different life experiences and influences that shape their views. Secondly, we can try to modify our arguments during discourse to reflect the favoured moral principles of people who sit on the other side of the spectrum.
2. Ask students to reflect on their rankings from the ‘Minds On’ activity, compared to where they consider themselves on the political spectrum. Reflection questions: Does the theory hold true? Is there a clear divide among the principles? Have students Turn and Talk with a partner, then debrief as a class. Use the strategy below to facilitate a debate on the following issues (or the arguments from Activity 14.2).
Governments should strengthen preferential hiring treatment for minorities and women
- Health-care should be privatized
- Child-care should be fully subsidized
- Increasing the minimum wage is a good idea
- Using overwhelming military force is the best way to defeat terrorism in the world
Steps to facilitating the debate:
a) Co-create criteria for positive discourse or a respectful debate. Sample criteria below taken from Think Literacy publication (Discussion Etiquette):
– Take turns speaking – one person speaks at a time
– Use supportive gestures and body language (maintain eye contact, nod to show you are listening, use encouraging facial expressions, don’t use inappropriate gestures)
– Listen carefully and attentively to other speakers
– Encourage and support those around you
– Avoid sarcasm and put-downs
– Remain open to new ideas
– Ask questions when you don’t understand
b) Organize students into four-person teams, based on ideology if possible (two per each side of the spectrum). Each team selects a statement and
splits into pairs, with each pair developing an argument for or against the proposition. Each pair must base their argument to attract support from
both sides of the spectrum.
c) Pairs then come back together into a four-person team and present their views to one other, one team acting as the presenters, the others as the
listeners.
d) Rather than refuting the other position, the listening team repeats back to the presenters what they understood. Listeners do not become presenters until the original presenters are fully satisfied that they have been heard and understood.
CONSOLIDATION
Ask students to read a list of propositions and determine where on the ideological grid (political spectrum) it would go and which moral principle it would align with (Activity 14.2). Students should assess their answers through discussion with their peers. Afterwards, have students go back and identify which propositions they agree with and respond the final reflection questions.
- To what extent does the news media, your friends and your education shape your personal political ideology? Explain and provide an example.
- Do your family’s political views affect your own ideology? Explain and provide an example.