Moral Foundations & Ideologies<\/p>\n
How and why do moral judgments vary across the political\u00a0spectrum? How can we improve political discourse and\u00a0debate?<\/p>\n
Morals and principles can affect an individual\u2019s political\u00a0perspectives and their position on the political spectrum.<\/p>\n
In this lesson, students use the political inquiry process\u00a0when reflecting on ideologies and political discourse. In the\u00a0\u2018Minds On\u2019 activity, students explore the moral foundations\u00a0theory and rank the principles in order of importance to\u00a0them. Afterwards, students review research that suggests\u00a0that our morals dictate our political orientation and assess\u00a0this impact among themselves and their peers. In small\u00a0groups, students practice developing arguments for specific\u00a0public policies tailored to individuals on each side of the\u00a0political spectrum. In the \u2018Consolidation\u2019 activity, students\u00a0reflect on the link between morals and ideology, and\u00a0consider their position on the political spectrum.<\/p>\n
Teacher Note: Students should have completed Lesson 10 or\u00a0a political spectrum quiz, in order to have an idea of where\u00a0they sit on the political spectrum in advance of the lesson.<\/em><\/p>\n By the end of this lesson, students will be able to:<\/p>\n CPC3O<\/em>: A1, A2, B1, B2, A1.5, A1.6, A2.2, A2.3, B1.1, B1.2, B1.4, B2.1<\/p>\n DOWNLOAD CURRICULUM LINKS (PDF)<\/a><\/p>\n 1. Everyone has standards or principles that relate to what\u00a0we consider right and wrong behaviors. Write down the\u00a0following moral principles and ask students to describe\u00a0them in their own words or provide examples: care,\u00a0fairness, loyalty, authority, sanctity. This can be done\u00a0individually first and then reviewed as a class (Activity 14.1<\/a>).<\/p>\n 2. The \u2018moral foundations theory\u2019, developed by Jesse\u00a0Graham and Jon Haidt, suggests that these five concepts\u00a0are said to describe universal moral concerns. Review\u00a0the terms again to ensure alignment with the definitions\u00a0below and invite students to provide relevant examples.<\/p>\n 3. Give students a few minutes to individually rank these\u00a0five moral concepts in order of importance to them\u00a0(Activity 14.1<\/a>).<\/p>\n 4. In pairs or small groups, have students share their\u00a0rankings and explain their choices. Afterwards, give\u00a0students a few minutes to re-consider their own rankings.\u00a0Reflection questions: Did you change your rankings? Why\u00a0or why not?<\/p>\n 1. Using Slide Deck 14, explain to students that\u00a0researchers have found that there is a clear divide in\u00a0terms of which moral foundations people prioritize on\u00a0each side of the spectrum.<\/p>\n 2. Ask students to reflect on their rankings from the\u00a0\u2018Minds On\u2019 activity, compared to where they consider\u00a0themselves on the political spectrum. Reflection\u00a0questions: Does the theory hold true? Is there a clear\u00a0divide among the principles? Have students Turn and\u00a0Talk with a partner, then debrief as a class.\u00a0Use the strategy below to facilitate a debate on the\u00a0following issues (or the arguments from Activity 14.2<\/a>).<\/p>\n Governments should strengthen preferential hiring\u00a0treatment for minorities and women<\/p>\n Steps to facilitating the debate:<\/p>\n a) Co-create criteria for positive discourse or a\u00a0respectful debate. Sample criteria below taken\u00a0from Think Literacy publication (Discussion\u00a0Etiquette):<\/p>\n – Take turns speaking \u2013 one person speaks at a\u00a0time b) Organize students into four-person teams, based\u00a0on ideology if possible (two per each side of the\u00a0spectrum). Each team selects a statement and c) Pairs then come back together into a four-person\u00a0team and present their views to one other, one\u00a0team acting as the presenters, the others as the d) Rather than refuting the other position, the\u00a0listening team repeats back to the presenters\u00a0what they understood. Listeners do not become\u00a0presenters until the original presenters are\u00a0fully satisfied that they have been heard and\u00a0understood.<\/p>\n Ask students to read a list of propositions and determine\u00a0where on the ideological grid (political spectrum) it would\u00a0go and which moral principle it would align with (Activity\u00a014.2<\/a>). Students should assess their answers through\u00a0discussion with their peers. Afterwards, have students go\u00a0back and identify which propositions they agree with and\u00a0respond the final reflection questions.<\/p>\n Title Moral Foundations & Ideologies Guiding Question How and why do moral judgments vary across the political\u00a0spectrum? How can we improve political discourse and\u00a0debate? SUMMARY Morals and principles can affect an individual\u2019s political\u00a0perspectives and their position on the political spectrum. In this lesson, students use the political inquiry process\u00a0when reflecting on ideologies and political discourse. […]<\/p>\n","protected":false},"author":2,"featured_media":230,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"class_list":["post-321","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-secondary-lessons"],"_links":{"self":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/321","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/comments?post=321"}],"version-history":[{"count":5,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/321\/revisions"}],"predecessor-version":[{"id":1155,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/321\/revisions\/1155"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/media\/230"}],"wp:attachment":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/media?parent=321"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/categories?post=321"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/tags?post=321"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}LEARNING GOALS<\/h3>\n
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SUCCESS CRITERIA<\/h3>\n
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CURRICULUM LINKS:<\/h3>\n
MINDS ON<\/h3>\n
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ACTION<\/h3>\n
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\ndiscourse to become offensive. Naturally, when\u00a0someone articulates their perspective on an issue,\u00a0it is grounded in the moral principles they prioritize.\u00a0 However, this will not necessarily resonate with\u00a0someone who sits on the other side of the spectrum.<\/li>\n\n
\n– Use supportive gestures and body language\u00a0(maintain eye contact, nod to show you are\u00a0listening, use encouraging facial expressions,\u00a0don\u2019t use inappropriate gestures)
\n– Listen carefully and attentively to other speakers
\n– Encourage and support those around you
\n– Avoid sarcasm and put-downs
\n– Remain open to new ideas
\n– Ask questions when you don\u2019t understand<\/p>\n
\nsplits into pairs, with each pair developing an\u00a0argument for or against the proposition. Each pair\u00a0must base their argument to attract support from
\nboth sides of the spectrum.<\/p>\n
\nlisteners.<\/p>\nCONSOLIDATION<\/h3>\n
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SUPPLEMENTARY TOOLS<\/h3>\n
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