C.

2 Unit 2: Morality
Overview
In this unit, students will read a variety of religious, legal, historical, cultural, artistic, and literary texts
(primary and secondary) from several civilizations from the Ancient, Classical, Medieval, (Early)
Modern, and Contemporary Eras in order to define morality for each cultural study and determine how
this ideal developed and changed across cultures and regions over time. Students should develop an
understanding of how contemporary ideas of morality were rooted in ideals of the past, stemming all
the way back to the Ancient Era. Students should be able to define and compare and contrast the
social norms and mores of a variety of cultures and examine the social or legal enforcement of those
norms and mores. They should also be able to analyze how different cultures view human emotions
(such as desire, anger, love, fear) as positive or negative and be able to cite specific cultural works to
provide evidence of those views. Students should use primary and secondary documents to analyze
how different cultures view violence as a potentially creative force. They should also examine the
views and treatments of marriage in different cultures, and they should identify cultural beliefs on
morality as either a human or divine mandate. Teachers are encouraged to touch back on cultures
studied in Unit 1 and then add 2-4 additional cultures or regions such as China, Japan, Russia, India,
Babylonia, Sumer, Egypt, Mesopotamia, Persia, Africa, Greece, Rome, Mexico, South America, Native
America, North America, Great Britain, France, Spain, Eastern Europe, and Scandinavia. By the end of
Unit 2, students should have studied documents from 6-10 cultures, and teachers are encouraged to
periodically touch back to these cultures or regions in future units. By the end of the course, students
should have examined at least one document from each of the suggested regions in order to develop a
global perspective.

Generalizations
1.

The analysis of a variety of religious, legal, historical, cultural, artistic, and literary texts (primary
and secondary) can illuminate a cultures views on the idea of morality, social norms and mores,
emotions, violence, love and marriage, and morality as either a human or divine mandate.

2.

Contemporary Era ideas of morality have roots stemming from the Ancient Era while at the same
time have changed and modified over the ages.

3.

Different cultures have different expectations for human behavior, and that expected behavior is
enforced either explicitly or implicitly.

4.

Different cultures perceive human emotions differently, and those perceptions are evident in the
documents produced by those cultures.

5.

Some cultures view violence as a potentially creative force that can be used to rebuild what has
been found lacking or to promote the concept of revolution in various eras.

6.

Different cultures have different reasons for the adoption of marriage as a social arrangement, and
the views on practical arrangements and romantic love vary among cultures.

7.

Cultural views on morality sometimes originate with the worship of a deity and other times through
human contemplation and philosophy.

Essential Questions
1.
2.
3.
4.
5.
6.
7.

Based on a variety of texts, how does this culture define morality?

How might this culture have provided roots for Contemporary Era definitions of morality?
How do a cultures various texts demonstrate their views of morality?
How are cultural views of morality across regions and time similar and different?
What are the similarities and differences in social norms and mores?
How may the enforcement of social norms be different than the enforcement of mores?
Based on a variety of texts, what are the social norms and mores of this culture?

World Humanities, Unit 2

8. How are the norms and mores of this culture enforced (explicitly or implicitly)?
9. How are the norms and mores of different cultures across regions and time similar and different?
10. Based on a variety of texts, how does this culture view emotions such as anger, fear, love, desire,
sadness, and/or happiness?
11. How are cultural views on emotions similar and different across regions and times?
12. How do certain cultural texts reveal the view that violence has the potential to be a creative force?
13. What are the similarities and differences in views of violence for different cultures across regions
and times?
14. Based on a variety of texts, why has this culture adopted marriage as a social arrangement?
15. Based on a variety of texts, what is the role of romantic love in the society or marriage
arrangements in this culture?
16. Based on a variety of texts, what is the role of practical marriage arrangements in this culture?
17. What are the similarities and differences in marriage arrangements and love in different cultures
across regions and time?
18. Based on a variety of texts, how did this culture define its morally acceptable behavior?
19. What are some cultures that define their morality based on religious beliefs?
20. What are some cultures that define their morality based on human contemplation and philosophy?
21. How are cultural developments of morality similar and different among a variety of cultures across
regions and time?

Possible Regions or Cultures

Africa
Arabia
Australia
Babylonia
Caribbean
Central Europe
China

Eastern Europe
Egypt
France
Great Britain
Greece
India
Japan

Mesopotamia
Mexico
Middle East
Native America
North America
Persia
Rome

Russia
Scandinavia
South America
South Asia
Spain
Sumer

Possible Topics
Abu Mansur al-Mauridi
Buddhism
Christianity
Confucius
Eight-Fold Path
Enlightenment
Epicureanism
Feminism
Genji
Gilgamesh & Enkidu

Hammurabi
Hijab
Hinduism
Islam
King Arthur
Lancelot and Guinevere
Mala in se
Mala Prohibita
Moral Reasoning
Persephone and Hades

Reign of Terror
Sati
Secular Humanism
Siddhartha
Social Mores
Social Norms
Stoicism
Ten Commandments

Possible Texts (see Resources for links)

10 Commandments

Bhagavad-Gita

12 Tables

Bible

Civilization and Its

Discontents

A Natural History of Love

Brick Lane

Code of Hammurabi

Analects

Code of Manu

Art of War

Bulfinchs Greek and Roman

Mythology

Arthurian Legends

Cave paintings

World Humanities, Unit 2

Dialectic of the
Enlightenment

Echo and Narcissus

Mahabharata

Tao Te Ching

Eight-Fold Path

Mandate of Heaven

The Death of Arthur

Enuma Elish

Nectar in a Sieve

The Human Condition

Epic of Gilgamesh

Odyssey

The Invention of Tradition

Gustav Klimts art

Pottery decorations

Happiness: A History

Precepts of Ptah-Hotep

The Metamorphosis of
Narcissus

Iliad

Rumis Poems

Kinship and Family: An

Anthropological Reader

Sculptures

Madness and Civilization: A

History of Insanity in
the Age of Reason

Siddhartha

World Humanities, Unit 2

Shakespeares Sonnets
Tale of Genji

The Sacred and the Profane:

The Nature of Religion
Vedas
Water

Goals
What do students need to KNOW?

What do students need to be able to DO?

The views of 3-6 ancient cultures on morality

Explain the views of 3-6 ancient cultures on morality

How changes and adaptations in the views and

enforcements of morality can be traced from the Ancient
to Contemporary Eras

Trace changes and adaptations in the views and

enforcements of morality from the Ancient to
Contemporary Eras

The similarities and differences in cultural views on

morality across regions and time

Compare and contrast cultural views on morality across

regions and time

The similarities and differences in social norms and mores

Compare and contrast social norms and mores

How the enforcement of norms and mores may be different

Explain differences in the enforcement of norms and mores

The social norms and mores of different cultures

How different cultures enforce their norms and mores

Identify the social norms and mores of different cultures

across regions and time

The similarities and differences in cultural norms and

mores across regions and time

Explain how different cultures enforce their norms and

mores

How different cultures view emotions such as anger, fear,

love, desire, sadness, and/or happiness

Compare and contrast the cultural norms and mores across

regions and time

The similarities and differences in cultural views of

emotions across regions and time

Analyze how different cultures view emotions such as

anger, fear, love, desire, sadness, and/or happiness

How some cultures view violence as a potentially creative

force

Compare and contrast cultural views of emotions across

regions and time

The similarities and differences in cultural views of

violence across regions and time

Explain how some cultures view violence as a potentially

creative force

The different cultural reasons for the adoption of marriage

as a social arrangement

Compare and contrast cultural views on violence across

regions and time

The role of romantic love in different cultures

Identify different cultural reasons for the adoption of

marriage as a social arrangement of love

The role of practical marriage arrangements in different

cultures

Explain the roles of romantic love and practical marriage

arrangements in different cultures

The similarities and differences in marriage arrangements

and love in different cultures across regions and time

Compare and contrast marriage arrangements and love in

different cultures across regions and time

How different cultures define morally acceptable behavior

Which cultures define their morality based on religious

beliefs

Analyze how different cultures define morally acceptable

behavior

Which cultures define their morality based on human

contemplation and philosophy

Identify cultures that define their morality based on

religious beliefs

The similarities and differences in cultural developments of

morality among a variety of cultures across regions and
time

Identify cultures that define their morality based on human

contemplation and philosophy

Compare and contrast cultural developments of morality

among a variety of cultures across regions and time

I Can Statements

I Can explain the views of 3-6 ancient cultures on morality.

I Can trace changes and adaptations in the views and enforcements of morality from the
Ancient to Contemporary Eras.
I Can compare and contrast cultural views on morality across regions and time.
I Can compare and contrast social norms and mores.
I Can explain differences in the enforcement of norms and mores.
I Can identify the social norms and mores of different cultures across regions and time.
I Can explain how different cultures enforce their norms and mores.

I Can compare and contrast the cultural norms and mores across regions and time.
I Can analyze how different cultures view emotions such as anger, fear, love, desire,

sadness, and/or happiness.

I Can compare and contrast cultural views of emotions across regions and time.
I Can explain how some cultures view violence as a potentially creative force.
I Can compare and contrast cultural views on violence across regions and time.
I Can identify different cultural reasons for the adoption of marriage as a social

arrangement of love.
I Can explain the roles of romantic love and practical marriage arrangements in different

cultures.
I Can compare and contrast marriage arrangements and love in different cultures across

regions and time.

I Can analyze how different cultures define morally acceptable behavior.
I Can identify cultures that define their morality based on religious beliefs.
I Can identify cultures that define their morality based on human contemplation and

philosophy.
I Can compare and contrast cultural developments of morality among a variety of cultures
across regions and time.

Course Essential Standards

C.2 Understand the views of
morality within different
societies and cultures.

C.2.1 Compare enforcement of social norms and mores.

C.2.2 Analyze how different societies have seen human emotions, such as
desire, anger and love, as positive or negative attributes.
C.2.3 Analyze how various societies have viewed violence as a creative force.
C.2.4 Distinguish between the idea of romantic love and practical arrangements
in marriage.
C.2.5 Evaluate different societies views on morality as either a human or divine
mandate.

Common Core Standards for Literacy in History and Social Studies

READING

WRITING

CMS CCSS Power Standards:

CMS CCSS Power Standards:

R.11-12.1 Cite specific textual evidence to support

analysis of primary and secondary sources, connecting
insights gained from specific details to an understanding
of the text as a whole.

W.11-12.1 Write arguments focused on disciplinespecific content.

R.11-12.10 Read and comprehend history/social

studies texts in the grade 11-CCR text complexity band
independently and proficiently.

W.11-12.2 Write informative/explanatory texts,

including the narration of historical events, scientific
procedures/ experiments, or technical processes.

Additional Reading Standards:

Additional Writing Standards:

R.11-12.2. Determine the central ideas or information

of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the
key details and ideas.

W.11-12.3 not applicable as a separate requirement

R.11-12.3. Evaluate various explanations for actions or

events and determine which explanation best accords
with textual evidence, acknowledging where the text
leaves matters uncertain.
R.11-12.4. Determine the meaning of words and
phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key
term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
R.11-12.5. Analyze in detail how a complex primary
source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to
the whole.
R.11-12.6 Evaluate authors differing points of view on
the same historical event or issue by assessing the
authors claims, reasoning, and evidence.
R.11-12.7 Integrate and evaluate multiple sources of
information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.
R.11-12.8 Evaluate an authors premises, claims, and
evidence by corroborating or challenging them with
other information.
R.11-12.9 Integrate information from diverse sources,
both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies
among sources.

W.11-12.4 Produce clear and coherent writing in which

the development, organization, and style are appropriate
to task, purpose, and audience.
W.11-12.5 Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.6 Use technology, including the Internet, to
produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new
arguments or information.
W.11-12.7 Conduct short as well as more sustained
research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
W.11-12.8 Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations
of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard
format for citation.
W.11-12.9 Draw evidence from informational texts to
support analysis, reflection, and research.
W.11-12.10 Write routinely over extended time frames
(time for reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

Assessment Options:
W1- Literacy Common Core Power Standard: Writing Arguments

After reading a variety of texts, write ____ that argues your position on ____. Support your
position with evidence from your research. Be sure to acknowledge competing views, and
give examples from past or current events or issues to illustrate and clarify your position.
o

Example: After reading a variety of texts, write an essay that argues your position
on which religion or philosophy has had the greatest global cultural impact over
time. Support your position with evidence from your research. Be sure to
acknowledge competing views, and give examples from past or current events or
issues to illustrate and clarify your position.

Example: After reading a variety of texts, write an essay that argues your position
on the justification and validity of using violence as a creative force. Support your
position with evidence from your research. Be sure to acknowledge competing
views, and give examples from past or current events or issues to illustrate and
clarify your position.

Example: After reading a variety of texts, write an essay that argues your position
on whether romantic love or practical arrangements produce more successful
marriages (as a social institution). Support your position with evidence from your
research. Be sure to acknowledge competing views, and give examples from past
or current events or issues to illustrate and clarify your position.

[QUESTION] After reading a variety of texts, write ____ that addresses the question, and
support your position with evidence from the texts. Be sure to acknowledge competing
views. Give examples from past or current events or issues to illustrate and clarify your
position.
o

Example: Has religion or philosophy had the greatest global cultural impact over
time? After reading a variety of texts, write an essay that addresses the question,
and support your position with evidence from the texts. Be sure to acknowledge
competing views. Give examples from past or current events or issues to illustrate
and clarify your position.

Example: Is using violence as a creative force justified and valid? After reading a
variety of texts, write an essay that addresses the question, and support your
position with evidence from the texts. Be sure to acknowledge competing views.
Give examples from past or current events or issues to illustrate and clarify your
position.

Example: Does romantic love or practical arrangements produce more successful

social marriages (as a social institution)? After reading a variety of texts, write an
essay that addresses the question, and support your position with evidence from
the texts. Be sure to acknowledge competing views. Give examples from past or
current events or issues to illustrate and clarify your position.

W2- Literacy Common Core Power Standard: Writing Informative Texts

After reading a variety of texts, write a ____ that defines ____ and explains ____. Support
your discussion with evidence from your research. What conclusions or implications can
you draw?
o

Example: After analyzing a variety of texts, write an essay that defines social
norms and mores and explains how civilizations from around the world over time
defined and enforced it through their various writings and artistic representations.
Support your discussion with evidence from your research. What conclusions or
implications can you draw?

Example: After analyzing a variety of texts, write an essay that defines morality
and explains how civilizations from around the world over time defined it through
their various writings and artistic representations. Support your discussion with
evidence from your research. What conclusions or implications can you draw?

Example: After analyzing a variety of texts, write an essay that defines morality
and explains how civilizations from around the world over time portrayed it as a
human or divine mandate through their various writings and artistic
representations. Support your discussion with evidence from your research. What
conclusions or implications can you draw?

[QUESTION] After reading a variety of texts, write ____ that defines ____ and explains ____.
Support your discussion with evidence from the texts. What conclusions or implications
can you draw?

o Example: How have civilizations from around the world over time defined social
norms and mores? After analyzing a variety of texts, write an essay that defines
social norms and mores and explains how civilizations from around the world over
time enforced it through their various writings and artistic representations.
Support your discussion with evidence from the texts. What conclusions or
implications can you draw?

o Example: How have civilizations from around the world over time defined morality
through their various writings and artistic representations? After analyzing a
variety of texts, write an essay that defines morality and explains how civilizations
from around the world over time defined it through their various writings and
artistic representations. Support your discussion with evidence from the texts.
What conclusions or implications can you draw?

o Example: How have civilizations from around the world over time defined morality
as a human or divine mandate through their various writings and artistic
representations? After analyzing a variety of texts, write an essay that defines
morality and explains how civilizations from around the world over time portrayed
it as a human or divine mandate through their various writings and artistic
representations. Support your discussion with evidence from the texts. What
conclusions or implications can you draw?

R1/R10- Literacy Common Core Power Standards: Reading Closely Over Time with a
Variety of Grade-Level Texts

Historical texts (primary and secondary)

Religious texts
Legal texts
Philosophical texts
Literary texts

Artistic representations
Musical representations
Language study

Suggested Resources for C.2.1:

Article on Sati: http://news.bbc.co.uk/2/hi/south_asia/5366506.stm
Hannah Arendts The Human Condition Full Text: http://www.antithesis.net/contents/texts/references/arendt-the_human_condition.pdf
Foucault, Michel. Madness and Civilization: A History of Insanity in the Age of
Reason. Full Text: http://prernalal.com/scholar/Foucault%20-%20Madness%20and
%20civilization.pdf
Freud, Sigmund. Civilization and Its Discontents. Full Text: http://www.ebooks-forall.com/bookmarks/detail/Civilization-and-its-Discontents/onecat/0.html
Hobsbawm, Eric. The Invention of Tradition. Cambridge University Press, 1992.
Full-text translation of the Laws of Manu http://oaks.nvg.org/pv6bk4.html
Film: Brick Lane. Sarah Gavron, director. Great Brittain, 2007. Based on the book
by Monica Ali.

Water (2005) . Director: Deepta Mehta--plight of widows in India prior to

Independence -especially good with discussion of controversies
surrounding the making of the film. for example:
http://www.nytimes.com/2006/05/03/movies/03wate.html
Social Norms and Law: An Introduction:
http://theoryandscience.icaap.org/content/vol9.2/Odonnell.html
Ethics: http://www.qcc.cuny.edu/socialSciences/ppecorino/INTRO_TEXT/Chapter
%208%20Ethics/Mores_Law_Morality.htm
Cultural Norms (distinctions): http://www.cliffsnotes.com/study_guide/CulturalNorms.topicArticleId-26957,articleId-26853.html

Suggested Resources for C.2.2:

Adorno, Theodor. Dialectic of the Enlightenment. Stanford University Press, 2002.
McMahon, Darrin. Happiness: A History. Grove Press, 2006.
Rumis poems Full Text: http://www.rumi.org.uk/poems.html
Shakespeares Sonnets Full Text: http://www.shakespeares-sonnets.com/
Gustav Klimts art and commentary: http://www.iklimt.com/
Ovids Echo and Narcissus Full Text:
http://www.poetryintranslation.com/PITBR/Latin/Metamorph3.htm#_Toc64106190
Jacques Derridas take on the Echo and Narcissus Myth video:
http://www.youtube.com/watch?v=ya46wfeWqJk
John William Waterhouses Echo and Narcissus painting:
http://www.johnwilliamwaterhouse.com/pictures/echo-narcissus-1903/
The Metamorphosis of Narcissus by Salvador Dali:
http://www.tate.org.uk/servlet/ViewWork?workid=2987&tabview=image
Emotions in HistoryLost and Found; by Ute Frevert, 2011
Norms, Values, and Sanctions:
http://www.slideshare.net/steviesteve7000/norms-values-and-sanctions
Communication Norms: http://www.google.com/url?
q=http://www.quia.com/files/quia/users/tknight11/Cultural-Norms-informativereading&sa=U&ei=Q4vkUI7ZB5O29gSW6oGwDA&ved=0CBcQFjAB&usg=AFQjCN
H_XvwHNTFedrlYehR7SSzIHHUXBg
Suggested Resources for C.2.3:

The Bhagavad-Gita. Full Text: http://www.yogavidya.com/Yoga/BhagavadGita.pdf

Bulfinch, Thomas. Bulfinchs Greek and Roman Mythology: The Age of Fable.
Dover Publications, 2000.
Enuma Elish Full Text: http://www.sacred-texts.com/ane/stc/index.htm
The flood story in The Epic of Gilgamesh:
http://www.ancienttexts.org/library/mesopotamian/gilgamesh/tab11.htm
Flood myths: http://library.thinkquest.org/C005854/text/mythfarworld_i.htm
Creation Myths: http://library.thinkquest.org/C005854/text/mythfarworld_i.htm
List of Revolutions: http://listverse.com/2010/10/04/top-10-revolutions-feltaround-the-world/
NY Times lesson plan on comparing historical revolutions (Use Firefox to open):
http://learning.blogs.nytimes.com/2011/02/08/revolt-comparing-historicalrevolutions/

Suggested Resources for C.2.4:

Ackerman, Diane. A Natural History of Love. Vintage, 1995.
Thomas Malory, The Death of Arthur Full Text (chapters 18 through 22 about
Lancelot and Guinevere): http://www.arthurian-legend.com/le-morte-darthur/lemorte-darthur-1.php
Parkin, David and Linda Stone. Kinship and Family: An Anthropological Reader.
Wiley-Blackwell, 2004.
Markandaya, Kamala. Nectar in a Sieve. Signet Classics, 2002. arranged
marriage, poverty, hope, rural India, modernization, love
Tale of Genji Full Text: http://www.globusz.com/ebooks/Genji/00000010.htm
Coontz, Stephanie. Marriage, A History. Penguin Books, 2006.
Relationship between Penelope and Odysseus in the Odyssey.
New World Encyclopedia, Arranged Marriage:
http://www.newworldencyclopedia.org/entry/Arranged_marriage
List of books tagged for arranged marriage:
http://www.librarything.com/tag/arranged+marriage
Suggested Resources for C.2.5:
Code of Hammurabi Full Text and Commentary:
http://avalon.law.yale.edu/subject_menus/hammenu.asp
Audio recordings of the Eight Fold Path:
http://www.suttareadings.net/audio/index.html
Eliade, Mircea. The Sacred and the Profane: The Nature of Religion. Harcourt
Brace Jovanovich, 1987.
Confucian Analects Full Text: http://www.sacred-texts.com/cfu/conf1.htm
Hesse, Herman. Siddhartha. 1981.
Divine Command Theory: http://www.iep.utm.edu/divine-c/
Humanism and Morality: http://home.alphalink.com.au/~jperkins/humoral.htm
Internet Archive of Sacred Texts (variety of religious/philosophical texts):
http://www.sacred-texts.com/index.htm