Social studies lesson on the topic “Morality” 8th grade presentation for a social studies lesson (8th grade) on the topic

Social studies lesson summary “Morality”, 8th grade

Lesson summary No.

Subject: ____________________ Class:_______ Date___________

Topic: Morality

Goals and objectives:

introduce the moral values ​​of modern society; characterize the essence of morality and morality.

Planned results:
subject:
apply the conceptual apparatus of social science knowledge to reveal the concepts of
morality
,
morality
;
explore versions of the origin of morality; analyze cause-and-effect relationships in matters of choice in favor of good or evil; characterize various moral categories; explain the reasons for the variability of some moral norms; evaluate your behavior from the point of view of moral standards; give examples of situations of moral choice and evaluate them; meta-subject UUD
- J)
communicative:
organize educational cooperation and joint activities with the teacher and peers;
formulate, argue and defend your opinion; determine your role in the study group, the contribution of all participants to the overall result; 2) regulatory:
determine the sequence of intermediate goals, taking into account the final result;
draw up an action plan; correlate your actions with the planned result; evaluate the correctness of solving a learning task; adjust your actions in accordance with the changing situation; 3) cognitive:
analyze graphic, artistic, audiovisual information, summarize facts;
collect and record information, highlighting the main and secondary; pose reproductive questions based on the studied material; give definitions of concepts, establish analogies, classify phenomena; apply basic research skills when solving search problems; solve creative problems; present the results of their activities in the form of an oral report, participation in a discussion, conversation; personal UUD:
formation and development of moral norms and rules, focus on their active and conscious application in public life; understanding the importance of morality as an internal regulator of human behavior; awareness of the need to respect the moral values ​​of other people.

Equipment:

textbook, package with working material for group work, projector, multimedia presentation.

Lesson type:

lesson of discovering new knowledge.

During the classes

1. Organizing time
2. Updating of reference knowledge

Let's check how well you have mastered the material you have studied.

1. Read an excerpt from the Futurist manifesto “A Slap in the Face of Public Taste” and answer the questions.

For those reading our New First Unexpected.

Only we are the face of our Time. The horn of time blows for us in the art of words. The past is tight. The Academy and Pushkin are more incomprehensible than hieroglyphs.

Abandon Pushkin, Dostoevsky, Tolstoy, etc. and so on. from the Steamship of Modernity.

Whoever does not forget his first love will not know his last. Who, gullible, will turn his last Love to Balmont's perfume fornication? Does it reflect the courageous soul of today? Who, the coward, would be afraid to steal the paper armor from the black coat of the warrior Bryusov? Or are they the dawns of unknown beauties?

Wash your hands that have touched the dirty slime of the books written by these countless Leonid Andreevs. To all these Maxim Gorkys, Kuprins, Bloks, Sologubs, Remizovs, Averchenkos, Chernys, Kuzmins, Bunins and others. and so on. - All you need is a dacha on the river. This is the reward that fate gives to tailors. From the heights of skyscrapers we look at their insignificance!..

Moscow. 1912 December D. Burliuk, A. Kruchenykh, V. Mayakovsky, V. Khlebnikov

• How do the authors of the Manifesto relate to cultural heritage?
• How do you assess the call of the futurists to “Abandon Pushkin, Dostoevsky, Tolstoy, etc. and so on. from the Steamship of Modernity"?

1. Read Article 44 of the Constitution of the Russian Federation and answer the question

   .

1. Everyone is guaranteed freedom of literary, artistic, scientific, technical and other types of creativity and teaching. Intellectual property is protected by law.
2. Everyone has the right to participate in cultural life and use cultural institutions, to have access to cultural values.
3. Everyone is obliged to take care of the preservation of historical and cultural heritage, to protect historical and cultural monuments

• Why is the preservation of cultural heritage a constitutional duty of citizens of the Russian Federation?

1. How is external culture related to internal culture?

(Checking the completion of tasks.)

1. Introduction to new material

Who is called a good person? What is evil like? Does morality have power over people? What happens for a violation of moral standards? We will discuss these and other questions with you in our lesson.

Lesson topic: “Morality.”

• What do you think we will talk about?
• What questions do we have to answer?

(Students express their guesses.)

Lesson Plan

1. Morality, ethics.
2. Basic values ​​and moral standards.
3. Good and evil.

Problematic issues

• Does morality have power over people?
• What happens for violating moral standards?
• Is it possible to live without morality?

1. Work on the topic of the lesson

1. Morality

We live in a society that has certain values ​​and ideals. To understand what choice needs to be made, we rely on two regulators: morality and ethics. What unites these concepts and what sets them apart? Let's try to figure this out.

• What associations does the word “morality” evoke in you?

(Students name associations, the teacher records them on the board. From all the words written down, the key ones are highlighted, which help students form a definition of the concept of “morality.”)

Writing in a notebook

Morality

- this is a set of principles and norms of human behavior in relation to other people, to the environment and to oneself from the position of good and evil, justice and injustice.

• When and how did morality appear? I suggest you take a short excursion. At the end of our virtual journey, you will share your impressions.

Working material

• Slide
  1.
  In Latin, the word “morality” meant unspoken traditions, generally accepted rules. This term first appears in the works of the ancient Roman philosopher Marcus Tulius Cicero in the 1st century. BC e.
• Slide 2.

  Certain rules of behavior existed long before the term “morality” appeared. Observing life, activities, actions, morals, people carefully thought about them, and then formulated certain rules of behavior in society. Thus, morality is the result, the product of thinking about life, affairs, and actions of people.

• Slide 3.

  Moral ideals and rules regulate and guide people's behavior. These include the principles of mercy or norms such as “don’t kill”, “don’t steal”, “don’t lie”, “honor your elders”, etc. These rules are reflected in all religions of the world - Christians in the Bible, Muslims in the Koran, among the Jews in the Torah, in Buddhist and Hindu texts.

• Slide 4.

  The main meaning of morality comes down to the “golden rule”: Do not do to others what you do not wish for yourself. It is most expressively formulated in the Sermon on the Mount of Jesus Christ: “And so in everything, as you want people to do to you, do so to them.” The sermon was delivered on an elevated place, on the mountain where Christ ascended to present his teachings to the people.

• Slide 5.

  The great moralists of the past include Albert Schweitzer, Charles Louis Montesquieu, Leo Tolstoy, Socrates, Confucius and many other scientists and philosophers.

  Read also:  Methodology for conducting individual work with children in preschool educational institutions. Cyclogram of individual work in groups. methodological development on the topic
• Slide 6.

  In ancient times, there was a belief that an angel sat on one shoulder of a person, and the devil on the other. Each of them whispers to a person what to do, putting forward convincing arguments and arguments in defense of their position.

• Slide

  7. Almost every day we are faced with a choice - to lend a helping hand to our friend or pretend that it doesn’t concern you, walk past a stray dog ​​or feed it, treat your friend to your breakfast or eat it yourself. Often life asks us difficult questions, and then we turn for help to the moral standards that humanity has already developed.

• Slide 8.

  Morals are rules that are usually stated in general terms. For example, the biblical principle “thou shalt not kill” teaches us to recognize the value of every person’s life and calls for a humane attitude towards people. This is a general principle that applies to all humanity as a whole, and not to a specific person and a specific case.

• Slide 9.

  Compliance with moral standards is not necessary. Each person acts according to his inner conviction. And him for it

• no one punishes. Conscience and public opinion become regulators of people's moral actions.
• Slide 10.

  Morality not only condemns a person’s actions, but also intervenes in the world of his feelings. A person’s thoughts and feelings, according to morality, must be pure.

• (Student comments. Mini-discussion is held.)
• There is another concept that many thinkers identify with the word “morality”. This is morality. The term “morality” etymologically goes back to the word “character” (character).
• Some researchers emphasize that there are still some differences between the concepts of “morality” and “morality”.
• - Divide into two groups. Working with paragraph 1 § 7 of the textbook, fill out the table.
• First group

  characterizes the essence of the concept of “morality”.

• Second group

  explores the essence of the concept of “morality”.

Conclusion.

Morality is related to the spiritual, and morality is related to the social sphere. Morality is characterized by constancy, but morality is extremely changeable.

— Divide into four groups. After studying the work material, answer the questions.

Working material for the first group

The moral position is revealed in actions and is formed by actions, and conflict situations play a particularly important role. A person who has not been through difficult life situations does not yet know the strength of his “I”... The behavior of people of any age in new problematic situations strongly depends on their experience in resolving similar situations. Any new problem is compared with our past experience, and the more personal this experience was, the stronger its subsequent influence. The situation in which the individual himself took part is psychologically more significant than the one he observed from the outside, and even more so the one he only heard or read about. It’s not for nothing that people’s real behavior often differs sharply from how it appears to them in imaginary situations...

(I.S. Kon. “Psychology of early adolescence”)

Questions to the text

• Why, according to the author, can a moral position be revealed only in actions?
• What is the role of personal experience in the formation of an individual moral position?
• Is a moral choice always a specific individual action?

Working material for the second group

Unfortunately, such lofty words as “life”, “pleasantness”, “pleasure” are completely vulgarized by misinterpretations and abuses. By a good life they usually mean luxury, the opportunity not to be embarrassed by the most absurd desires; by pleasures we mean revelry, gluttony, drunkenness, voluptuousness, etc.; all of this together is called the “blessings of life”... Such a good life is contrasted with an unpleasant moral and reasonable life, far from pleasure, full of deprivation, self-denial and everything that constitutes violence to nature; therefore, it is not life, but a burden, a punishment. It is usually assumed that for every good and honest deed, for virtue in general, a person must force himself, overcome himself, overpower... Could there be anything more unnatural than this view and more offensive to human nature?.. No, virtue is life, one of needs and aspects of life; it has its basis in human nature itself. If a person strives for rational virtue, then in order to make his life fuller, more pleasant, richer in pleasures, in a word, more natural.

(M.A. Antonovich. “The unity of the physical and moral cosmos”)

Questions to the text

• Why does the author consider it unnatural and offensive to view moral life as a burden and punishment, as if it were contrary to human nature?
• What are people depriving themselves of who adhere to the point of view that a good life is just “a luxury, the opportunity not to be embarrassed by the most absurd desires”?
• Do you agree with the statement: “A person who is satisfied with life only because he himself has a good life is a nonentity”?
• How do you understand the author's statement that a moral life should bring satisfaction?

Working material for the third group

Where I harm any life, I must clearly realize how necessary it is... None of us has the right to pass by suffering for which we are not, in fact, responsible, and not prevent it. No one should reassure himself that he will allegedly be forced to intervene here in matters that do not concern him. No one should close their eyes and ignore the suffering they have not seen. No one should lighten the burden of responsibility for himself... Reverence for life does not protect my happiness either. In those moments when I would like to directly rejoice at something, it takes me in my thoughts to the poverty that I once saw or heard about. It does not allow me to simply push away these memories... True ethics inspires disturbing thoughts in me. She whispers to me: you are happy, so you must sacrifice a lot. Everything that is given to you to a greater extent than to others - health, abilities, talent, success, a wonderful childhood, quiet home comfort - you should not take all this for granted. You have to pay back for this. You must give up the strength of your life for the sake of another life.

(A. Schweitzer. “Culture and Ethics”)

Questions to the text

• Why does the author believe that no one has the right to ignore the suffering of others?
• How does the author imagine a moral life?
• What moral values ​​and ideals is he talking about?
• Do you think a moral life can be enjoyable? If you think it can, then try to determine how this pleasure differs from the pleasures of owning material goods.

Working material for the fourth group

Whoever wants to be saved from evil must protect, as if from enemies, his honesty, his abstinence, his understanding. Whoever gives this fortress to the enemy will be captured and die. Living your life as a real person is not at all as easy and simple as it seems at first glance. We know that man differs from wild animals and livestock in his mind. This means that if we want to be real people, we must not resemble either animals or cattle.

• And when does a person look like a beast?
• Then, when he lives in his belly: recklessly, carelessly, lustfully.
• And when does he look like a wild animal?
• Then when he lives by violence: when he acts with stubbornness, anger, malice.

Get your inner spiritual life in order; do not give way to sadness, fear, envy, selfishness, greed, unfriendliness, effeminacy and unbridledness... If you don’t want this, then you will have to drag yourself moaning and crying behind those who are stronger than you. You will begin to look for happiness outside of yourself and will never find it, because instead of looking for it where it is, you will look for it where it is not.

(Epictetus. “What is our good”)

Questions to the text

• What do you think is the main idea of ​​the Roman Stoic Epictetus?
• Why does the author believe that if a person does not put his inner spiritual life in order, then he will have to “drag along” with those who are stronger than him?
• What human qualities does the author condemn?
• What are their opposite moral qualities?

(Students’ answers. Summing up the work on this

question.)

1. Core values ​​and moral standards

• What, in your opinion, most stimulates moral behavior in people? Select an answer.

Incentives for moral behavior:

1. fear of public condemnation;
2. conscience, sense of duty;
3. approval of others;
4. desire to do like everyone else;
5. fear of punishment.

(A mini-discussion is held between adherents of different positions.)

The saying “Look inside yourself” suggests that the basis of our morality should be internal dialogue, a person’s judgment over himself, in which he himself is both an accuser, a defender, and a judge. What determines the essence of this monologue? Of course, those values ​​and moral standards that are important for a person.

• Working with paragraph 2 § 7 of the textbook, display graphically the basic values ​​and moral norms.

(During the completion of the task, diagrams are drawn up and a table is filled out.)
(Checking the completion of the task. Summing up the work on this issue.)

1. good and evil

• Having studied the material in the “Situation” section on p. 59, 60 of the textbook, answer the question for it.

(Students’ answers. A mini-discussion is possible.)

• Divide into two groups. Working with paragraph 3 § 7 of the textbook, fill out the table.

First group

explores the concept of “good”.

Second group

analyzes the concept of “evil”.

(Checking the completion of the task.)

Good and evil are the basic concepts of ethics. They serve as a guide for us in mastering the vast moral world. A moral person organizes his activities in such a way as to increase good and decrease evil.

Evil often hides behind a mask of goodness. How to distinguish between good and evil?

• Listen to the parable and answer the question.

Working material

A man bought himself a new house - large, beautiful - and a garden with fruit trees near the house. And nearby, in an old house, there lived an envious neighbor who constantly tried to spoil his mood (for example, he constantly threw garbage under the gate).

One day a man woke up in a good mood, went out onto the porch, and there was a bucket of garbage. The man took a bucket, threw out the trash, and cleaned the bucket until it was shiny. Then he put the largest and ripest apples from his garden in a bucket and went to his neighbor. The neighbor, hearing a knock on the door, thought maliciously:

• I finally got it!

Opening the door in the hope of a scandal, he saw a man handing him a bucket of apples with the words:

• He who is rich in what, shares it!

Question to the text

• How can you distinguish moral behavior from immoral behavior?

1. Summing up the lesson. Reflection

Let's check how well you have learned the new material.

1. Complete task 3 of the “In the classroom and at home” section on p. 62 textbooks.
2. Popular wisdom says that goodness begins where one person took care of another person. Explain the meaning of this statement. Prove that it contains a criterion for moral behavior.
3. According to one of the moral principles, you cannot be truly happy when others around you are unhappy. How do you understand the meaning of this statement?
4. One wise man said that there are three types of good: useful, pleasant and true. What would you classify as useful good, pleasant and true? Give examples.
5. Explain the meaning of the proverb: “A person is respected for his intelligence, and loved for his kindness.”
6. Which of the following statements seems most fair to you? Why?

1. Morality is the grammar of religion: it is easier to live correctly than beautifully (J1. Berne).
2. Morality is the reason of the will (G. Hegel).

3( Morality is the mind of the heart (G. Heine).

1. Something permissible from the point of view of law can be something that is morally condemned (G. Hegel).
2. I believe that the time will come, the spirit of good will overcome the power of meanness and malice (B. Pasternak).

(Checking the completion of tasks.)

Exercise
“Plus
-
minus - interesting”
(de Bono method). In column P - “plus”, students write down everything they liked during the lesson (information and forms of work that caused positive emotions). In column M - “minus” they write down everything that they didn’t like, found boring, or remained incomprehensible. In column I - “interesting”, students enter all the interesting facts that they learned about in class and questions for the teacher (everything else they would like to know about this problem).

Homework

1. Read § 7 of the textbook.
2. Complete tasks 1 or 2 of the “In the classroom and at home” section on p. 62 textbooks (to choose from).
3. Write an essay on the topic: “A good person is not one who knows how to do good, but one who does not know how to do evil” (V.O. Klyuchevsky).

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