In traditional Chinese culture, we could find the origin and inspiration for the integrity and innovation of the ideological and political courses in the new era. Tracing back to the roots, the earliest curriculum in China originated from the Six Arts—rites, music, archery, charioteering, calligraphy, and mathematics, so did the earliest ideological and political course. As the most fundamental one of the Six Arts, “rites” integrate politics, ideology, morality, and etiquette. In the absence of courses on virtue and conduct, “rites” undertook the mission of “moral education,” constituting the earliest ideological and political course in China, also known as the “moral education curriculum.” Valuing etiquette and ethics was the objective of the course of “rites”, while the “five rites and six rituals” were the teaching content of it. Together, they formed the core elements of “rites,” undertaking the mission of educating students with ideological and political courses at schools. Among the Six Arts, apart from “rites” as the ideological and political course, the other five arts, to various degrees, also bore the responsibility of “moral education,” embodying the initial Chinese concept of the integration of ideological and political elements in the teaching of professional courses. They provide historical reference for the integrity and innovation of the ideological and political courses in the new era from two dimensions, namely, the integration of ideological and political courses in primary and secondary schools and universities, and the coordinated development of the ideological and political courses and the integration of ideological and political elements in the teaching of professional courses.