Professional Documents
Culture Documents
Grade 9
Third Semester
Teacher’s Guide
Pilot Edition
2017 - 2018
I
Ministry of Education - Call Centre
For Suggestions, Inquiries & Complaints
Trial Edition
2017- 2018
Copyrights reserved -Ministry of Education in the United Arab Emirates - Curriculum and Evaluation Sector
II
Moral Education
Engaging, Enlightening, Enabling and Empowering Global Citizens
“ ”
‘A country’s greatest investment lies in building generations
of educated and knowledgeable youth.’… ‘To the young men
and women of the Emirates, the future is yours. You are those
who will determine your Country’s future’
Sheikh Zayed Bin Sultan Al Nahyan
“ ”
‘Values are the foundation of a nations stability, and the spirit
of its laws. Without values a country has no security, stability
or continuity.’
HH. Sheikh Khalifa Bin Zayed Al Nahyan
“ ”
‘The future belongs to those who can imagine it, design it and
execute it. It isn’t something you await, but rather create.’
HH. Sheikh Mohammed Bin Rashid Al Maktoum
“ ”
‘Our children face major challenges, and it is our
responsibility to prepare and protect them. We should not sit
back and watch. We should race faster than light, to ensure
that future generations are well prepared to continue
achieving and progressing.’
HH. Sheikh Mohammed Bin Zayed Al Nahyan
IV
Moral Education
Moral education seeks to foster in students a set of universal values, which will enable
them to peacefully interact and connect with people from different cultural and social
groups who hold different and divergent views and perspectives. It seeks to empower
them to become active, responsible, local and global citizens. It enables them to develop
mutual understanding, respect for difference and empathy, in order to sustain our
cohesive, and prosperous society. Through dialogue and interaction, students are
provided with opportunities to explore different worldviews, to challenge one another’s
assumptions and attitudes and to develop the knowledge, skills and attitude necessary
to think critically, to make informed ethical decisions and to act on them in the interests
of their society.
through four key pillars of learning as they progress through the course. Each of the four
Moral Education
Character and The Individual and Civic Studies Cultural Studies
Morality (CM) Community (IC) (CIS) (CUS)
VI
Key Skills
The Moral Education Course takes a holistic approach to teaching and learning. It focuses
on educating the Head (the cognitive domain - knowing), the Heart (the affective domain
- feeling) and the Hands (the pragmatic domain - doing), so that students are equipped
with an appropriate skill set to fully participate in a fast-changing world.
Deliberation Creativity
VII
Values
Values are at the heart of moral education. They are essential to a person’s sense of self;
they operate as the personal benchmarks that guide our thoughts and actions. The
Moral Education aims to support students in identifying their personal goals and the
motivation behind them. Moral education explores many multi-faceted issues, including
trade, mental health and the distribution of resources. It also enables teachers and
learners to explore the ethical implications behind complex global issues, enabling them
to engage as members of the UAE and international community.
It is hoped that in working through the Moral Education curriculum, teachers and
students will become inspired and motivated by a commitment to the values of social
justice, human rights, care for the environment, empathy, respect for diversity and
global solidarity. The lessons of Moral Education course are founded on the principles of
solidarity, equality and inclusion, and support a process for teaching and learning which
explores how personal values are shaped and directed. This Moral Education course does
not impose values, but rather encourages students to explore ethical issues, and
develop an awareness on their individual values.
Action Projects
In the upper grades of the course students are encouraged and enabled to undertake
Action Projects, where students are actively involved in developing an issue or topic, which
arises in class, beyond the usual limits of textbooks and course materials. These Action
Projects encourage active and co-operative learning and the development and acquisition
of skills. They are part of the ‘Hands’ (pragmatic) domain of skills development.
VIII
Moral Education Course Education Resources
In order to teach the Moral Education course a suite of resources has been developed to
support the teaching and learning of all participants:
Constitution and • Describe the main features, principal bodies granted and handed over from generation to generation, they are rules and values of the society like customs and
Required Materials and activities of government and the judiciary traditions that people follow according to their culture. The written standards are those written down and are hard
Constitution and
to change or amend as it requires strict measurements and procedures.
Understanding the
within the UAE.
• Describe the main features, principal bodies • Copy of the UAE Constitution (for reference) • Understand how the work of government
seeks to implement the principles expressed In the UAE, and in any state, the main set of rules is called the constitution. It provides these rules that give rights
Government System
and activities of government and the judiciary in the Constitution. and duties to the citizens. And these rules are generally obeyed by everyone. A constitution also outlines the values,
goals and aims of the country.
Understanding the
within the UAE.
in the UAE
• Understand how the work of government Learning Outcomes a. Compare verbal and written standards and give examples of both.
seeks to implement the principles expressed • Describe the main features, principal bodies and
Government System
in the Constitution. activities of government and the judiciary within
the UAE.
Vocabulary
•
in the UAE
Understand how the work of government Security Stability
seeks to implement the principles expressed in
the constitution. Citizen Constitution
Activity 1 (10 minutes) 1 Answer the following questions and share your answers with the class.
class.
b. Why do we have rules in the class?
e. A certain punishment or discipline is applied.
c. Who made those rules? Explain to the students that we have rules in the
d. Who enforces them? classroom, we have similar rules at home, and we
have more official rules for the whole country.
e. What happens if somebody breaks the rules? Deduct with the students that there is a framework for
creating rules, applying them and disciplining those
who do not abide by them.
On the country level, this framework is called
the constitution.
Model a definition on the board:
A constitution is a set of rules and laws that
determines the system of a country or state.
3
3
73
IX
The Moral Education Course Cover and What It Symbolises
A design that evokes local culture, contemporary society and global citizenship
At the centre of the cover is a star. This guiding star is created out of infinite circles, and
represents the moral compass that we should all aspire to follow, just as the North Star
has guided travellers through the ages. At the same time the star symbolises the
individual in the middle of the complex structure that is society.
As the grades progress, the number of circles increases, symbolizing how, as students
progress, they develop more connections with contemporary society and international
communities.
The gradation of colour portrays the complexity of the 21st century living.
Books and their covers vary in size. Keeping to the concept of interconnected ideas
influencing one’s moral behaviour, the circular pattern derived from the mosque
matures into a more complex design reflecting how morality and character grow in
complexity as we age.
X
XI
Table of Contents
Unit 4
Moral Education Grade 9 Teacher’s Guide
Theme: Civic Studies Unit 4 What are the main features and activities of the five federal authorities
Exploratory Questions
These questions provide an overview of the concepts
Governments, Authority
in the UAE? that the students will learn throughout the lessons in
this unit.
What changes have occurred in the political system since the foundation of
Unit 4
and the Judiciary System the federation?
Governments,
How do federal authorities apply the principles expressed in the constitution?
(CIS5) Governments, in the UAE How do federal and local authorities work together to govern the
Authority and the different emirates?
Judiciary System in
Unit Description
The concepts underpinning this unit are taught over
five lessons and are designed to answer the central How do the different federal authorities work together to govern the
question. UAE?
1 2
the UAE
Central Question Learning Outcomes
Each unit has a Central Question, around which all the lessons of the unit are 1. Describe the main features, principal bodies and activities of government and the
structured. Throughout the unit, students explore the concept of the Central Question. judiciary within the UAE.
2. Understand how the work of government seeks to implement the principles
expressed in the constitution.
3. Identify significant changes in the political system since the establishment of the
Federation.
4. Discuss the relationship between the federal government of the UAE and the
local system of government with which they are most familiar.
1 2
XII
Unit 5
Moral Education Grade 9 Teacher’s Guide
Theme: Civic Studies Unit 5 How can we develop and apply the competencies required to be active
Exploratory Questions
citizens? These questions provide an overview of the concepts
Being an Active Citizen How can we make a positive contribution to our communities and societies?
that the students will learn throughout the lessons in
this unit.
Unit 5 How can we positively demonstrate leadership and good teamwork?
33 34
Unit 6
1 Moral Education in Action ������������������������������������������������������������������������������������������������������������������� P. 65
XIII
Moral Education Grade 9
Unit Description
The concepts underpinning this unit are taught over
five lessons and are designed to answer the central How do the different federal authorities work together to govern the
question. UAE?
Central Question
Each unit has a Central Question, around which all the lessons of the unit are
structured. Throughout the unit, students explore the concept of the Central Question.
1
Teacher’s Guide
Exploratory Questions
What are the main features and activities of the five federal authorities These questions provide an overview of the concepts
in the UAE? that the students will learn throughout the lessons in
this unit.
What changes have occurred in the political system since the foundation of
the federation?
Learning Outcomes
1. Describe the main features, principal bodies and activities of government and the
judiciary within the UAE.
2. Understand how the work of government seeks to implement the principles
expressed in the constitution.
3. Identify significant changes in the political system since the establishment of the
Federation.
4. Discuss the relationship between the federal government of the UAE and the
local system of government with which they are most familiar.
2
Moral Education Grade 9
Understanding the
within the UAE.
• Copy of the UAE Constitution (for reference) • Understand how the work of government
seeks to implement the principles expressed
Government System
in the Constitution.
in the UAE
Learning Outcomes
• Describe the main features, principal bodies and
activities of government and the judiciary within
the UAE.
Vocabulary
• Understand how the work of government Security Stability
seeks to implement the principles expressed in
the constitution. Citizen Constitution
Activity 1 (10 minutes) 1 Answer the following questions and share your answers with the class.
3
Teacher’s Guide
Unit 4 Lesson 1 4
4
Moral Education Grade 9
objectives, it’s clear that the leaders of the emirates Article 1 of the Constitution provides that the United Arab Emirates is a federal, independent and sovereign state
consisting of the emirates of Abu Dhabi, Dubai, Sharjah, Ajman, Umm Al Quwain, Fujairah and Ras Al Khaimah.
should work closely together to ensure cooperation Article 21 states that private property shall be protected.
among the seven emirates. By being so closely Article 24 provides that the basis of the national economy is social justice.
Article 25 provides that all persons are equal before the law without discrimination between the citizens in regard to
united, the emirates can protect their citizens and race, nationality, religious belief or social status.
Article 26 provides that personal liberty is guaranteed to all citizens.
defend themselves against any external threats. Article 28 provides that an accused shall be presumed innocent until proven guilty in a legal and fair trial.
The constitution helps leaders find the delicate
balance between respecting the independence of a. Explain how the UAE is a constitutional federation.
the individual emirates and ensuring the collective b. Deduct the aims of the UAE Constitution from what you have read above.
Article Aim
1 Unity
21 Safety and security
5
24 Social justice and equal
opportunities
25 Equality and tolerance
26 Public freedom
28 Rights and duties
5
Teacher’s Guide
Unit 4 Lesson 1 6
6
Moral Education Grade 9
7
Teacher’s Guide
Unit 4 Lesson 1 8
8
Moral Education Grade 9
• Scissors Ratifying
Learning Outcomes
• Describe the main features, principal bodies, and
activities of government and the judiciary within
the UAE.
Family Collaboration
a. Are they all doing the same job? Describe the job of each member of this family.
Activity 1 (5 minutes)
Ask students to look at the image of the family in the student book. Point out that the
family members cannot all do the same job. Each one has something to do and the
tasks are divided among them.
a. Ask students if this is the case in the government. Make sure they understand
that the jobs of the government are divided among the people in it; each has
certain authorities and responsibilities. Give examples such as:
The president represents all the country.
The minister for education takes care of schools and universities.
The police make sure the country is safe.
9
Teacher’s Guide
Constitutional
structure
a. Who represents the legislative, executive and judiciary sections in the cases that your teacher
will read out.
Unit 4 Lesson 2 10
is making sure that citizens are following these laws. 3. The Federal Council
of Ministers
This way, both government and citizens are playing
4. The Federal
a role in ensuring that the constitution is being National Council
followed. Explain to the students that the Federal
5. The Federal Judiciary
Supreme Council is both an executive and legislative
branch of government.
Ask students to complete the activity in the
student book.
Suggested Answers
2. The UAE
President
and Vice
President.
3. The
Federal
Council of
Ministers.
4. The
Federal
National
Council.
5. The
Federal
Judiciary.
11
Teacher’s Guide
Differentiated Learning
4 Who are the federal authorities? Read the following then answer the questions.
For Beginners
1. The Federal Supreme Council:
Consists of the rulers of all the emirates composing the
Students will make a poster detailing the members
federation, or of their substitutes in the event of their of the Federal National Council. They should include
absence or incapacity to attend.
2. The UAE President and his deputy:
the emirate the member represents and the role that
The Federal Supreme Council elects from among its they play within the council. Images of members can
members a president and a vice president for a five-year be sourced from the internet and/or newspapers
term according to the Gregorian calendar, and may be re-
elected for the same office. and magazines.
3. The Federal Council of Ministers:
Consists of:
This is a good activity as groups can be formed by
· The Prime Minister a mix of beginners and advanced students. Thus
· Two Deputy Prime Ministers
· The Ministers of the UAE students can learn from one another.
· An active General Secretariat composed of a number of
employees to assist it in the conduct of its work. For Advanced Students
The President appoints the Prime Minister, the Deputy
Prime Minister and the Ministers. Students will create a venn diagram to compare and
4. The Federal National Council:
contrast the roles and responsibilities of the President,
Consists of fourty members. Twenty members elected by
the citizens and twenty nominated by the rulers of the the Prime Minister, and the Ministers.
emirates. The number of seats assigned to each emirate is
proportionate to its population as follows: Federal National Council
· Abu Dhabi - 8 seats
· Dubai - 8 seats
· Sharjah - 6 seats
· Ajman - 4 seats
· Umm Al Quwain - 4 seats
· Ras Al Khaimah - 6 seats
· Fujairah - 4 seats
5. The Federal Judiciary:
The legal structure in the UAE is composed of two systems:
· The Federal Judiciary presided over by the Federal Supreme Court as the highest judicial authority.
· The local judicial departments at the local government (Emirate) level.
The Supreme Court maintains five judges appointed by the President of the UAE, after an approval by the Federal
Supreme Council.
a. Why is the Federal Supreme Council the first on the list of authorities?
b. Deduce why the national council includes members from all the emirates.
c. Analyse reasons behind the way that judges are appointed to the federal judiciary.
Unit 4 Lesson 2 12
12
Moral Education Grade 9
13
13
Teacher’s Guide
Suggested Answers
6 Authorities and Responsibilities
3. The Federal
1. Approve the various federal laws prior
Council of
to their issuance.
Ministers.
Unit 4 Lesson 2 14
Activity 6 (5 minutes)
Wrap up the lesson by reminding students that each authority has responsibility for
different aspects of the UAE government.
Ask students to read the table in the student book. Address any questions they raise.
Ask students to match the authorities with the responsibilities. After three minutes,
prompt students to share their answers with the class.
14
Moral Education Grade 9
15
Teacher’s Guide
A change or improvement,
2 Read the text Vision 2021 then complete the task that follows. Reform especially in the area of
In 2010, the Vice-President and Prime Minister of the UAE launched the UAE Vision 2021. This initiative aims to
government or politics.
make the UAE one of the best countries in the world by the A system of government
Golden Jubilee of the Union (2021). Inspired by the principles
of the UAE’s founding fathers, the Vision is guided by the Democracy where citizens vote to elect
National Work Programme launched by His Highness Sheikh representatives.
Khalifa bin Zayed Al Nahyan, the President of the UAE. The
Prime Minister’s Office plays a major role in coordinating and
supporting the UAE Vision 2021 activities and programmes.
This UAE Vision 2021 aims at empowering both the country
and citizens by reinforcing the national identity, the spirit of
confidence, and the sense of responsibility, building stable
families and a coherent society that is based on authentic
• Developing high-quality education (engaging with
Islamic and Arab values; strengthening security, integration and balanced development, building a diversified children; incorporating latest teaching methods
knowledgeable economy that will be powered by the best competencies to ensure long-term prosperity for the
UAE; developing high quality educational and health systems, and maintaining a sustainable environment that
from around the world, as appropriate; taking
ensures prosperity for future generations. advantage of technology, especially smart and
a. Choose one aim of the UAE Vision 2021 and think of two ways the government could promote
mobile technology)
that aim.
• Maintaining sustainable environment (making
citizens environmentally aware; rewarding
sustainable energy schemes; holding
competitions for sustainability ideas)
Remind students that the constitution captures the
values and beliefs of the UAE and guides leaders on
how to apply them. The Vision 2021 initiative aims to
raise the profile of these values and get all citizens
thinking about how they apply them in their daily
lives. Government is not some abstract function in a
faraway city; it is a way of life that can be applied a the
national, local and individual levels.
Differentiated Learning
For Beginners
Students choose one aim and look for ways to
Unit 4 Lesson 3 16
promote it.
For Advanced Students
Students choose three aims and rank them in order of
Activity 2 (10 minutes) importance. They give a reason for their ranking and
explain how these aims could be applied.
Explain that the Vision 2021 is an example of an exciting initiative that was announced
by the prime minister. It is an initiative that some students may already be familiar
with. (Check students’ familiarity with the initiative.)
Invite a student to read out the extract to the class.
Then ask students to suggest aims and how these could be accomplished. What would
they do if they were involved in implementing the Vision 2021. Encourage students to
‘think big’ and come up with creative ideas.
Suggested Answers
• Reinforcing national identity (celebrations of culture; further education about
history and heritage; field trips to historical sites)
• Strengthening security (raising awareness of security issues; raising profile of
security services; carrying out ‘mock’ drills)
16
Moral Education Grade 9
17
Teacher’s Guide
Suggested Answers
The Prime Minster is the head of the cabinet, or Council of Ministers. The current (2018)
4 Prime Minister of the UAE is H.H. Sheikh Mohammed bin Rashid Al Maktoum.
• National brainstorming sessions
• UAE National Agenda
• UAE Government Strategy Plan
• Government Creativity Lab
• UAE Flag Day
• Smart Learning Program
• Mobile Government
• UAE Pioneers Award
• Green Growth Strategy
Differentiated Learning
a. Do you know of any other titles he holds?
For Beginners and Advanced Students
Allow students to work in pairs or groups when
b. What do these titles indicate about the role of the Prime Minister?
exploring the initiatives of the Prime Minister. Perhaps
one student could identify an initiative and another
student could explain the impact of that initiative and
c. Identify one achievement or initiative (apart from Vision 2021) of the current Prime Minister.
outline why it is important.
Unit 4 Lesson 3 18
18
Moral Education Grade 9
19
Teacher’s Guide
Student thinking
Unit 4 Lesson 3 20
20
Moral Education Grade 9
(provided by teacher.)
1 The judicial structure in the UAE.
• Laptop/iPad/phone(research)
• White tack - sticky reusable adhesive putty
In this lesson, you will work with different groups to create information stations about different aspects of the
judicial system of the UAE.
• Blank paper An information station allows groups to work together to create an area of expertise that can be shared with the
class. Knowledge can be shared with informative displays including text and images. The main thing is to be as
• Research resources: online, books, journals, creative as you can be, making engaging stations for your classmates.
21
Teacher’s Guide
22
Moral Education Grade 9
• Create a large heading to display on the station. Usually, the judges of Sharia courts are trained in Islamic Jurisprudence and Law. In addition, the UAE’s courts may
rely on principles of Islamic jurisprudence in the construction and interpretation of the UAE laws.
23
23
Teacher’s Guide
The Case Management System (CMS) helps people to file documents electronically, reduces delays in civil court
• Outline how online technology is transforming
cases and improves efficiency by making information more accessible to all parties. the judicial system.
In addition, the Ministry of Justice launched the legislations ePortal (in Arabic and English). • Include a “Did you know?” fact. (For example,
In 2016, 613,102 legal transactions were done online. how many online transactions were made in
Local judicial departments have also adopted eServices. 2016? Research latest figures.)
Prompt students to read the text in the student book
and do any further research necessary to complete
the task.
Unit 4 Lesson 4 24
24
Moral Education Grade 9
• Determine the role of the Ministry of Justice. According to Article 6 of Federal Law No. 1 of 1972 on the Jurisdictions of the Ministries and the Competences of the
Ministers, its jurisdiction involves regulating and supervising the administrative and financial affairs of the federal
• Outline the key word: amendment. (“A change to courts, preparing draft laws related to the Federal Judiciary, the federal public prosecution, general amnesty from
the judgements issued by the federal courts. It also peruses the studies, fatwas and all other legal affairs required
an existing law.”) by the work needs in different federal ministries, and prepares major draft legislations related to the different laws.
25
25
Teacher’s Guide
Unit 4 Lesson 4 26
26
Moral Education Grade 9
Autonomy
Learning Outcomes
• Understand how the work of government seeks 1
Local governments have jurisdiction in all matters not assigned to the exclusive
to implement the principles expressed in the jurisdiction of the Federal Government.
Constitution Each local government has an Executive Council in
2 Before the Federation was established in 1971, each emirate had its own Autonomy The quality or state of being
governing institutions. self-governing.
Under the UAE Constitution, there are certain matters that fall under the legislative and executive jurisdiction of the
Federal government. Since 1971, the UAE has sought to strengthen the federal institutions. However, each emirate Suggested Answers
retains substantial autonomy.
Article 122 of the Constitution states that the emirates shall have jurisdiction in all matters not assigned to the
• It’s important for emirates to retain some
exclusive jurisdiction of the Federation in accordance with the provisions of Articles 120 and 121. autonomy because they are best placed to
Article (122) address local issues. This also helps retain the
The Emirates shall have jurisdiction in all the matters not conferred exclusively upon the federal authorities as local character of each emirate. They can keep
provided in the two preceding articles.
this local character while also ensuring that
Discuss the following with your partner:
the UAE has a cohesive, unified identity as a
a. What are the advantages of giving each emirate a level of autonomy?
federation. After all, being part of a federation
gives each emirate an element of security and
protection that it mightn’t have on its own.
If pairs are struggling, you can prompt them with
some questions:
• What issues might a local government be better
able to deal with?
• How can each emirate contribute to the security
of the federation?
Differentiated Learning
With group work it is advised to pair up students
of varying abilities. This will give students the
opportunity to share strengths and weakness but
ultimately to learn from one another.
One student could identify advantages of each
emirate having autonomy, and the other student
could challenge him to dig deeper and explore those
Unit 4 Lesson 5 28 advantages in detail. The aim is for the students
to challenge each other so they both develop
greater understanding.
28
Moral Education Grade 9
that the same values and ideas are taught The UAE has exclusive legislative and executive jurisdiction in the many matters. These include foreign affairs,
defence, and matters pertaining to security, order, and government in the permanent capital city of the UAE.
throughout the UAE. And by maintained control
The federal government also looks after federal finances, taxes, and federal public loans. And it has jurisdiction over
of electricity, the federal government can ensure many aspects of communications, including post, telephone, and wireless services, as well as roads and paving, and
that all UAE citizens have equal access to the air control.
necessary resources. In addition, the federal government has jurisdiction over education, public health and medical services, and utilities,
such as electricity services. And it looks after passports, and issues relating to residence and immigration.
Imagine you work for the federal government. A citizen has asked you about the role of federal authority in the
UAE. Write a short letter back to the citizen, explaining why it is so important that the federal government retain
Differentiated Learning jurisdiction over some aspects of UAE government.
For Beginners
Give students a list of possible answers. However, ask
students to explain the matter and or state why the
matter is important or why it might be left under the
jurisdiction of local government.
For Advanced Students
29
29
Teacher’s Guide
Differentiated Learning
4 Read the text Local Governments and Authorities then answer the question that follows.
Teachers can give resources such as the ones
The local governments of the seven emirates differ in size and mechanisms, depending on factors such as mentioned above to help students that need more
population, area and degree of development. In each emirate, there is an executive council and different agencies.
However, there are also various departments that reflect the federal ministries that are based within emirates that guidance. Or they could suggest some federal
are linked to the executive council and the ruler of
the Emirate. departments in the assigned emirate and ask students
to research them.
With your group:
For Advanced Students
a. Can you find out if there are any initiative or programmes that the local government in your
assigned emirate has implemented recently? Students could research the same information but
for a different Emirate. They could then compare and
contrast how each emirate interacts with the federal
government.
If students don’t have access to the internet, students
could answer an additional question:
• Can you describe the relationship between the
executive council and federal government?
Reiterate that local autonomy does not weaken
the strength of the federation. On the contrary, by
allowing local authorities and agencies to deal with
local matters, the federal government frees itself up
to deal with other matters, in particular international
relations and issues that affect all of the emirates. In
addition, by having federal agencies in each emirate,
the government can ensure that there is good
communication between local and federal offices.
Unit 4 Lesson 5 30
30
Moral Education Grade 9
technology could be used. b. Can you think of any other ways that smart
technology could be used by local or federal
authorities to get citizens more engaged and
active?
Differentiated Learning
Providing differentiation for this activity could again 31
involve students working together in pairs or groups.
Perhaps weaker students could voice their opinion,
and then stronger students could ask them questions
to challenge their opinion (in a constructive way) and
encourage them to explore the issue deeper.
Another option would be to open the floor to students
after reading the text aloud.
31
Teacher’s Guide
b. Can you think of an idea for another app? Can you think of the next great idea to help you and Key Skills ( Head, Heart, Hands)
other become a more informed citizen? Get creative!
• Managing Information
• Research
• Communication
• Creativity
• Critical thinking
Unit 4 Lesson 5 32
32
Moral Education Grade 9
Central Question
Each unit has a Central Question, around which all the lessons of the unit are
structured. Throughout the unit, students explore the concept of the Central Question.
33
Teacher’s Guide
Exploratory Questions
How can we develop and apply the competencies required to be active
citizens? These questions provide an overview of the concepts
that the students will learn throughout the lessons in
How can we make a positive contribution to our communities and societies? this unit.
How can we positively demonstrate leadership and good teamwork?
34
Learning Outcomes
1. Demonstrate a willingness to develop and apply the competencies necessary for
effective civic engagement.
2. Identify how to make a positive difference to the local community and wider
society.
3. Demonstrate personal skills such as leadership and good teamwork.
34
Moral Education Grade 9
Required Materials
• Definitions of Active Citizen and Civic Engagement Vocabulary
35
Teacher’s Guide
2 Read the text below and answer the questions that follow.
A person who is actively
Promoting Civic Engagement in the UAE
Active citizen involved in his or her
Civic engagement is crucial to building and community on a local,
strengthening a sense of identity and attachment
to the nation. In a diverse and colourful society national or global level.
such as that of UAE, encouraging civic engagement
can strengthen the bond between the various Individual and collective
communities and contribute to the growth of the city.
In Europe, the US and some other western societies,
actions designed to identify
civil society is strong. Many individuals take an active and address issues of public
role in their respected communities and see value in
volunteering.
Civic engagement concern; involves citizens
Here in the UAE, there is great potential to benefit working together to make
from civic engagement, and people from all age a positive difference in the
groups can participate. For children, partaking in civic engagement activities can provide them with an opportunity
to learn more about the UAE. Volunteering can also contribute to their healthy growth, instil confidence and develop
community.
their leadership skills. Volunteer activities could include a trip by a children’s choir to a nursery; kids painting pottery
items that are donated to a cancer organisation or baking and selling cupcakes with all profits donated to a
local charity.
As for young adults, civic engagement will provide them with the opportunity to interact and diversify their views Well-being The state of being content, in
beyond the boundaries of a defined, traditional education. It will also help them build confidence and better prepare good health and fulfilled.
them to face the ‘real world’. Students can volunteer to work with the disabled, or at an art museum, or help a
non-profit organisation with its marketing.
Society can also greatly benefit from senior citizens’ experience. At the same time, older adults can pursue strength,
structure, purpose, affiliation and growth as well as add meaning to their lives through civic engagement. Older Responsibilities or actions
adults can volunteer at a library, teach a local or foreign language, or help school children with art projects. Civic duties that citizens are required by
law to perform.
a. Do you agree that civic engagement can build attachment to the nation? How?
b. In what way can participating in civic engagement activities provide young people in the UAE Duties or actions that citizens
with an opportunity to learn more about the UAE? should perform out of moral
c. How can volunteering "contribute to young people’s healthy growth, instil confidence and
Civic
responsibilities duty or social responsibility,
develop their leadership skills"?
but are not required by law
to do.
Suggested Answers
Activity 3 (5 minutes)
3 Why Civic Engagement Matters?
Remind students that civic engagement involves
citizens working together, either individually or How clean would a community be if residents and
businesses didn’t take proper care of their rubbish?
as a group, to make a positive difference in their How safe would a community be if people didn’t obey
laws or report crime?
community. Some communities show a higher level of civil
engagement than others. And in those communities
Then read the text aloud, checking for understanding. where everyone is involved in defining and
implementing public services and amenities, there is
Ask a student to read the list of examples. greater civic pride and responsibility. This in turn leads
to stronger community wellbeing.
This list contains simple ways that an active citizen can It was in the 1980s that non-profit organisation
the National Civic League coined the phrase ‘civic
get involved in their community and is an opportunity infrastructure’ and created an index to describe and
to start a discussion in the classroom. measure the essential elements of community in
which everyone has a role in decision-making and
public problem-solving. The civic league has worked to
Divide students into pairs. Ask them to work with their support civil engagement in American communities for
120 years. It believes that, through civic engagement,
partner to rank the actions in order of importance the many parts of a community — government,
from 1 to 5. business, residents, non-profit agencies, and others
— can work together to address public needs and
desires. Whether it’s economic development, safety,
There are no right or wrong answers. The objective health, environmental quality or other matters, civic
is for students to realise that every one of these leadership and community partnerships can lead to
lasting solutions that represent the values and desires
actions is an opportunity to make a difference in the of each part of the community.
Great communities have at their core strong and inclusive civic engagement that makes the most of the ideas and
community and therefore they are all important. talents of all members of the community to ensure the common good and create lasting health and prosperity.
Nonetheless, encourage students to consider why Look at the list of things that an active citizen could do to contribute to their community. Rank them from 1 to 5
they are ranking one action over another by asking in order of importance.
them to think about the consequences if the action
Rank Examples
was not done.
Clean up litter
Always recycle
Volunteering
37
37
Teacher’s Guide
4 Read the text below and answer the questions that follow. Activity 4 (10 minutes)
Civic engagement is an umbrella term used to describe the activities which promote the bridging of Read the introduction aloud. Ask students if they
communities with socially conscious thought and action. The following are examples of civil engagement. know what it means to be socially conscious. (A sense
Volunteerism
of responsibility or concern for the problems and
People over the world engage in volunteerism for a great variety of reasons: to help to eliminate poverty and to
injustices of society).
improve basic health and education, to tackle environmental issues, to reduce the risk of disasters or to combat
social exclusion and violent conflict. In all of these fields, volunteerism makes a specific contribution by generating Ask volunteers to read the text out loud to the class.
well-being for people and their communities.
Volunteers are motivated by values like those of justice, equality and freedom. A society which supports and Check for understanding. Now divide students into
encourages different forms of volunteering is likely to be a society which also promotes the well-being of pairs. Tell them that they are to roleplay the following
its citizens. scenario: You and your friend both want to benefit
Community Service
from civic engagement. You are very passionate
Community service refers to doing something about the environment. Convince your friend that
beneficial to the community. There are many people environmentalism is the best way for you both
associated with different aspects of community
development. People full of philanthropic feelings Enviromentalism Volunteerism to be involved.
are those who work hard for the betterment of the
community regardless of race, customs and traditions.
Try to pair a beginner student with an advanced
Any nation equipped with the feelings of community student. Walk around the room to ensure students are
development and working to help the weak and less National Community engaged in the task.
privileged communities to improve their standard of Service Service
living is actually preparing itself for a healthier and
happy community structure.
National Service
National service is a system of either compulsory or voluntary government service, usually military service.
Voluntary enrollments at the Peace Corps are also known as national service. Many young people spend one or
more years in such programmes.
In 20 14, National Service became mandatory for Emiratis. Emirati men who have finished secondary school or aged
between 18-30 will have to serve a year, while those who have not will serve two years. The service is optional for
women, who may be trained for nine months, regardless of their education, according to the law.
Environmentalism
Environmentalism can be described as a social movement focused on the welfare of the environment.
Environmentalism seeks to protect and conserve the elements of earth’s ecosystem, including water, air, land,
animals, and plants, along with entire habitats such as rainforests, deserts and oceans. Environmentalism works
to correct the damage already caused as well as prevent future destruction, creating numerous environmental
groups around the world. Even with the combinations of legislation and improved corporate behavior, nonprofit
organisations still play a significant role in achieving environmental goals.
Unit 5 Lesson 1 38
38
Moral Education Grade 9
Try to mix the groups to encourage effective Some of the examples of organisations in the voluntary sector include the following:
differentiation. This enables students to encourage
Charities and Foundations
and help one another, while also asking one another
A charity is an organisation set up to help society in some way – whether it’s helping certain groups nationally or
questions. internationally, promoting arts or sport, or helping the environment or animals. A charity’s aims have to fall into
categories which the law says are charitable – such as the prevention or relief of poverty, or the advancement of the
arts, culture, heritage or science.
It has to be established exclusively for what is known as public benefit. That means its only purpose must be
charitable. Most importantly, all the money charities raise has to go back towards achieving their aims. A charity
can’t have owners or shareholders who benefit from it.
Charities have to state what their charitable objectives are in order to be registered with the Charity Commission,
and then explain how they are meeting them in their annual reports, which are publicly available.
Advocacy Groups
Advocacy groups use various forms of advocacy in order to influence public opinion and/or policy. They have
played and continue to play an important part in the development of political and social systems. An example of an
advocacy group is the World Wildlife Fund.
Think of a group you know that is involved in civic engagement. What have they done to promote civic
engagement? Who benefitted from their actions?
39
39
Teacher’s Guide
Unit 5 Lesson 1 40
40
Moral Education Grade 9
Character Community
Learning Outcomes
• Demonstrate a willingness to develop and apply
Good citizen Resourceful
QUESTIONS MY ANSWERS
Who is part of your school community? Students, teachers, teaching assistants, administrative staff,
maintenance staff and students' parents.
What do you do to contribute to this community? I treat everyone - and the school itself - with respect. I try to be
friendly and polite at all times. I also get involved in activities
and try to make a positive contribution to improve things.
Why is it important to be involved? Things only improve when we work together to improve them.
That's why it's important for everyone to get involved and
participate.
What can you do to promote change in your school? By making sure that I always treat others with respect,
politeness and friendliness, I am contributing to a positive
atmosphere within the school. I can also promote change by
suggesting improvements and sharing ideas, and supporting
other people's suggestions for improvement.
41
Teacher’s Guide
Teaching Responsibility
A community cannot thrive without citizens who are
• Yes, I do. Parents are very careful about how
willing to ask - to paraphrase John F. Kennedy - not they raise their children. They place a lot of
what the community can do for them, but what they
can do for the community. Children acquire this importance on teaching them the right way
sense of social responsibility if they are consistently to behave and think, and this includes making
expected to contribute to their families, and if they
are not overindulged. Children who aren’t expected them respectful, responsible and resourceful.
to perform daily chores are in danger of believing
it’s possible to get something for nothing. This is not OR
good for a child’s healthy character development. The
more productive a child is within the family, the more
productive a citizen that child will become. • No, I don’t. I think children spend too much time
watching television and playing videogames,
Unit 5 Lesson 2 42 and, as the text points out, they are not going to
learn good citizenship skills this way.
Being active is not only about understanding national and global issues, it is about
reflecting on the communities in which the students are already involved.
Let the students see that they have a great opportunity to start civic engagement in a
familiar setting.
42
Moral Education Grade 9
priority of seeking active citizenship from UAE The state should play a vital role in the development of good citizens, primarily because the success of a state
citizens. One of the major actions his highness depends on good citizens.
Similar to that of schools and parents the onus is on state to provide positive examples of good citizenship.
has taken in this regard is the passing of the first Governments also need to heavily fund education and encourage more active citizenship.
anti-discrimination law in the Arab region.
b. Promoting social inclusion, leadership, tolerance,
respect for others.
43
43
Teacher’s Guide
In Europe, the pursuit of equity and social cohesion has been a growing priority over recent years at national and
European level. Encouraging citizens, particularly young people, to actively participate in social and political life has
been seen as one of the principal means to address these issues, and education has been identified as a major force
in this respect.
Major policy documents, have recognised the importance of promoting active citizenship and, as a result, it has
become one of the main objectives for education systems throughout Europe.
Furthermore, the European reference framework on key competences for lifelong learning proposed that young
people should be helped to develop social and civic competences, defined in terms of knowledge, skills and
attitudes, during their school education. This competence-based approach calls for new ways of organising
teaching and learning in citizenship education.
In addition to this, the EU Youth Strategy 2010-2018 declared fostering active citizenship, social inclusion and
solidarity among all young people as one of its main objectives. The Strategy includes several lines of action
related to developing citizenship in both formal and non-formal educational activities, for example, ‘participation
in civil society’ and ‘volunteering as a vehicle for social inclusion and citizenship’. In addition, in 2011, the year was
designated as the European Year of Voluntary Activities Promoting Active Citizenship.
a. Compare the European initiative with what the UAE government is doing in regards to
developing good citizens.
Civic Morality
‘Civic morality is a nobler virtue than individual
morality, observed a judge of the Supreme Court of
India, Jasti Chalameswar’.
What exactly is civic morality? Civic morality or civic
virtue is when a citizen does an act of goodness for
the whole community as opposed to doing it for
themselves. An individual may exhibit civic virtue
by volunteering, organizing a book group, or doing
jury duty. In general terms, the individual recognizes
himself as a member of a larger social fabric and,
therefore, considers social problems to be at least
partly his own. Such an individual is willing to see the
moral and civic dimensions of issues, to make and justify informed moral and civic judgments, and to take action
when appropriate.
One volunteer group, Habitat for Humanity Lebanon (HFHL) is a Civil Company not for profit. It demonstrates the
concept of civil virtue. The mission of HFHL is to create a world where everyone has a decent place to live.
It strives to fulfill its mission by building, rebuilding, renovating and rehabilitating houses through partnership
models to reach the families in need of housing services across Lebanon. Through these efforts, HFH Lebanon has
assisted over 4,600 families—more than 20,700 Lebanese—to transform their war-damaged, decrepit, incomplete,
or otherwise inadequate shelter into healthy, dignified homes where they can feel secure.
Unit 5 Lesson 2 44
44
Moral Education Grade 9
Activity 5 (10 minutes) Research the following volunteering organisations and fill in the table below.
Put students in pairs. Either assign a quote to each Volunteering Organisation Mission Activities
pair or let each pair choose a quote. Allow students a Mawalif
few minutes to discuss the meaning of their quote.
Takatof
Red Crescent
5 Read these quotes about citizenship and good citizens. Choose one and discuss it with
your partner.
"I think it’s easier than ever to hear only what you want
to hear. That doesn’t make a good citizen."
- Eli Pariser, entrepreneur (1980-)
Share your conclusion about the meaning of your quote with the class.
45
45
Teacher’s Guide
6 Are you a good citizen? Or are there things you could do better?
Think of three things you do that make you a good citizen and three things that you could do better.
Things I do that make me a good citizen Things I could do better to be a good citizen
Unit 5 Lesson 2 46
Activity 6 (5 minutes)
Remind students that a good citizen is someone who is respectful, responsible and
resourceful; it is someone who follows the rules; it is someone who is active within and
contributes to their community.
Ask students to think of ways in which they are good citizens - ask for suggestions
from the class. Then ask them to think of things they could do better - again, ask for
suggestions from the class.
Then ask students to write three examples of each that are true for them personally.
46
Moral Education Grade 9
Lesson Objectives
Lesson 3
In this lesson, students will learn about civic
engagement in the UAE. In particular, students will
learn what it means to be a Good Citizen in the context The Good Citizens in Learning Outcomes
of the UAE. my Country • Demonstrate a willingness to develop and
apply the competencies necessary for
effective civic engagement.
• Identify how they can make a positive
difference to the local community and wider
Required Materials society in which they live.
• Demonstrate a willingness to develop and apply Look at this table on Emirati citizens’ responsibilities and duties towards their country, family and community.
47
Activity 1 (5 minutes)
Read the table on Emirati citizens’ duties and responsibilities. This serves to remind
students about the concept of the Good Citizen. However, it applies this to the specific
context of the UAE. Remind students that the traits, characteristics and behaviours of
a good citizen in one country are not necessarily the same as the traits, characteristics
and behaviours of a good citizen in another country.
Point out that this is not a ranking of duties and responsibilities - these duties and
responsibilities are all of equal importance.
47
Teacher’s Guide
2 Read the extract from UAE Vision 2021, which aims to make the UAE among the best
countries in the world by 2021, which is the Golden Jubilee of the union.
CONFIDENT AND RESPONSIBLE EMIRATIS c. No, wealth and success should not be pursued at
Emiratis will be confident citizens, steadfast the expenses of “strong and healthy emotional
in carving out their future in a spirit of
entrepreneurship and responsibility, engaged in balance”. A good citizen is focused on character
the course of their nation and embracing moral as much as anything else. Also, citizens have a
values for richer fulfilment.
moral duty to ensure that their personal success
We want Emiratis to take charge of their path
through life with confidence to map out a
brings benefit to society as well.
UAE vision 2021
productive and fulfilling future for themselves and
their nation. • A Good Citizen is someone who has high
ambitions both for himself and his country. He
In their professional lives they will prove that the route to success lies through personal commitment, dedication
and a strong work ethic. Satisfaction and motivation will reward their self-reliance and initiative; their appetite for is someone who works hard to succeed and has
risk-taking will be fuelled by a vigorous entrepreneurial spirit.
an entrepreneurial spirit. He also understands
At the heart of every Emirati’s ambition is a profound awareness of duty towards their nation. Through this deeply that he has responsibilities and duties towards
held commitment, personal success and prosperity will grow hand in hand with moral responsibility. Emiratis will
reinforce this noble and socially responsible dimension of the national character through greater participation his country. These duties include actively
in society. participating in society, being informed about
Emiratis’ dedication to the common good will keep them alert to events and changes that will impact our nation. developments throughout the UAE, and ensuring
Their proactive and persistent nature will inspire them to shape our nation’s future as active members of society,
rising to the challenges that tomorrow hold. that personal success benefits others in the
Efforts to succeed and prosper will not come at the expense of Emiratis’ strong and healthy emotional balance. To
UAE. A good citizen also knows, though, that
success and wealth should not be pursued at
any cost - he must look after his emotional and
Unit 5 Lesson 3 48 spiritual health.
48
Moral Education Grade 9
Activity 3 (15 minutes) ensure stability amid the ever-changing demands of modern life, the notion of success must be broadened away
from material wealth or social standing: it must also be defined by spiritual gratification. Prominent Emiratis will
Read the text General Ethics and Conducts of a be well aware of their moral duties towards others and must allow society at large to share in their success. Those
whose actions benefit the common goodwill will become role models in a society that recognises and values those
Good Emirati Citizen aloud. Then ask the questions in who engage and serve their country.
the student book. a. What does it mean to say that Emirati citizens should be "engaged in the course of
their nation"?
Suggested Answers b. Why should Emiratis have an "awareness of duty towards their nation"?
a. When taken together, these duties and c. Should a good citizen prioritise wealth and social standing over everything else?
responsibilities certainly add up to a high
standard - and it would be an enormous
achievement for someone to fulfil all these
THINK!
duties and responsibilities at once. They should Based on the ideas in this text, can you describe, in your own words, what a Good Citizen would be like?
perhaps be seen as ultimate ideals. This means
they are things we should keep in mind and work
towards over the course of our lifetimes, doing 3 A good Emirati citizen has responsibilities relating to general ethics and conducts. Read
as well as we can at any given time. It takes time, about these responsibilities. Then answer the questions that follow.
effort and sacrifice to be a truly good citizen.
General Ethics and Conducts of a Good Emirati Citizen
b. Each of the duties and responsibilities are The first duty of a good Emirati citizen is to abide by
good ethics and conduct. This means being honest
applicable to everyone, but some are perhaps and honourable in daily dealings. It also means having
good manners, and respecting public taste and
more directly applicable or relevant to young civilised, promoted values. In the face of hardship,
people and students. For instance, the fourth a good citizen is patient and mild tempered, and
observes religion and tolerance when dealing with
duty, which is about diligence and perseverance, people.
is a reminder to students to apply themselves The next duty is to be faithful to Islamic values and
properly to their studies and school work, setting religious tolerance. This means abiding by Islamic
values and principles, while also respecting other
themselves high standards and working hard to religions. A good citizen avoids extremism and
achieve those standards. extravagance.
The fourth duty of a good Emirati citizen is diligence and perseverance. This means always aiming for brilliance and
high standards, knowing that success comes from continued effort and hard work.
49
49
Teacher’s Guide
The next duty is innovation and leadership. A good citizen aims for creativity and innovation in different aspects of part, they are polite, respectful and conscientious.
daily life, including work. It is also important to continually develop skills that enhance creativity and leadership,
while also keeping up with developments in different fields. I also think Emirati children have a good sense of
Islamic values and Emirati customs and traditions.
A good citizen also works earnestly and diligently to achieve personal goals, aiming for continuous education,
improvement and learning. It is also important, however, to achieve balance between psychological and physical And young Emiratis definitely have a strong sense
health, because this is to the benefit both of the individual and the community. It is important, too, to achieve
balance between work and family, giving each the attention it needs. of patriotism and pride in their nation - you can see
that during international sporting events, such as the
When abroad, a good citizen behaves well, observing laws, customs and traditions of the host country, being careful
to represent the UAE in a positive way. Olympic Games, when Emiratis cheer on and support
a. The article identifies seven different areas of duty or responsibility that UAE citizens must their national athletes. And, lastly, I would say Emirati
meet. Is this asking too much of people?
children have a lot of respect for their parents, siblings
b. Which of the duties and responsibilities are most applicable to young people and students?
and extended family, and behave with trust and
honesty towards all. This is certainly true of my friends
and other young people I know!
4 What makes a good citizen is different from one country to another. Read an extract • Community:
of the interview of an Emirati postgraduate student in a Canadian university, on duties
Emirati society is fair, open and equitable. It does not
towards family and community. Then answer the following question.
matter where someone lives, what they do for a living
or where they come from - everyone is treated fairly
INTERVIEWER: Tell us about duties relating to the
and equally. I also think people are judged according
family unit. What must a ‘good citizen’ do?
to their abilities, not their background, so it is correct
Student: The family has a big role in Emirati society. to say there is no discrimination or favouritism shown.
The first obligation is to nurture your family so it is
Irrespective of anything else, if someone is ambitious
united, harmonious and contributes to the community.
and willing to work hard, they will be successful in the
INTERVIEWER: In what way? UAE. That’s all that matters!
Student: Parents must educate their children, • Societal:
ensuring they understand the bond between family and community. Parents also have a duty to teach children
about Islamic values and good ethics, as well as general Emirati customs and traditions. We want people to feel I believe that Emirati citizens do feel a high level of
patriotic and proud of their nation. Parents explain to children they have a duty to make sacrifices to benefit their social responsibility. People are grateful for the good
country.
fortune, opportunities and privileges they enjoy as
INTERVIEWER: And does a ‘good citizen’ have duties within the family unit too? a result of being Emirati citizens. And I believe, too,
that there is a genuine commitment to help the less
Student: Oh, yes. Within the family unit, children are taught to respect their parents, their siblings and other
relatives. They are taught to trust and be honest with one another.
fortunate members of Emirati society. People in
INTERVIEWER: And what about other members of the community? the UAE are kind, caring, generous and charitable.
However, I wonder whether Emiratis get involved in
Unit 5 Lesson 3 50
voluntary initiatives as much as they could. I have
read that there is a stronger culture of voluntary work
in certain other countries, such as in the USA. I do
Activity 4 (15 minutes) not think this is because Emiratis do not want to do
voluntary work - rather, I think it is because there are
Read the transcript from the radio interview with an Emirati student who is studying not enough opportunities for people to get involved in
abroad at a university in Canada. The student has been invited onto a radio programme voluntary work. This is something we should all work
about good citizenship around the world. He is talking about good Emirati citizens’ to improve.
duties towards family and citizenship.
Point out to students that the previous activity explored citizens’ duties towards
general ethics and conduct, while this one explores duties towards family and
community. (The next activity covers duties towards the nation, although it may not be
necessary or helpful to point this out just yet).
Suggested Answers
a. Responsibilities:
• Family:
Parents in the UAE take their responsibilities with regard to rearing their children very
seriously. They put a lot of time, care and thought into this responsibility. I think you
can see the results of this in Emirati children’s behaviour and attitudes. For the most
50
Moral Education Grade 9
Some time ago, the Ministry of Presidential Affairs in the UAE held a competition to identify what good citizenship
means in the UAE.
A Grade 2 student took as his theme the need to be responsible and merciful to others, taking his inspiration from
friends and the older generations.
51
51
Teacher’s Guide
Differentiated Learning
• Mixed groups
• Questions for beginners and advanced students
Unit 5 Lesson 3 52
52
Moral Education Grade 9
Lesson Objectives
Lesson 4
In this lesson, students will learn how to develop their
competencies when it comes to civic engagement.
Developing my Learning Outcomes
The focus, in particular, is on how students can make a
positive difference both to their local community and Competencies in • Demonstrate a willingness to develop and
apply the competencies necessary for
• Demonstrate a willingness to develop and apply A good Emirati citizen has duties and responsibilities in many different areas and aspects of Life. These include
general ethics and conduct, family and community.
the competencies necessary for effective civic
Give yourself marks out of 10 for each category. Note what you do well and what you do better in each case.
engagement.
• Identify how they can make a positive difference
to the local community and wider society in
which they live.
• Demonstrate personal skills such as leadership
and good teamwork.
Activity 1 (5 minutes)
Remind students of the different categories of duties/
responsibilities that a good Emirati citizen has - these
were covered in Lesson 3.
53
If necessary, remind the class of some of the duties/
responsibilities within each category from the detailed
lists provided.
Duties and responsibilities by category: • To work earnestly and diligently to achieve personal goals
General ethics and conduct • To aim for continuous education, improvement and learning
• To be honest and honourable in daily dealings • To achieve balance between psychological and physical health
• To have good manners • To achieve balance between work and family
• To respect public taste and civilized, promoted Family
values
• To nurture your family so it is united, harmonious and contributes to the
• To be patient and mild tempered community
• To be tolerant when dealing with others • To ensure children understand the bond between family and community
• To have high standards and be willing to work • To teach children about islamic values and good ethics
hard to achieve goals
• To teach children about general emirati customs and traditions
• To aim for creativity and innovation
• To teach children they have a duty to make sacrifices to benefit their country
• To continually develop skills that enhance
• To respect parents, their siblings and other relatives
creativity and leadership
• To trust and be honest with one another
53
Teacher’s Guide
Community
To organise or encourage
Mobilise people to come together
to act.
2 Read the text and answer the questions that follow.
b. How can someone connect with a community? b. You can connect with a community by
c. In what way can "more social work... be done" when the people of a community are together? communicating, engaging and interacting with
the people within that community. Getting
THINK! involved in community issues or joining
Does community engagement depend on active citizens?
community clubs is another way to connect with
Unit 5 Lesson 4 54 a community.
c. When people get together, an effort has more
resources and energy behind it, so it is possible
Community to achieve more. The chances of success are
greater.
• To respect all members of the community, irrespective status or background
• To respect other cultures within the community
• Ultimately, yes. However, one active citizen can
reach out to a community and mobilise that
• To never discriminate or show favouritism community, energising and motivating people to
• To feel a sense of social responsibility become active citizens.
54
Moral Education Grade 9
Activity 3 (5 minutes)
3 Read the story about how a community came together to help one of its less fortunate
Read the story Every Door on the Street aloud. members. Then answer the question that follows.
Then ask the question in the student book. ‘Every Door on the Street’
Suggested Answers Community togetherness can turn a tragic story
into an inspirational one. This is a story about how
a. Projects or movements of active citizenship and a community, moved by humanity and compassion,
came together to help one of its less fortunate
civic engagement can be initiated from anywhere members.
A terrible traffic accident had left a 9-year-old girl
and adopted at any level. Some initiatives unable to walk. It was tough to watch this once-active
come from an official or organised level, such child unable to do the things she once took for
granted. It was tough, too, to see her family struggling
as government or local council. Others come to adapt.
Caring for the girl was now a full-time occupation.
from people or groups of influence within the Her mother was happy to take on the role, of course.
community, such as schools, community groups However, there were three other children to look after, too, so the father had to switch to part-time work. This put
the family under financial pressure. They had some savings, but these were soon spent on medical bills and therapy
or businesses. However, it is also possible for for their daughter.
The most heartbreaking thing for the girl’s parents was watching her struggle to move around her own home.
these initiatives to be initiated and adopted Their small suburban house was not wheelchair accessible - and they lacked the finances to make the necessary
by individuals or small groups of people who alterations. Due to narrow doorways, steps and stairs, the young girl was unable to move from room to room. Even
using the bathroom was difficult.
identify a problem or a challenge and want to The family were too proud to ask for help, but they did not have to.
Aware of the family’s difficulties, an elderly neighbour decided to help. He knocked on every door on the street,
make a difference. Throughout history, some of explaining the situation. Not one person refused to help.
the most momentous acts of active citizenship Three days later, the house was fully wheelchair accessible - ramps were fitted, doors were widened and electric
wheelchair was fitted. Some people gave their time and skills, others gave money.
have stemmed from humble beginnings. One One small community came together to help one small girl in a wonderful and inspiring case of
community engagement.
person truly can make a big difference.
a. How do you think active citizenship or civic engagement projects are usually adopted or
If time permits, open a class discussion around the initiated? Do you think the way it happened in this story is normal or typical?
55
Teacher’s Guide
b. What is the benefit of individuals setting up projects that help the community? • Reading to younger children or the elderly.
c. Can you think of something you and your classmates could do?
• Setting up an inter-generational exchange
whereby the elderly mentor younger people on
studying, school subjects, traditional cooking,
etc. while younger people help the elderly learn
about modern technology.
• Collecting unwanted toys and books for poorer
families within the community.
• Bake sales.
Unit 5 Lesson 4 56
56
Moral Education Grade 9
• By law Dubai Government departments allocate Laws ensure that children must start school at 6 and
at least 5 per cent of their annual purchasing remain there until they have completed Grade 12 or
are aged 18. The UAE Government also passed a law
budget to buying from UAE Nationals who own in 2006 protecting the rights of people with special
and operate small and medium-size businesses needs to education. Students with special needs are
entitled to enrol in any school, without exception.
to ensure that smaller businesses have a chance
to grow. Social support is another part of the solution to this
problem and the Ministry of Community Development
• National Literacy strategy. provides assistance to families and individuals unable
to provide sufficient income for themselves. Other
• Ministry of Education provides expert teachers entities also offer various types of support such as the
who specialise in dealing with children with Zakat fund which disperses zakat (alms) to people in need, the Marriage Fund which organises mass marriages and
disperses marriage grants and the Sheikh Zayed Housing Programme which provides housing and land.
special needs.
• There are scholarship programs for special
Financing businesses is a another way of helping people increase their income levels and in 2007 the Khalifa Fund
for Enterprise Development was set up to help develop local businesses and support entrepreneurs. The fund has
needs children. several outreach programmes such as the Al Radda programme which, in collaboration with the Abu Dhabi police,
aims to support Emirati prison inmates in entering the business sector and reintegrating into society after serving
• Implementation of labour laws covering working their sentences.
Discus with your partner the following questions then present a report to your classmates.
hours, official leaves and vacations, Wages
Protection System (WPS), end of service benefits, a. Were you surprised at how many elements there were to finding a solution to lower income
people? Which initiative surprised you the most?
safety at work, accommodation and insurance.
b. Can you think of other things that need to be done that may not be mentioned in the text?
• Ministry of Human Resources and Emiratisation c. Choose another problem facing the UAE such as climate change, the changing world of
technology, the preservation of our national heritage and outline a strategy to solve the
has developed a strategy to ensure the right problem. Think about what kind of organisation might be involved and how you might
of workers to receive their wages, enjoy mobilise volunteers to help your project.
57
Teacher’s Guide
Differentiated Learning
• Mixed groups
• Questions for beginners and advanced students
Unit 5 Lesson 4 58
58
Moral Education Grade 9
Lesson Objectives
Lesson 5
In this lesson, students will learn how to develop their
competencies when it comes to civic engagement. The
focus, in particular, is on how to demonstrate personal Developing my Learning Outcomes
skills, such as leadership and effective teamwork. Competencies in • Demonstrate a willingness to develop and
apply the competencies necessary for
Vocabulary
Learning Outcomes
Entrepreneurship Leadership
• Demonstrate a willingness to develop and apply
the competencies necessary for effective civic Philantropy Teamwork
engagement.
• Identify how they can make a positive difference 1 Think again about civic engagement. Do you remember the definition?
to the local community and wider society in
Write it here:
which they live.
• Demonstrate personal skills such as leadership
and good teamwork.
Consider your own community. Is there a high level of civic engagement in your community? Or could it
Activity 1 (10 minutes) be improved?
Make a list of four things that could be done to improve civic engagement and active citizenship within
your community.
Ask students to consider civic engagement in their
local community. They should first think about Recommendation
what civic engagement is. Ask them to recall the 1
definition of the civic engagement and write it in their 2
student book.
3
Model a definition on the board 4
Civic engagement: individual and collective actions
59
designed to identify and address issues of public
concern; involves citizens working together to make a
positive difference in the community
Emphasise that civic engagement requires both: Suggested Answers
Leadership: Someone needs need to organise the • A community effort to tidy up the local area
effort, making sure that the goals are clearly set, and • A collective effort in the school to raise awareness about how students can tackle
that all activities are working towards those goals. environmental issues by making one simple change in their daily lives
Otherwise, the effort could meander with lots of work
being done, but no results being achieved.
• A fundraiser (such as a fashion show or concert) to raise funds for a local project
59
Teacher’s Guide
The activity of
2 Read the article "A True Leader within the Community" and answer the questions
Entrepreneurship independently establishing
that follow.
a business or initiative.
The people of Sukumbasi Tole, a village in Nepal, are
Guiding, directing or
culturally, socially and economically marginalized. Leadership inspiring others towards a
Nonetheless, with the help of UAE-based cause or project.
philanthropic organisation Dubai Cares (which works
to provide children in developing countries with access Practice of donating money,
to education), they are bringing great opportunities to
their children through education.
Philanthropy time or other resources to
assist others.
One 14-year-old student, Suraj, has shown dedication, power, and strength to change the future of his village
through education. His father is away working in India, surviving on a meagre salary and sending as much money Combined effort or work by
home as possible, so Suraj has had to become the leader of the family. Currently the family is rebuilding their home, Teamwork
which means they have no shelter and are sleeping outside. a group of people.
Despite these challenges, Suraj is a leader within his community. He is the Chairperson of the Children’s Club at his
school. One of the Club’s current projects is to educate community members on the importance of latrines. Assisted an example of teamwork because it is the
by his teachers, Suraj and seven other classmates are showing people the health dangers of not using latrines. Suraj
is also involved in the construction of the first proper school structure in his village. Now that the school year is over, community members themselves who are
Suraj spends every day on the worksite doing various jobs – digging the foundation, carrying sand and rocks, and
filtering sand. Despite his small size and young age, he makes a huge contribution to the construction of the school. building it (Beginners).
"If I study, I can be a successful person in the future," he says. Despite his young age, Suraj understands that
education is the key to his future. His goal is to become either a doctor or an engineer. c. Yes, this is an excellent example of civic
The Work of Dubai Cares
engagement. It involves both individual and
Dubai Cares supported the establishment of 220 libraries and the publishing of 5 local language titles/books,
of which 336,000 copies have been printed and distributed. In partnership with BuildOn, Dubai Cares is directly collection action to address an issue of public
benefitting 2,100 primary school age children in 14 schools, and 1,200 illiterate women from indigenous rural
communities. Activities also benefit 5,000 adults, teachers, and officials (600 unique volunteers per school project,
concern - first, Suraj is working to educate
project leadership teams, teachers, officials). people about the health benefits of latrines, and,
a. Can you identify any examples of leadership in the article? second, the entire village are working to provide
b. Can you identify any examples of teamwork in the article? the village with its own school. Without question,
c. Is this a good example of civic engagement? Why? they are all making a positive difference to their
d. Research the work of Dubai Cares. Identify some other civic engagement projects it is community (Advanced Students).
involved in?
d. Dubai Cares works in 45 developing countries. Its
THINK! projects include providing learning alternatives
Do you think civic engagement is more common in economically marginalised societies such as Nepal or wealthy societies such as the UAE? for vulnerable children in Bangladesh; offering
food assistance in Ethiopia; enhancing literacy
in India; and using IT to enhance education in
Kenya.
Next, ask students to consider the Let’s Think Together
Unit 5 Lesson 5 60
text. Facilitate a short discussion.
Suggested Answers
61
Teacher’s Guide
Differentiated Learning
In each group, encourage students to take advantage
Unit 5 Lesson 5 62
of the different skills of the students. Some students
are good at coming up with ideas; some students are
good at challenging and exploring and suggested
ideas; and some are good at presenting the ideas.
Activity 4 (20 minutes)
Explain that civic engagement can take many forms. There are many problems in the
world to be addressed. The UN Sustainable Development Goals, or SDGs, provide a
framework for addressing these problems. Check how familiar students are with the
SDGs. Explain that they are 17 agreed goals to help ensure a sustainable future for
all people.
Ask students to read the article. Address any questions that they raise about it.
Highlight the comprehensive nature of the goals. They aim to make life better for all
people, all around the world.
Explain that students will be put into three groups to role-play one of the goals. Select
three goals (or perhaps have class vote on which three goals they’d like to tackle).
Divide class into three groups, and assign each group a goal.
62
Moral Education Grade 9
• Switch to energy-efficient lightbulbs, and look for If both pilot initiatives succeed, they will be adopted in all schools in the UAE.
opportunities to reduce lightbulb usage a. One of the aims of ‘Our Generations’ is to make young people aware of their ‘carbon footprint’.
What steps can students in your school take to reduce their carbon footprint and set an
• Turn off energy when not in use, such as air- example of environmental responsibility for the rest of the local community?
63
Teacher’s Guide
Unit 5 Lesson 5
• Presentation skills
64
• Creativity
Evaluation/Reflection
• Traffic Lights
• What I knew then, what I know now
Differentiated Learning
• Mixed groups
• Questions for beginners and advanced students
64
Moral Education Grade 9
Planning
It is important to consider the starting point from
which you launch any individual or group action.
Get the class to think about the type of school
environment they have before doing any further
planning. Is collective action a familiar concept or
would this be a relatively new idea for the school? You
could examine recent actions or charitable activities
that the school has taken part in recently. You could
look at existing school policies and identify any areas
that need attention. What moral issues does your
school feel passionate about? Allowing sufficient
time for preparation is an essential part of the action
project, as it’s important to be able to measure its
impact in the future. As part of the planning process,
ensure that you have consulted with relevant people
as much as possible. Perhaps there is a parent or a
65
Teacher’s Guide
Grade 9 Unit 6 66
66
Moral Education Grade 9
writing, media campaigns or a day of action. • Choose one evening per week to do this.
• Work with your fellow students to see which night might be most suitable. Students should in turn work with
their parents and families.
Students should brainstorm the following questions: • Choose what to switch off from! (TV, the internet, log off from social media)
What is your specific aim of the campaign? How are • Plan a special family time such as special meal or a group or community walk on the evening in question.
• Collect feedback from everyone who participated and see how they got on. You could even give certificates
you going to get it on the agenda of the relevant of completion to anyone who succeeded in not turning on any devices during this time!
decision makers? How can you encourage the rest of
your school to get on board? How are you going to
encourage the public to make a change for the better? 67
Students should also make sure they think about what
might happen after their particular action – how can
follow-up plans really maximise change?
evening in question. This might be a lot harder than it sounds so Grade 9 students
The ‘Great Switch-Off’: In an increasingly
could collect feedback from the people who participated and see how they got on.
interconnected world, media, technology and
Certificates of completion could be provided to those who succeed in not turning on
electronic devices are central to our lives and how
any devices during this time!
we relate to people. But sometimes we spend too
much time interacting with strangers in other parts
of the world online and not enough quality time with Reflection
friends and family in the real world. Grade 9 students It is very important that space is given to critically reflect on how the action project
could develop guidelines or a framework for their is going. Choose a mid-way check in point to ask yourself some questions about the
class or the whole school to participate in the ‘Great planning and implementation of the project. Who chose the focus? Are the needs of
Switch-Off’, whereby all students and their families the target group being met? Whose voice is not being heard? Is there anyone else we
commit to not using any electronic devices for a whole should be including? What advice do we have for future grades undertaking
evening. Students should consult with adults to see similar work?
which night might be most suitable. This could involve
not watching any TV, or using any internet, logging
off social media, switching off mobile phones and
not playing any computer games. Families can plan
a special meal or a group or community walk on the
67
Teacher’s Guide
Parental Showcase
Showcase Event for Your Parents The students are to create a showcase event at
the end of the project to present to their parents.
Now that you have undertaken the project work, you will want to update your parents about your progress! However, it might also be appropriate to organise an
Along with the rest of your class you will plan a showcase event. Below are some ideas for organising a
showcase event for them: event in the middle of the project work in case there
1. Design: are ways that parents can support the class in meeting
• With your class and teacher, choose the space and venue for your showcase. (your classroom or the
school hall).
the project outcomes. Parents will be familiar with
• Plan how you will design the space. the aims of the programme from working through the
• You could represent the flags of all the countries of people in your class.
• You could design a ‘name wall’ where everyone writes their name. Parents Addendum.
2. Display: Guide the students in planning their showcase event:
• Ensure that everything that you have learned from the action project is visibly represented.
• Include posters or other graphical representations of the work that you have done.
• Set up a self-running slideshow of photos that were taken during your action project.
Design: Will they hold it in their classroom or the
school hall? If the students want to reach the wider
3. Engagement:
• Prepare questionnaires. community, consider booking a room in a local library
• Prepare quizzes for parents to attempt.
• Conversation starter sentences to start dialogues.
or community centre. Before suggesting this to the
students, check with the school authorities that this is
4. Think:
• Define the best ways through which you can communicate the new knowledge you have acquired and the feasible and agree a date.
skills you have developed as a result of this project.
Once the space has been chosen, use the whiteboard
to brainstorm ideas for its design. Draw a plan of the
space and get the students to agree on how different
elements of the project can be accommodated. Ensure
that they consider such criteria as the flow of traffic
through the space. This is important if the students
want to present the project with a timeline of its
progression from planning to completion.
Display: Throughout the action project, ensure that
posters and other graphical representations are
labelled and retained for use in the showcase event.
Store image files together and help the students to set
up a slideshow to run in the background, representing
significant parts of the project process. Completed
portfolios can be displayed on tables around the room,
Grade 9 Unit 6 68
so that parents can spend time looking at them. Get
the students to create information labels for each
exhibit.
Engagement: Encourage the students to come up
with a range of participatory activities for the audience
to engage in during the event, such as questionnaires
or quizzes. Help them to create a list of conversation
starter sentences about each stage of the project,
so that they are well prepared to discuss it with
confidence as the parents view their work.
Think: Ask the students to consider the Think
question. People, and that includes parents, all learn
in different ways. Therefore, it’s important to present
the knowledge and skills developed during the action
project through text, images and speech.
68
Moral Education Grade 9
69
Teacher’s Guide
QUOTE
‘If you don’t think a small thing can make a difference, you have never slept in a room with a mosquito’
African proverb
Grade 9 Unit 6 70
70
Glossary
Active citizen: A person who is actively involved in his or her community on a local,
national or global level.
Civic duties: Responsibilities or actions that citizens are required by law to perform.
Civic engagement: Individual and collective actions designed to identify and address
issues of public concern; involves citizens working together to make a positive difference
in the community.
Civic responsibilities: Duties or actions that citizens should perform out of moral duty
or social responsibility, but are not required by law to do.
Community: A group of people living in the same place, sharing interests and concerns.
Constitution: A set of rules and laws that determines the system of a country or state.
65
Entrepreneurship: The activity of independently establishing a business or iniative.
Good citizen: Someone who is respectful, responsible and resourceful, who contributes
to their community and follows rules.
Jurisdiction: The right or power to impose laws and punish those who don’t follow
them.
66
Security: Being free from danger or threat.
Stability: The state of being firm and solid and unlikely to change suddenly.
67
68
69
References
p 2 Olha Insight/Shutterstock; p 4 Tatyana Vyc/Shutterstock; p 8 National Archive/Sheikh Zayed Image; p 9 gulfimages/ALAMY;
p 12 Kami-arabianEye/PhocalMedia; p 13 GaudiLab/Shutterstock; p 14 FocusMiddleEast/ALAMY; p 15 National Archive/Federal
Supreme Council; p 16 Vision 2021 UAE/Vision 2021; p 17 National Archive/National Archive; p 18 National Archive/National
Archive; p 18 Ministry of Foreign Affairs official website/Ministry of Foreign Affairs official website; p 20 anythings/Shutterstock; p 21
niroworld/Shutterstock; p 23 Giuseppe Ramos/ALAMY; p 24 Iurii Boiko/ALAMY; p 27 National Archive/CPC Image; p 28 Panther
Media GmbH/ALAMY; p 29 Nino Marcutti/ALAMY; p 30 Bardocz Peter. Shutterstock/PearsonLibrary; p 31 Tom Morgan/ALAMY;
p 34 antb/Shutterstock; p 35 Monkey Business Images/Shutterstock; p 36 Oleksandr Khmelevskyi/Shutterstock; p 37 Kiwisoul/
Shutterstock; p 40 Jacob_9/Shutterstock; p 41 Heritage Image Partnership Ltd/ALAMY; p 42 Dragon Images/Shutterstock; p 43
ESB Professional/Shutterstock; p 44 Kertu/Shutterstock; p 45 Jaruek Chairak/Shutterstock; p 46 Rawpixel.com/Shutterstock; p 47
Victor Jiang/Shutterstock; p 48 UAE Interact website/UAE Interact website; p 49 Hi Brow Arabia/ALAMY; p 50 oneinchpunch/
Shutterstock; p 51 Celia Peterson-arabianEye/PhocalMedia; p 52 oneinchpunch/Shutterstock; p 53 Black Kings/Shutterstock; p
54 Juergen Hasenkopf/ALAMY; p 55 Fresnel/Shutterstock; p 56 Volonoff/Shutterstock; p 57 studiovin/Shutterstock; p 58 Kertu/
Shutterstock; p 60 Dubai Cares/Dubaicares; p 61 Drop of Light/Shutterstock; p 62 a katz/Shutterstock; p 63 Rawpixel.com/
Shutterstock; p 64 Roman Sotola/Shutterstock; p 65 TETIANA SUKHORUKOVA/Shutterstock; p 65 Abert/Shutterstock; p 66
TETIANA SUKHORUKOVA/Shutterstock; p 66 Abert/Shutterstock;
70