Moral Education: Grade 9

Moral Education
Grade 9
Second Semester
Teacher’s Guide
Pilot Edition
2017 - 2018
I
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For Suggestions, Inquiries & Complaints
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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.
Values of the Moral Education Course

V
Key Pillars of Learning
The Moral Education Course will be experienced by students as they work their way
through four key pillars of learning as they progress through the course. Each of the four
pillars is constructed around a series of Learning Outcomes.
Moral Education
Character and The Individual and Civic Studies Cultural Studies
Morality (CM) Community (IC) (CIS) (CUS)
Teaching universal The development Concentrating on Focusing on local

ethical values, of moral thinking Emirati history, Emirati heritage,
such as fairness, for individuals as trade, travel, archaeology, and
caring, honesty, active members of governance, as the importance of
resilience, their families, well as global preserving culture.
tolerance and social environment citizenship.
respect. and communities
at large.
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
Dealing with complexity

Care
Solidarity Research
Curiosity
Adaptability Teamwork
Problem solving Resilience
Managing oneself Working independently Empathy
Communication Critical thinking Taking action

Critical reflection Enquiry
Collaboration
Imagination Multiple perspectives
Participation
Autonomy Decision-making
Active listening
Moral reasoning
Anti-racism
Respect
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.
Teaching and Learning – A Pedagogical Approach

Group is important in encouraging students to be proactive and autonomous learners.
Throughout this moral education curriculum, there is a focus on inclusive group work,
and a student driven approach to teaching and learning in the classroom. Students are
encouraged to have open discussions, guided conversations, activities, and philosophical
debates. This is intended to take students through a process of awareness-raising and
critical thinking, which will allow them to consciously enact moral reasoning in their
everyday lives.
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:
Unit 2 Financial Awareness Moral Education Grade 9
Unit 2 Financial Awareness
Lesson 1
2 Read the text below and answer the questions that follow. Lesson Objectives Lesson 1
2 Read the text below and answer the questions that follow.
The lesson will explain the evolution of money from
Realising the Value Learning Outcomes Realising the Value Learning Outcomes
The historical background of money a barter system to the current banking system and The historical background of money
Money, as we know it today, is the outcome of a long evolutionary process!
the possible complications that might arise from
of Money • Discuss how to avoid financial complications, Some 3000 years ago, people used barter in order to get necessary resources and goods. Early civilisations assigned
mismanagement of monetary resources. At the end
of Money
citing examples of financial mismanagement, values to certain scarce resources and commodities and traded them for other valuable commodities that they
greed and poor governance. needed. A fisherman, for example, who caught more fish than he needed would trade that excess for surplus
• Discuss how to avoid financial complications, Some 3000 years ago, people used barter in order to get necessary resources and goods. Early civilisations assigned of the lesson, the student should be able to asses a • Understand how less fortunate people can wheat grown by a farmer; they would exchange what for fish. These commodities had intrinsic value. In other
citing examples of financial mismanagement, values to certain scarce resources and commodities and traded them for other valuable commodities that they situation of financial mismanagement, and determine be financially supported through improved
financial management and philanthropy.
words, they were worth something and that wo rth was determined by the amount of labour put into them and
the corresponding relative scarcity of the commodity. This system, although necessary at the time, was not very
greed and poor governance. needed. A fisherman, for example, who caught more fish than he needed would trade that excess for surplus the moral reason behind it. efficient. People often had a hard time agreeing on the real values of the commodities being bartered, and with the
need for a faster means of obtaining items, change was imminent but gradual.
• Understand how less fortunate people can wheat grown by a farmer; they would exchange what for fish. These commodities had intrinsic value. In other Vocabulary Exchange then began to take place according to a consensus that some commodities such as cattle and salt were
be financially supported through improved words, they were worth something and that wo rth was determined by the amount of labour put into them and very sought after and were used as a benchmark for trading other goods. So “commodity money” was now used as
financial management and philanthropy. the corresponding relative scarcity of the commodity. This system, although necessary at the time, was not very Required Materials Barter Inflation a “medium of exchange”. Slowly, people realised that these highly valued commodity monies might moulder (in the
case of salt), or perish (in the case of cattle).
efficient. People often had a hard time agreeing on the real values of the commodities being bartered, and with the • https://www.youtube.com/ Exchange rates
The discovery of metal, mainly gold, copper, and silver, quickly replaced these commodity monies because it was
easy to carry and non-perishable. Since metal was valued according to its weight and purity, numerical indices and
need for a faster means of obtaining items, change was imminent but gradual. watch?v=FuHQhGqZvY0/ The invention of money government seals were carved on them to point out their real value of exchange.
Vocabulary Exchange then began to take place according to a consensus that some commodities such as cattle and salt were
and currency As populations grew, resources became scarcer; with the introduction of metal money, countries could now trade
1 Complete the following activities. resources easily with each other instead of waging wars. Now, people travelled long distances and bought all sorts
very sought after and were used as a benchmark for trading other goods. So “commodity money” was now used as • Projector /speakers/tablets of goods as the concept of money gained acceptance.
Paper money appeared at some point in the middle ages. It took the form of receipts of value given by a goldsmith
Barter Inflation a “medium of exchange”. Slowly, people realised that these highly valued commodity monies might moulder (in the • Copy of the most recent exchange rates We all use money in our daily lives. But what is money? It enables us to buy and sell items. In other words, it is for depositing gold and silver with him. The receipts themselves didn’t have any intrinsic value but they represented
case of salt), or perish (in the case of cattle). a medium of exchange. List three things that you recently bought. a store of value of items.
Three things I have bought recently:
The discovery of metal, mainly gold, copper, and silver, quickly replaced these commodity monies because it was 1. a. Give an example of barter that is different from the one in the text.
Exchange rates easy to carry and non-perishable. Since metal was valued according to its weight and purity, numerical indices and Learning Outcomes 2.
3.
b. Compare and contrast between commodity money and paper money. Explain.
government seals were carved on them to point out their real value of exchange. • Discuss how to avoid financial complications, Most people think that money is very valuable. What value does money have?
c. Complete the table below.
citing examples of financial mismanagement,
As populations grew, resources became scarcer; with the introduction of metal money, countries could now trade
1
greed and poor governance (for example,
Complete the following activities. resources easily with each other instead of waging wars. Now, people travelled long distances and bought all sorts banking crises, third world countries and corrupt
As well as being a medium of exchange, money is a means of change. In other words, you can use money to change
your situation or the situation of others.
Process Barter Commodity Money Metal Money Paper Money
of goods as the concept of money gained acceptance. leaders).
Look at the following currencies.
Explanation
Paper money appeared at some point in the middle ages. It took the form of receipts of value given by a goldsmith • Understand how less fortunate people can be
We all use money in our daily lives. But what is money? It enables us to buy and sell items. In other words, it is for depositing gold and silver with him. The receipts themselves didn’t have any intrinsic value but they represented
Difficulties
financially supported through improved financial Example

a medium of exchange. List three things that you recently bought. a store of value of items. management and philanthropy. What countries are they from? What do you think you could buy with the amounts shown?

1. a. Give an example of barter that is different from the one in the text. Activity 1 (10 minutes)
2. 3 Unit 2 Lesson 1 4
3. The purpose of this activity is to stimulate a debate
b. Compare and contrast between commodity money and paper money. Explain. around the topic of the value of money. It introduces
Most people think that money is very valuable. What value does money have? the concept that money is a mere medium of MEd_SB_G09_U02_EN.indb 3-4 1/16/2018 5:49:20 PM
c. Complete the table below. exchange rather than a commodity with actual Explain that money itself has no value. It is not actually worth anything on its own. It
intrinsic value. gets values only when it is used in an exchange. For example, a dollar in your pocket
Explain that we use money to buy and sell things, such has no value. It only becomes valuable when you use it to buy, for example, a bag of
As well as being a medium of exchange, money is a means of change. In other words, you can use money to change sweets.
as products and services. Ask students to think about
your situation or the situation of others.
Process Barter Commodity Money Metal Money Paper Money three things they have used money to buy recently. Ask students to identify the three currencies pictured in their student book. Then
Look at the following currencies. And prompt students to share some of their answers ask them what items they think they could purchase with the amounts shown of
Explanation with the class. each currency.
Next, explain that money is considered to be very Suggested Answers
Difficulties valuable. For example, people who have a lot of
The three currencies shown are the Zimbabwean dollar, the Emirati Dirham and the
money are regarded as being “rich”. Ask students
American dollar.
Example to think about how valuable money is. Ask them to
write in the student book what they think the value of Explain that an exact solution to the problem does not exist as the exchange rates of
What countries are they from? What do you think you could buy with the amounts shown?
money is. foreign currencies, especially the Zimbabwean currency, are constantly changing.
After the debate is over, remind students that paper money itself does not have an
actual value; rather it is representative of other factors that the students will learn
about in the following activity.
3
3 Unit 2 Lesson 1 4
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Student Book Teacher Guide

A book specifically for students with a range of The Teacher Guide takes teachers through the course,
illustrations, images, texts and activities to engage highlighting key aspects of the lessons, suggestions
and support students in their learning. for questions and classroom activities, and specific
guidance on handling each lesson in the classroom.
Also included are suggestions for differentiation and
assessment for learning.
Lettre to the Parents/ Guardians
Dear Parents/ Guardians

Welcome to a new term, one that we hope will be fruitful and beneficial.
We have decided to teach Moral Education in order to facilitate the character development of our
students. We aim to introduce them to a set of individual and social values, which we hope they
will abide by. This will enable them to play an effective role in the community and create a bright
future on both personal and social levels.
Therefore, we hope you will contribute to our efforts by talking to your children and discussing
with them the topics and lessons of this course.
At the beginning of each unit, you will find a summary of its content and intended learning
outcomes. We hope you will read the summary and learning outcomes and work with your children
to complete one or more activities from the menu suggested in this unit, thus ensuring interaction
between the students and their family members.
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Parent Guide Digital Resources

Each unit of the course has a short guide for parents, Where appropriate, learners will have opportunities to
outlining the essential elements of the unit with use digital technologies, such as eBooks and digital
suggestions as to how parents can engage with the objects, to support and extend their learning about
course and their children. aspects of moral education across each unit of the
Moral Education course.
The Moral Education programme includes two volumes
IX
The Moral Education Course Cover and What It Symbolises
A design that evokes local culture, contemporary society and global citizenship
The cover draws inspiration from the flower

with five petals, which is prevalent throughout
the Sheikh Zayed Mosque, in Abu Dhabi.
The intersecting circles are a key element in

the pattern’s design. They serve to symbolise
union and connection, both at the national
and international levels and within the
community.
The intersections represent the complexity of

Inspired by the Sheikh Zayed
the relations between the different entities
Grand Mosque, Abu Dhabi
living in an interdependent world as global
citizens.
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 2
Moral Education Grade 9 Teacher’s Guide
Theme The Individual and The Community
Theme: The Individual and The Unit 2 Exploratory Questions

These questions provide an overview of the concepts
Community
Financial Awareness that the students will learn throughout the lessons in
this unit.
Unit 2:
Financial Awareness
(IC17) Financial
Awareness
What is money?
What is wealth?
Unit Objectives How can it be used for good?

This Unit (Financial Awareness) focuses on building How accumulation of wealth can generate crises?
the basic understanding of the values of money Lesson 1 Realising the Value of Money
and wealth, and obtaining the necessary tools Who is an Entrepreneur? How to become one?
to live a financially independent and responsible Lesson 2 The Dangers of Wealth and Greed
life, ultimately creating individuals ready to be Lesson 3 How Wealth Can Be a Force of Good
entrepreneurs and proactive members of the society.
Lesson 4 The Development of Entrepreneurship Skills
Lesson 5 Becoming an Entrepreneur
Unit Description
The concepts underpinning this unit are taught over
five lessons and are designed to answer the central
question.
What is money? Why do we strive to gain wealth? And how can this
wealth be used/abused to create social benefits or social costs?
1 2
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Central Question Learning Outcomes

Each unit has a Central Question, around which all the lessons of the unit are 1. Discuss how to avoid financial complications, citing examples of financial
structured. Throughout the unit, students explore the concept of the Central Question. mismanagement, greed and poor governance.
2. Understand how less fortunate people can be financially supported through
improved financial management and philanthropy.
3. Make informed decisions through a project on budgeting, saving, investing and
borrowing.
4. Develop entrepreneurial skills by producing a plan for a ‘business’, and making
financial decisions based on how the business copes with economic pressures.
5. Give evidence they have acted responsibly when using money, for example by
spending within a budget.
1 2
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1 Realising The Value of Money �� P. 3
2 The Dangers of Wealth and Greed �� P. 9
3 How Wealth Can Be a Force of Good�� P. 15
4 The Development of Entrepreneurship Skills �� P. 21
5 Becoming an Entrepreneur �� P. 27
XII
Unit 3
Moral Education Grade 9 Teacher’s Guide
Theme Cultural Studies
Theme: Cultural Studies Unit 3 Exploratory Questions

What Should Be Preserved that the students will learn throughout the lessons in
this unit.
Unit 3:
and How?
What Should Be
(CUS9) What Should Be
Preserved and How?
How is our heritage linked to the natural world?
How can I contribute to the preservation of our heritage?

Unit Objectives
Preserved and How?

What are the threats to heritage?
In this unit, students will learn to understand
the relationship between historical and natural Lesson 1 The Importance of Heritage How does tourism affect heritage?
environments and the importance of preserving
them for future generations. In addition, students Lesson 2 Understanding the Emirati Heritage In what ways can our heritage be protected for future generations?
will learn how to recognise the various threats to Lesson 3 Preserving the Cultural and Natural Heritage
cultural heritage and become familiar with the ways in
which they can contribute to the preservation of their Lesson 4 Heritage Tourism
heritage. Lesson 5 What Am I Supposed to Do to Keep my Heritage?
Unit Description
five lessons and are designed to answer the
central question. Why is it important to save our heritage and what can we do to ensure
it is protected?
33 34
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Central Question Learning Outcomes

Each unit has a Central Question, around which all the lessons of the unit are 1. Understand and describe the links between historical and natural environments
structured. Throughout the unit, students explore the concept of the Central Question. and the necessity of preserving them for future generations and humanity.
2. Describe a selected site or aspect of the intangible heritage in terms of its
historical, cultural and socio-economic value.
3. Recognize the various threats to the cultural heritage.
4. Understand and explain the various alternatives available for heritage
conservation and its management, and the potential benefits and dangers
of tourism.
5. Evaluate the role they can play in preserving their heritage and how they can
contribute in a variety of ways.
33 34
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1 The Importance of Heritage �� P. 35
2 Understanding the Emirati Heritage �� P. 41
3 Preserving the Cultural and Natural Heritage �� P. 47
4
Heritage Tourism �� P. 53
5
What Am I Supposed to Do to Keep my Heritage? �� P. 59
XIII
Moral Education Grade 9
Theme The Individual and The Community
Theme: The Individual and The Unit 2

Community
Financial Awareness
Unit 2:
(IC17) Financial
Awareness
Unit Objectives
This Unit (Financial Awareness) focuses on building
the basic understanding of the values of money Lesson 1 Realising the Value of Money
and wealth, and obtaining the necessary tools
to live a financially independent and responsible Lesson 2 The Dangers of Wealth and Greed
life, ultimately creating individuals ready to be Lesson 3 How Wealth Can Be a Force of Good
entrepreneurs and proactive members of the society.
Lesson 4 The Development of Entrepreneurship Skills
Lesson 5 Becoming an Entrepreneur
Unit Description
five lessons and are designed to answer the central
question.
What is money? Why do we strive to gain wealth? And how can this
wealth be used/abused to create social benefits or social costs?
MEd_SB_G09_U02_UO_EN.indd All Pages
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
that the students will learn throughout the lessons in
this unit.
What is money?
What is wealth?
How can it be used for good?
How accumulation of wealth can generate crises?
Who is an Entrepreneur? How to become one?
1/17/2018 3:45:45 PM
Learning Outcomes
1. Discuss how to avoid financial complications, citing examples of financial
mismanagement, greed and poor governance.
2. Understand how less fortunate people can be financially supported through
improved financial management and philanthropy.
3. Make informed decisions through a project on budgeting, saving, investing and
borrowing.
4. Develop entrepreneurial skills by producing a plan for a ‘business’, and making
financial decisions based on how the business copes with economic pressures.
5. Give evidence they have acted responsibly when using money, for example by
spending within a budget.
2
Lesson Objectives Lesson 1

The lesson will explain the evolution of money from
a barter system to the current banking system and
Realising the Value Learning Outcomes
the possible complications that might arise from
mismanagement of monetary resources. At the end of Money • Discuss how to avoid financial complications,
of the lesson, the student should be able to asses a greed and poor governance.
• Understand how less fortunate people can
situation of financial mismanagement, and determine be financially supported through improved
financial management and philanthropy.
the moral reason behind it.
Vocabulary
Required Materials Barter Inflation
• https://www.youtube.com/ Exchange rates

watch?v=FuHQhGqZvY0/ The invention of money
and currency
1 Complete the following activities.
• Projector /speakers/tablets
• Copy of the most recent exchange rates We all use money in our daily lives. But what is money? It enables us to buy and sell items. In other words, it is
a medium of exchange. List three things that you recently bought.
1.
Learning Outcomes 2.
3.
• Discuss how to avoid financial complications, Most people think that money is very valuable. What value does money have?
citing examples of financial mismanagement,

greed and poor governance (for example, As well as being a medium of exchange, money is a means of change. In other words, you can use money to change
banking crises, third world countries and corrupt your situation or the situation of others.
Look at the following currencies.
leaders).
• Understand how less fortunate people can be
financially supported through improved financial
management and philanthropy. What countries are they from? What do you think you could buy with the amounts shown?
Activity 1 (10 minutes)

3
The purpose of this activity is to stimulate a debate
around the topic of the value of money. It introduces
the concept that money is a mere medium of MEd_SB_G09_U02_EN.indb 3-4
exchange rather than a commodity with actual Explain that money itself has no value. It is not actually worth anything on its own. It
intrinsic value. gets values only when it is used in an exchange. For example, a dollar in your pocket
Explain that we use money to buy and sell things, such has no value. It only becomes valuable when you use it to buy, for example, a bag of
as products and services. Ask students to think about sweets.
three things they have used money to buy recently. Ask students to identify the three currencies pictured in their student book. Then
And prompt students to share some of their answers ask them what items they think they could purchase with the amounts shown of
with the class. each currency.
Next, explain that money is considered to be very Suggested Answers
valuable. For example, people who have a lot of
The three currencies shown are the Zimbabwean dollar, the Emirati Dirham and the
money are regarded as being “rich”. Ask students
American dollar.
to think about how valuable money is. Ask them to
write in the student book what they think the value of Explain that an exact solution to the problem does not exist as the exchange rates of
money is. foreign currencies, especially the Zimbabwean currency, are constantly changing.
After the debate is over, remind students that paper money itself does not have an
actual value; rather it is representative of other factors that the students will learn
about in the following activity.
3
Teacher’s Guide
2 Read the text below and answer the questions that follow. The exchange of goods and
The historical background of money Barter services for other goods
and services without using
Some 3000 years ago, people used barter in order to get necessary resources and goods. Early civilisations assigned
money.
values to certain scarce resources and commodities and traded them for other valuable commodities that they
needed. A fisherman, for example, who caught more fish than he needed would trade that excess for surplus
wheat grown by a farmer; they would exchange what for fish. These commodities had intrinsic value. In other
words, they were worth something and that wo rth was determined by the amount of labour put into them and
the corresponding relative scarcity of the commodity. This system, although necessary at the time, was not very
Inflation A continual increase in the
efficient. People often had a hard time agreeing on the real values of the commodities being bartered, and with the price of goods and services.
need for a faster means of obtaining items, change was imminent but gradual.
Exchange then began to take place according to a consensus that some commodities such as cattle and salt were
very sought after and were used as a benchmark for trading other goods. So “commodity money” was now used as
a “medium of exchange”. Slowly, people realised that these highly valued commodity monies might moulder (in the
case of salt), or perish (in the case of cattle). The price of one currency
The discovery of metal, mainly gold, copper, and silver, quickly replaced these commodity monies because it was Exchange rates when exchanging it for
easy to carry and non-perishable. Since metal was valued according to its weight and purity, numerical indices and
government seals were carved on them to point out their real value of exchange.
another.
As populations grew, resources became scarcer; with the introduction of metal money, countries could now trade
resources easily with each other instead of waging wars. Now, people travelled long distances and bought all sorts
of goods as the concept of money gained acceptance.
Paper money appeared at some point in the middle ages. It took the form of receipts of value given by a goldsmith Play the video about the history of money. Pause the
for depositing gold and silver with him. The receipts themselves didn’t have any intrinsic value but they represented
a store of value of items. video at every significant part and explain what exactly
is happening and maybe relate the previous class
a. Give an example of barter that is different from the one in the text. answers to the video.
b. Compare and contrast between commodity money and paper money. Explain. After playing the video, ask the students to read the
text in the student book. Ask students to answer
c. Complete the table below.
the two questions and then complete the table in
the book (or hand out a similar blank table to the
Process Barter Commodity Money Metal Money Paper Money students). Explain that they need to note each link in
Explanation the chain of creation of money and, under each one,
Difficulties
state the corresponding difficulties that came with its
introduction and give examples around it.
Example
Suggested Answers
a. Examples could be trading 10 eggs for a kilo of
potatoes; two loaves of bread for some cheese;
an hour’s manual work for a chicken.
Unit 2 Lesson 1 4
b. Commodity money has another value and/or use
1/16/2018 5:49:20 PM
whereas paper money has no intrinsic value.
Its value is from what it represents. Commodity
Activity 2 (15 minutes) money is inexact and perishable whereas paper
Begin by asking the students how they believe people used to trade before the money has a more regulated value which is not
creation of money. (This would be in the form of a free discussion, and the teacher perishable. However, paper money is open to
asks provocative questions such as: Has money always been the medium of exchange fraud.
in the past? If not, how did people trade in the past?) Compare these answers to the answers
c. Sample of completed table: provided by the video shown at the beginning of
Commodity the activity.
Process Barter Money Metal Money Paper Money
It is the trade A consensually A metallic product
of one good valuable indexed by purity Banknotes used to
Explanation of surplus for commodity used and weight and purchase commodities
another that to buy other used to purchase
one needs commodities other goods
No No intrinsic value; as
consensus Subject to fraud good as the amount of
Difficulties on the value Perishable and theft goods it could buy you;
of mutual and this varies based on
commodities economic factors
Trading 10 Trading a Using five silver Using a banknote valued at

Example chickens certain amount coins to buy five units of currency to buy
for a cow of salt for other an axe a pound of apples
commodities
4

3 Read the following text and then complete the questions that follow.
Explain that in order to manage money, students
need to understand some basic financial tools and I Earn, I Spend
In order to manage your money, you need to be financially responsible. But how do we measure
concepts. Emphasise that this involves developing financial responsibility?
financial responsibility. This is an essential skill for all First, you need to remember that money is a means of exchange. If you provide a good (a book) or a service
(washing windows), you receive, or earn, money in exchange. And if you want a good or service, you give, or spend,
business people, but it’s also a key trait of all moral money in exchange for that. So you might clean your neighbour’s windows in order to earn money so that you can
spend money on a new phone.
and responsible people. So how do you earn money? You may have an income from investments (such as rent on property that you own,
or interest on savings). And you may earn a salary, from working in an office, for example, or from a shop that you
Ask students to read the text. Address any questions own.
Income is one side of your money flow; remember, this is what you earn. The other side is expenditure; this is what
they ask. you spend. We all have living expenses, such as rent, groceries, health costs, transport and so on.
Being financially responsible means balancing your income and expenditure, and ideally trying to ensure that you
Next, explain that being financially responsible don’t spend more than you earn! So you need to carefully watch how much income you earn, and decide how much
you can afford to spend. For example, you might decide you have enough money to go to the cinema. But do you
enables you to set financial goals. These could be have enough money for the bus home? Might it be cheaper to invite friends around and watch a movie at home? You
short term (a new computer) or long term (a new need to carefully plan how you’ll spend your money. This is known as budgeting.
There is a practical dimension here, because you want to ensure that you don’t spend more than you earn. However,
car). Once you keep your goals in mind, you will be there is also a moral dimension, because you should ensure that you spend your money wisely and don’t waste
it. So what should you spend your money on? A widely spread rule regarding spending patterns recommends the
better able to manage your finances. You’re less likely rule of thirds: spend one third on needs (including housing, food and clothing), put another third in a medium-term
to waste money on unnecessary purchases if you’re saving to buy wants that are useful but pricey, and the last third in a long-term saving plan. Of course, you may want
to spend money on treats every now and then. However, you should attend to your needs before satisfying your
saving up for a new car, for example. wants. For example, you should ensure you have enough to feed your family before buying an expensive new car.
Spend wisely and avoid frivolous purchases. And be aware of the ongoing costs of your purchases. If you buy a new
Facilitate a discussion around the four questions in the car, for example, you need to spend money on fuel and ongoing servicing, maintenance and repairs. Do you really
need that car after all?
student book. Discuss the following questions:
Suggested Answers a. What is a short-run goal?
a. A short-run goal is a financial goal you hope b. What is a long-run goal?
to achieve in the near future, such as buying a c. Identify one short-run goal and one long-run goal that would need balancing your budget
new bicycle. d. Assume you earn AED 500 per month. Would you still budget your spending to achieve your
long-run goal/ your short-run goal? Justify.
b. A long-run goal is a financial goal you plan to
achieve in the longer term (maybe in a few
months or years), such as buying a new car or
house.
c. Short-run goal: buying a new phone. The student
needs to balance his budget and save money in
order to buy a phone in the next few months.
5
Long-run goal: saving for educational expenses.

This requires a strict plan in the form of monthly MEd_SB_G09_U02_EN.indb 5-6
savings that then accumulate to help finance

higher education.Emphasise in both cases that
it is important to take into account the ongoing
costs associated with the good we are buying.
d. Here, the teacher has to explain that the student
would be completely self-dependent, and
maybe requires the student to make a list of
what he would spend his income on, what he
would remove to save more, and finally evaluate
whether the long-run goal is feasible or not.
Emphasise that it’s important to still exercise
financial responsibility, even when your income
increases unexpectedly.
5
Teacher’s Guide

4 Read the following text and then complete the tasks that follow.
A Cheap Jacket in Paris
Remind students that money is a means of exchange.
As teenagers become adults, they become more financially independent. They want to make their own financial Essentially, it’s a method for paying for goods and
decisions. They start to spend. They open bank accounts and get credit cards. And they start to accumulate debt.
Therefore, it’s important for teenagers to have a good understanding of financial concepts, so that they can make
services. However, over the centuries, different
wise and informed financial decisions. Sometimes a good deal isn’t as good as it seems. Consider the example of societies have developed their own money systems
Ahmad during his holiday...
Ahmad and his family were visiting Paris. They loved the city, especially the glorious sights at night. “I can see,” his and currencies. This causes problems when people
father said, “why they call this the City of Lights!” from different societies want to trade with each other,
Ahmad loved the city for another reason. He loved shopping! He got very excited when he noticed that everything
was only a quarter the price it was back home. That jacket he really liked in the local shopping centre cost 400 because they use different money, or currency.
dirhams. Here, it only cost 100 euros. Only a quarter of the notes. He eagerly told his father about it.
His father explained that things weren’t quite that simple.
“100 euro isn’t the same as 100 dirhams,” his father explained. “You have to remember the different rates
Emphasise that when people travel abroad, they need
of exchange.” to be mindful of how much the local currency is worth
“What’s a rate of exchange?” Ahmad asked.
“It’s like a translation for money. When you translate a text from English to Arabic, you allow people to read the compared to their own currency. Ask students if they
foreign text in their own language.” know what this is called. Explain that it is called the
“But what’s that got to do with money?” Ahmad persisted.
“Most countries have their own currency. It’s like the language of money. Just as every language is different, so is exchange rate. When comparing two currencies, you
every currency. This helps people from different countries trade together. That’s the basis of global trade.”
“But I’m not talking about global trade. I’m talking about my jacket!” need to know the exchange rate between the two.
“I know, Ahmad. But remember, you’re in another country now. And the shops use a different currency. Here in
Paris, they use the euro. And back home we use the dirham. But one euro is worth the same as four dirhams. That’s Next, ask students to read the short story about the
the exchange rate.”
“So the jacket here isn’t 100 dirhams?” asked Ahmad. cheap jacket in Paris. Ask students to pay particular
“No, I’m afraid not. If one euro is worth four dirhams, how many dirhams does this Jacket here cost?” attention to the concept of exchange rates in the story.
“It’s 400 dirhams,” said Ahmad. “I need to remember the exchange rate when I look at the prices.”
“Yes,” his father said with a laugh. “But let’s see if we can find a cheap jacket!”
Ask students to find out the exchange rate for the
Find out how much each of the following currencies is worth in UAE dirhams.
Now consider the following scenario.
different currencies listed in the student book. (If they
Your friend has come home from a visit to BigLandia (a fictitious country). He has lots of Big Dollars, the local can’t access the rates online, print out copies of the
currency in BigLandia, with him. And he wants to spend them. rates of various currencies and have students find the
What would 20 Big Dollars buy you in the UAE?
a. A PlayStation console with two controllers
different currencies on the print out.) On the board,
b. Two cans of orange juice complete a table with the day rates (based on the
c. Pay your school tuition most up-to-date information).
d. The given information is not enough to determine
Euro Next, ask students to consider the story of BigLandia,
Dollar a fictitious country. Ask students to share their
Pound (sterling) answers to the question.
Yen
Ruble
Suggested Answers
Won Explain that students don’t have enough information
Unit 2 Lesson 1 6
to answer the question. Ask why this is the case.
Explain that students need to know the exchange rate
between BigLandia and the UAE.
1/16/2018 5:49:20 PM
Develop the scenario. For example, suppose 1 US

dollar is equivalent to 3.67 dirhams, and 1 US dollar
is also equivalent to 20 Big Dollars. Therefore, 3.67
dirhams are equivalent to 20 Big Dollars. If you had
20 Big Dollars in the UAE you would probably buy two
cans of orange juice.
Explain that currencies are usually measured against
the US dollar, and if we want to measure our domestic
currency against a foreign currency different from the
dollar, we should find the dollar equivalent of each
first and then equate them.
6

Ask students if they think money is a good thing or a 5 Read the following text and then complete the activity that follows.
bad thing. Facilitate a short discussion. Explain that The Power of Money
money itself is neither a good thing nor a bad thing. You may have heard the expression “money is the root of all evil”. However, the actual expression is “love of money
It becomes good or bad depending on how it is used. is the root of all evil”. That’s an important distinction!
Emphasise that although greed, or love of money, is a It is important to have a good understanding of what money really is. As you already know, it is a means of
exchange. It can be income or expenditure, depending on whether we receive it or give it to someone else. It has no
bad thing, money itself can be used to do good. inherent value in itself. Also, it is, in many ways, morally neutral. In other words, it’s neither a good thing nor a bad
thing. It’s how you use the money that gives it a moral value. Money can make some people greedy. They just want
Ask students to read the text about the power of to accumulate money for its own sake. This is the “love of money” that can lead to evil deeds. But money can also be
used for good.
money. Emphasise the role of money as a force for
good in the text. Let’s consider three simple ways that money can be used as a force of good. The most basic, and perhaps most
well-known, way that money can be used for good is through simple acts of charity. This could involve giving money
to a friend to help him through a period of financial difficulty, or it could involve donating money to your favourite
Next, facilitate a short discussion about philanthropy. charity or cause. Perhaps you give your spare cash toward a campaign to preserve the local environment. These
• Ask students to name some famous

acts of charity also known as philanthropy where you use money to improve the welfare of others out of a love for
others.
philanthropists. For example Bill Gates, Andrew One of the most prominent donators is H.H Mohammad Bin Rachid Al Maktoum who has established the association
Carnegie, George Soros, Michael Bloomberg, Noor Dubai to deliver curative and preventive eye care services for people suffering from blindness and visual
impairment all over the world or preventive care services to those at risk.
Bono, Walt Disney, Amal Hijazi, Imran Khan, Paul
But you don’t have to donate to charity in order to use money to do good. Remember, every time you spend money
Newman. in a shop, you are helping to pay the wages of the workers in that shop. Your purchasing contributes to someone
• Then ask why people might decide to become

else’s employment or profit-making. To think of it in another way, your expenditure leads to someone else’s income.
In addition, some people choose to buy certain goods or buy from certain companies because they like the values
that goods the company promotes. For example, many people choose to purchase Fair Trade coffee. This form of
philanthropists. “ethical purchasing” helps fund the efforts to promote values that you believe in.
Next, ask students to identify four ways that they A third way that money can be used as a force for good is through setting up a business. A new business contributes
to the local economy and addresses local needs. It also provides employment to local people, giving them a chance
can use their own money as a force for good. Not to improve their own welfare. This is where entrepreneurship comes into play. People see a business opportunity
everybody can be a billionaire philanthropist. But and use it as a way to make money not just for themselves, but for others too. The money then generated by the
business (through profits and wages) can be fed back into the local economy for the good of all.
everybody can use whatever amount of money they
have in order to do some good. Ask students to share Think about how you use money. Try to identify four ways that you could use money as a force for good:
their examples. 1.
2.
Suggested Answers 3.
• Donate to or fundraise for a local charity. 4.
• Buy in shops that promote ethical behaviour

and practices.
• Purchase “green”, environmentally
7
friendly products.
• Support local businesses that “give back” to the MEd_SB_G09_U02_EN.indb 7-8
local community.
7
Teacher’s Guide

6 Money evolved over time as a means of exchange, enabling people to trade with
Remind students that money is a morally neutral
each other.
item. It is neither good nor bad in itself. It gains its
Although it is a necessary part of the global moral character from how it is used. However, many
economy, many people have strong feelings about people have strong opinions about money. Some love
money.
accumulating money and see it as the only indicator of
How well do you understand money and finance, success. Other regard money with caution, believing it
do you think? When you make a purchase, do you
consider all the costs. For example, if you buy a opens the door to all kinds of temptation. And others
games console, do you consider the ongoing cost of distrust money, fearing that any money they do earn
new games? will be lost or taken away from them. And others are
And are you aware of the risks that can be Student writing not careful enough with money and may be unaware
associated with money?
of the risks that come with it.
What should you consider in each of the following circumstances?
Ask students to complete the table in student book.
Possible answers:
Scenario Considerations
• Before going to the cinema, you should consider
You want to go to the cinema related costs, such as transport to and from the
cinema. Might it be cheaper to stay at home and
Your brother is going to buy a motorbike watch a movie with friends.
Your father wants to buy an expensive new computer

• Before your brother buys the motorcycle, you
might ask him to consider the costs of keeping a
Your high-end new phone is stolen motorcycle, such as insurance and fuel.
You receive an email telling you that you have inherited a

• Before your father purchases an expensive
large sum of money computer, he’d need to consider how he’d finance
the purchase. Would he get a loan? Or would he
use his savings?
• If your phone was stolen, you’d obviously be
upset. However, if it’s a high-end, expensive
phone, your parents might have had it insured.
Or maybe it would be covered by the household
insurance.
Unit 2 Lesson 1 8
• You should always be suspicious of emails that
1/16/2018 5:49:21 PM
promise large sums of money, even if they seem
to come from reliable sources, such as your bank
or a law firm. You might be a victim of fraud.
Never give any financial details to anyone until
you’re sure they are legitimate.
8

This lesson discusses the concepts of wealth, greed,
and corruption, and their possible repercussions. It
The Dangers of Learning Outcomes
will include case studies that shed light on infamous
events in history. At the end of this lesson, students Wealth and Greed • Discuss how to avoid financial complications,
should have the ability to analyse the 2007-2008 greed and poor governance.
financial crisis by explaining why it happened and

what classified it to be a crisis. Vocabulary
Income Human Development Index

Learning Outcomes
• Discuss how to avoid financial complications, Inequality Crisis
citing examples of financial mismanagement,

greed and poor governance.
1 Read the text below and answer the question that follows.
Activity 1 (5 minutes) The Moral Value of Money

Wealth can bring many good things to people. They have enough
Remind students that money can help improve money to meet their basic needs (food, shelter, clothing and so on).
Once their basic needs are satisfied, they can start to take care of their
people’s lives and help them improve the lives of wants, maybe even treating themselves to the occasional luxury item!
And wealth doesn’t just benefit the owner. People who have wealth are
others. Read out the opening paragraph from the better able to help others, by donating to charitable causes, investing in
student book. Ask students if they can think of any businesses or promoting the local community. What you do with your money
However, remember that money is neither good nor bad; it is morally
other ways that money could be a force for good. neutral. It is how you use the money that gives it its moral value.
Think about how money could lead to good or bad deeds. Try to identify at least four good and four bad deeds
Possible answers include: funding ethical research, that money could cause:
such as medical research; funding explorations,
including space exploration; investing in start-up Good Deeds Bad Deeds
businesses; setting up educational scholarships.
• •
Emphasise that money is neither a good nor a bad • •
thing. It is morally neutral. Although money can lead • •
to good things, it can also lead to bad things. • •
Ask students to try to identify four ways in which

money can lead to bad actions. Ask students to share
their answers with the class. 9
Suggested Answers
See table MEd_SB_G09_U02_EN.indb 9-10
Good Deeds Bad Deeds
• It can lead to greed and loving

money for its own sake
• It can cause corruption as people
become tempted by the prospect
• M eans to fulfill at least basic of great wealth
• H
needs
aving sense of independence,
• It can lead to unethical behaviour,
such as cheating people, deceiving
autonomy and pride leads to them or not paying them a fair
wage
higher levels of well-being
• A bility to contribute to charity • It can lead to theft and an
acceptance of unethical business
and donations practices
• G ood financial management leads • It can cause social inequality, as
people with wealth might be
to greater social equality tempted to think they are morally
superior to those who don’t have
wealth
• It can lead to social tension and
conflict, even war between
nations.
9
Teacher’s Guide
The money that an

individual or business
2 Read the text below about the Human Development Index and then complete the Income receives in exchange for
activity that follows. providing a good or service
or through investing capital.
Before you can assess the dangers of wealth, you need to have a good understanding of how wealth Is the difference found
is measured. in various measures of
Human Development Index economic well-being
Why do we strive so hard to make money? Why has this mere medium of exchange created this much debate, even
Inequality among individuals in a
war, in the 21st century and in the past? group, among groups in
Money is simply a means to an end. People in the past used to wage wars on each other to increase their resources, a population, or among
possessions, and access to clean water, basically everything that constitutes wealth.
Wealth, by definition, is all our valuable possessions, including money. Therefore, the wealthier you are, the more countries.
you can spend on wants and even luxuries. It is no secret, nonetheless, that wealth has been historically associated
with negative connotations such as greed and inequality. Is a composite statistic of
What used to be viewed as wealth is now considered as income, which includes one’s wage and any other form of Human life expectancy, education,
money one receives. Most recently, wealth has been reshaped to become a measure of human development, and it
became more universal to include a nation as a whole. That being the case, if a nation is wealthy, it shouldn’t have Development and per capita income
high average inequalities and discrepancies between incomes. Consequently, inequality in distribution of wealth Index indicators, which are used to
within a nation may be due to corruption and greed within the nation itself and beyond government regulation. The
results of such behaviour can have serious implications for society.
rank countries.
The United Nations Development Program has considered what makes nations “wealthy”. In order to do this, it
developed the Human Development Index (HDI). This attempts to assess the development of a nation by taking into
A long-term economic
account more than just its economic development. It looks at things such as health, expected lifespan, knowledge state characterized by
and education, literacy, and overall standard of living. The index, which ranges between 0 and 1, classifies a national Economic Crisis unemployment, low prices
development as being: Very high, high, medium, and very low.
and low levels of trade and
Below is an example of classifications of the UAE, according to the HDI in 2015: investment.
Country HDI Classification
UAE 0.840 Very high Development Suggested Answers:
Data retrieved from the annual UNDP report. a. First, ensure that the students understand
When asked, present your thoughts on the following: that the HDI doesn’t just measure money. It
a. What does the UAE have such a high HDI, do you think?
takes into account population. (If you have a
b. How would you recommend countries with lower HDI indices to approach their problems?
high population, the average income is likely
to be lower, per head of population. And as
c. Does more money you have mean you are more developed as a person?
populations grow, the nation’s expenses grow.)
The UAE has a relatively small population and
has many profitable resources, especially oil.
Also, it is technologically advanced, so people
have access to good education and good
healthcare. And it has a stable government so
Unit 2 Lesson 2 10 corruption or waste of resources is not an issue.
b. For countries with a lower HDI, students might
1/16/2018 5:49:21 PM
recommend international aid as a solution to the
Activity 2 (15 minutes) problem. Some countries suffer from problems
where only foreign aid would help. The student
Explain that the concept of wealth has evolved over time.
might recommend that international efforts from
Ask students to read the article about the Human Development Index. Make sure that donor countries such as the UAE or international
the students can differentiate between income and wealth. Income is the value of organisations such as the United Nations to
money received in a given period, usually annually. Emphasise the transformation of establish sustainable development programs by
the concept of wealth from being that of income to a universal index that accounts building schools, hospitals, could provide the
for welfare (life expectancy and literacy rates). Also, life expectancy should be defined country with the necessary resources to achieve
as the expected lifespan of a person (method of measurement not crucial) and its
better development.
correlation with medicine and hospitals, and literacy rate being the percentage of the
population able to read and write. You might also highlight that there is a new HDI Emphasise that when countries use their wealth
measurement that expands on the factors that determine HDI. For example: literacy wisely and ethically, their HDI is likely to be higher. On
in the new HDI includes years of study and how many people continue their education the other hand, greed and corruption can reduce a
until graduate level. country’s HDI level.
Ask students to consider the two questions in the student book. Explain that students
will be chosen at random to talk for one minute about one of the questions. Allow
students five minutes to gather their thoughts. Then start selecting students at
random to share their ideas.
10

3 Read the following article about the 2007-2008 Financial Crisis and then complete the
Ask students if they have heard ofthe 2007-2008 activity that follows.
financial crisis. Ask them what they know about it.
A spectacular example of money leading to bad actions
Explain that it is was a global financial crisis caused occurred in 2007 when the Financial Crisis started. This
by banks getting into difficulty after they made bad became the greatest financial calamity since the Great
lending decisions. Depression.
Years ago, investors were sitting on big piles of money in the
Ask students to read the article. Address any United States, and they were looking for new investments to
turn into more money. However, at the time, interest rates
questions they raise. were low, so people weren’t sure what to invest in. On the
other hand, low interest rates meant cheap credit.
Divide the class into four groups, and assign each Federal Reserve Building, Washington DC, USA
During that period, most people were buying houses through
group one of the tasks in the student book. Encourage mortgage loans from banks (because of the easy access to
students to assign roles to different people in their credit), and as more people bought houses, the price of houses increased. Investors started buying these mortgage
loans from the banks (like in the example above) and they would earn the monthly loan payments on the loan, in the
group: notetakers, presenters, researchers, visuals. process earning the interest.
As banks and investors wanted to increase their profits, banks started giving “subprime” loans. These are loans
given to people without guarantee that the debtors could pay back their loans.This inevitably led to two problems.
Subprime home owners were unable to keep up with their mortgage payments. As a result, they lost their houses
and the banks took the houses back. The banks then started selling the houses. This led to a sudden drop in the
Suggested Answers price of houses. Now the prime debtors no longer wanted to pay their debts because it didn’t make sense for them
to pay back a loan of $300,000 for a house that was now worth $100,000, which generated even more defaults.
a. The article highlights how people sometimes In addition, investors were no longer interested in financing real estate construction as the prices were too low to
invest in.
make financial decisions for greedy or selfish This led to the bankruptcy of major financial institutions like the Lehman Brothers Bank, in addition to big firms in
interests. For example, instead of investing in almost every productive sector. Unemployment rates correspondingly rose significantly, and net expenditure and
production consequently decreased. In the following five years, due to consecutive recessions, the world economy,
production, people started to look for different known to be tied to the economy of the United States, entered a phase of depression that was felt for many years
ahead.
investments that would give them a bigger
With your group, make a presentation on the assigned task below:
return on investment.
a. What is the problem addressed in the article about the 2007-2008 financial crisis?
b. Make sure that the students tackle the learning b. What are the moral problems highlighted by the crisis?
outcomes of lesson. The text addresses the issue c. What lessons can we learn from the crisis?
of the greed of bankers that led to one of the
biggest crises in history. Ideally, the students
would answer that the case is an example of poor
governance leading to the subprime mortgage
crisis, which resulted in a worldwide recession
People lost their jobs, incomes, and pensions
due to greedy corporations and their attempt to
accumulate wealth. In this case, it is evident that 11
bankers and investors wanted to increase their
profits, and bankers knew that they were giving
MEd_SB_G09_U02_EN.indb 11-12
loans easily, meaning even to people who they
know could have difficulties repaying their loans.
The result was that large number of people
started spending beyond their means.
c. People should carefully plan their expenditures
and carefully study the conditions when
borrowing money and the implications it will
have on their budget. It is important not to spend
beyond one’s means.
11
Teacher’s Guide
c. More regulation and greater transparency (banks

4 Read the following text and then complete the tasks that follow. have been implicated by the investigation for
Unfortunately, corruption can arise in many aspects of society. Although sports can promote ethical values
processing transactions related to bribes).
such as fair play, team spirit building and hard work, the arena can also lead to corruption.
Extra Activity
In recent years, sports have been tainted by many scandals. The main charge is that many officials have been
involved in corruption. Some officials were arrested and charged with taking Debate the following issue – Money has no place
bribes, in return for favours to benefit their teams, their organisations, or
themselves. in sport.
The corruption also spread into the areas of marketing and sponsorship. As we Divide the class into two teams and ask them to
all know, sponsorship deals are extremely lucrative, and where there are vast
sums of money, there can also be a temptation for corruption! The corruption prepare either a ‘for’ or ‘against’ case. This can be
involved sponsorship of teams and sports events. Bribes were used by some
companies in order to ensure media and marketing rights to tournaments. done in class or as homework. Ask each team to
pool their ideas and then nominate four students to
Sadly, the corruption has involved high-profile individuals across the world,
with some of them facing jail time for their actions. They have all been accused represent their case.
of damaging the reputation of the sport world.
Corruption in sports
Allow each student two minutes to speak. The winning
However, we should remember the principles that drive most sports people:
fair play; hard work; team effort; and support for all players. These values remain true and important today, despite side can be decided in a secret vote by all class
the actions of a small number of individuals.
members.
In pairs discuss the following questions:
a. What do you think of what you’ve just read? Are you surprised? Disappointed? Explain why.
b. What effect do you think this kind of financial corruption scandal has on sport?
c. What do you think could be done to stop this happening in the future?
d. What was the consequence of the corruption?
Unit 2 Lesson 2 12
1/16/2018 5:49:22 PM

Explain that corruption is a problem in many parts of society, even the sports arena.
Ask students to read the text. Address any questions they raise. Explain that the
text aims to make the students think about how money can damage simple things,
like playing football, that people have been doing for many years. There are no right or
wrong answers to the questions.
Suggested Answers
a. Ask students to share their thoughts about corruption in sport.
b. This kind of corruption debases the sport for everyone. Sport is about being fair
and playing by the rules but if those in charge don’t play fairly it becomes difficult
to expect everyone else to. It sets a bad example for younger fans. Money that
could be used to fund the development of football in poorer countries or to train
children is being used to bribe corrupt individuals.
12

5 Read the following article about financial literacy. Then answer the questions that follow.
Explain that financial literacy enables people to make
good financial decisions. Ask students if they know The more you understand about finance, the better able you will be able to make sound and ethical financial
what financial literacy is. Explain that being financially decisions.
literate means having the skills and knowledge to Educating about Money
make well-informed financial decisions. Following the global financial crisis, the Emirates
Foundation-Esref Sah Programme was set up to
educate the UAE’s younger population on financial
Ask students to read the article. Explain that the text literacy and basic money management. This is a hot
topic in the Emirates as debts levels have risen in
aims to encourage students to think about how money recent years and statistics show that a large number
is something that needs to be managed and that there of people under 30 are in debt. However, debt itself
is not necessarily a bad thing. It’s too much debt that
are skills involved which can be learnt. A discussion is the problem. When you don’t properly budget for
about personal responsibility regarding money how much you borrow, you could end up in financial
difficulty. Some have linked this to the rise of social
management may also arise. media and today’s “buy now” culture which pushes Learning about financial literacy
young people to avail of credit cards and loans offered
to them by banks.
Divide students into pairs. Ask them to discuss the “Financial literacy is literally life changing,” says Clare Woodcraft-Scott the chief executive of the Esref Sah
questions and share their answers. Programme who has also spoken about the dangers of financial illiteracy and how much work needs to be done
in the area.
To date, over 40,000 people between the ages of 15 and 35 across the UAE have received financial education
Suggested Answers and the results are astounding. Programme head Hussain Al Balooshi has described how of those who attended
workshops at schools, universities and government entities 64% started saving, 26% started looking for investment
a. Money can be complicated to manage and opportunities and 80% became more aware of financial literacy.
sometimes financial products like loans and Esref Sah has a volunteer programme, Shabaab Club which has trained 100 volunteers in more than 70 subjects
relating to effective money management. These volunteers mentor younger people directly.
credit cards are not clear about costs and The Esref Sah Programme also believes that banks have a role to play and have introduced a bank-training
curriculum to educate bank employees on the right ways to market their products to young Emiratis. It is hoped that
charges. If you learn how to “read” this kind of this will help young people avoid the temptation of high-interest loans and credit cards. The aim is to encourage
information you are equipped to make better more “responsibility” from the banking sector and some banks have taken a proactive stance. In 2016, the Abu
Dhabi Commercial Bank (ADCB) announced a ground-breaking collaboration with the Emirates Foundation aimed at
financial decisions. increasing levels of financial literacy in the UAE. This will offer branch based financial counselling to customers in an
aim to encourage “the widespread adoption of sound financial management practices”.
b. Debt can spiral out of control very quickly if a. Do you think that teaching young people how to manage their money is a good thing? Why?
it is not managed properly and often people b. What do you think are the dangers of financial illiteracy?
don’t understand the interest rates they will be c. What do you think you can do to manage your money better?
charged. Debt can affect your credit rating which d. Why do you think that banks have a role to play?
may mean you will have difficulty borrowing at
a later stage when you need to buy something
important like a home.
c. Save regularly. Always think carefully before you
spend your money. Try not to borrow money. 13
Avoid using credit cards.
d. Banks sell products like loans and credit to make MEd_SB_G09_U02_EN.indb 13-14
money. However, it is important that they take

the individual into consideration when doing this
and avoid giving loans and credit to people who
can’t afford them.
13
Teacher’s Guide

6 Complete the following activity.
Remind students that money can be a force for good
or a force for bad, depending on how it is used. And
explain that wealth can be measured in many different
ways.
Draw students’ attention to the Sheikh Zayed quote.
Ask them consider what it means to them. And then
ask them to draw a poster that conveys the spirit of
the quote. (Less visual students may prefer to do a
text-based poster, whereas visual students may prefer
to draw a picture.)
As students draw their posters, prompt them to
consider the following:
Sheikh Zayed bin Sultan Al Nahyan • How important is material wealth?
“No matter how many buildings, foundations, schools and hospitals we build, or
• How do you measure the wealth of a nation?
how many bridges we raise, all these are material entities. The real spirit behind
the progress is the human spirit, the able man with his intellect and capabilities.” • How do you measure the wealth of a person?
Sheikh Zayed - May Allah place peace upon his soul
• What does it mean to be morally wealthy? What
values would you have?
With your group, create a poster that reflects your thoughts about the quote taking into account the following
steps:
1. Write what this quote means to you.
2. Explain how it relates to what you have read in the lesson.
3. Sketch drawings or find images to decorate your poster.
Present your completed poster to your classmates.
Unit 2 Lesson 2 14
1/16/2018 5:49:24 PM
14
Lesson Objectives
Lesson 3
Understand how less fortunate people can be
financially supported through improved financial
How Wealth Can Be Learning Outcomes
management and philanthropy.
a Force for Good • Understand how less fortunate people can be
financially supported through improved financial
management and philanthropy.
Learning Outcomes
• Demonstrate an appreciation of the value of
Vocabulary
money through articulating how less fortunate
groups and communities can be financially Philanthropy Social Responsibility
supported through improved financial
management and philanthropy. Corporate Social Responsibility
Activity 1 (15 minutes) 1 Read the quote below and answer the question that follows.
Explain to students that some people are wealthier We all know people who appear to be wealthier than us.
than others. That’s the reality of society. We all How do you feel when you see a very wealthy person?
And we all know people who appear to be less wealthy than
know people who are wealthier than us and people us. How do you feel when you see these people?
who are less wealthy than us. Ask students to share Our feelings really depend on our attitude to wealth itself.
Consider this quote from Sheikh Zayed bin Sultan Al Nahyan
how they feel when they see someone wealthier - may God have mercy upon his soul:
“Wealth is not money. Wealth lies in men. This is where true
than themselves and someone less wealthy than power lies, the power we value. This is what has convinced
themselves. us to direct all our resources to building the individual, and
to using the wealth which God has provided us in the service
of the nation.”
Explain that when you see someone wealthier than
yourself, you might feel jealous or you might feel What does this quote mean to you? Share your thoughts
with the rest of the class.
inspired. And when you see someone less wealthy
than yourself, you might feel sad for that person and
grateful for your own situation.
Sheikh Zayed bin Sultan Al Nahyan (May God have
Emphasise that your feelings likely depend on your mercy upon his soul)
own attitudes to wealth. Some people equate wealth
with having lots of money. Others equate wealth with
having a comfortable or even luxurious lifestyle.
15
Ask students to read the quote from Sheikh Zayed bin
Sultan Al Nahyan. Facilitate a discussion around its MEd_SB_G09_U02_EN.indb 15-16
meaning. Ask students to share what they understand

the quote to mean. • Some materially wealthy people may be spiritually impoverished. They may
feel that their life lacks meaning because they aren’t working towards a greater
Emphasise the following points: purpose.
• Sheikh Zayed Bin Sultan Al Nahyan emphasises Explain that money can be used to improve the lives of people; to “build the
that wealth and money are not the same thing. A individual”. This can happen at the individual, organisational, governmental and
person could have lots of money, but still not feel international level. Everybody has a part to play in ensuring that money is used to do
wealthy. They might be obsessed with always good and create real wealth.
trying to get more money.
• Some people are materially wealthy (nice
house, nice job, nice car, etc), but emotionally
impoverished. Their wealth may not bring them
happiness. Or they may feel insecure about their
wealth.
15
Teacher’s Guide
2 Read the text below and then complete the tasks that follow.
Personal Responsibility and Social Responsibility

Involves charitable giving
In life, we are all motivated by different things: do Philanthropy to human causes on a large
well at school; help our family; become successful;
stay healthy; promote a cause. These are our
scale.
individual motivations. They give meaning to our
daily activities, because we feel that we are working
towards a bigger purpose, whether that’s a short-
term or long-term goal. You have individual values Social Individual or group
and motivations, and it is your personal responsibility
Responsibility behaviour that benefits
to live by these. society at large.
However, we have to think beyond our individual
selves too. As an individual, you should always keep
the welfare of society at the back of your mind. This is
known as your social responsibility.
The idea that businesses
Everybody has a right and indeed duty to try and improve himself or herself. Being socially responsible, on the other Corporate Social should balance profit-
hand, involves being committed to improving society as a whole. It might even require sacrifice and setting the
priority of society ahead of your own individual benefit. You realise that society’s needs are often more important
Responsibility making activities with
than your own needs. activities that benefit society.
A socially responsible person is aware of his or her responsibility to society and the role he or she can play in making
society better. When socially responsible people see social injustice, they are proactive. In other words, they take
action to address the injustice. The individual’s own moral code influences his or her actions. Socially responsible
people aim to act in a way that does not harm society and, in fact, they hope their actions will improve society.
They make decisions for the good of society as a whole. This is known as individual social responsibility. It is often
undervalued and misunderstood. However, when individuals live by idealistic moral values and ethics, it can have an
enormous positive impact on society in general. Suggested Answers
So what does this have to do with money? Well, a common form of taking social responsibility is using your money
for the good of others. This could involve giving money to a charity to help those less fortunate than yourself. a. The student might propose a scenario where
Or you could donate to a non-government organisation (NGO) that works to promote a cause that you believe in,
such as ensuring that people have access to the health care that they need. However, even this involves a certain they donate money or clothes, but preferably the
amount of responsibility. You need to carefully pick the NGO the donation is going to, basing your decision on the teacher should ask the students to give different
transparency of the NGO’s goals and operations. In other words, you need to ensure that your money will indeed be
used to promote good works. You need to take personal responsibility for your socially responsible actions! answers than the typical answers. Investing time
in charitable work is a goodexample. Students
a. Propose a scenario where you put the benefit of society ahead of your personal benefit.
could express how they would prefer to spend
b. Why is it important that a person takes social responsibility? the time that they give to charity and
c. “A socially responsible person is a proactive person who is willing to make the world a better
volunteer work.
place for everyone around him”. Explain this statement. Briefly suggest an action that you b. Explain that caring and being aware of issues in
would take against social injustice. one’s society is a form of social responsibility.
The importance of taking responsibility is that,
if every individual does this, society as a whole
becomes more caring and drives change, which
Unit 2 Lesson 3 16 can impact the rest of the world. This creates
greater opportunities for achieving
1/16/2018 5:49:25 PM
development goals.
Activity 2 (15 minutes) Ask students to read the statement in the student
book and discuss what it means. Explain that it
Remind students that some people are less fortunate than us. But we can use our suggests that a big part of social responsibility is
resources to help those people in some way. It may be tempting to assume that only acting upon this responsibility. Social responsibility
governments or large organisations can effectively deal with complex social problems. not only requires understanding and being aware of
After all, they have the resources to take effective action. However, each individual the problems in your society and in the world, but
has a role to play in ensuring that money is being used to do good in our society and also reacting accordingly. Students should suggest
around the world. influencing their friends and raising awareness about
Ask students to read the article about social responsibility. As they read the article, ask certain issues that they learn about and maybe create
them to focus on the role an individual can play in doing good for society. Emphasise attention for a problem that they think could be dealt
the importance of being proactive as an individual in society and believing in the ability with. Students should confidently plan for delivering
to change. an idea and implementing it through different
techniques.
Facilitate a discussion around the questions in the student book.
16

3 Read the text below and then discuss the questions that follow.
Explain that we all have individual social responsibility.
We can take small actions every day to ensure that Although many individuals exercise social responsibility, they are limited in what they can do, simply because they
our money becomes a force for good. However, big have limited resources. Big change requires big efforts. And this is where organisations can make an impact.
changes require big efforts, and these efforts require
Non-Governmental Organisations
big organisations. Non-Governmental Organisations (NGOs) are very important contributors to development projects in Africa and
other underprivileged regions. These not-for profit groups have gained in popularity because many have genuine
Ask students to read the first text. Address any ambitions to create change. They exercise financial transparency about the aid and donations that they receive, and
questions they raise. have clear, tangible objectives with results outlined in annual reports. Those involved in NGOs are often academics
and social activists who believe in the necessity for social justice. NGOs have initiated projects that aim to end
poverty and hunger by providing food, access to water, health care and educational projects.
Have a discussion around the two questions in the
student book. For-Profit Organisations and Corporate Social Responsibility
Unlike NGOs, corporate social responsibility is still an emerging trend. In essence, it means corporations (companies
Suggested Answers and firms) accounting for environmental and social consequences in their costs. A private business naturally seeks
to maximise its profits and minimise costs. However, this may generate many negative consequences for society and
a. Highlight the projects mentioned in the text, such for the environment. A manufacturing plant may for example cause air or water pollution because it tries to save on
the costs of air or liquid waste filters.
as food and educational projects. Encourage When firms take social responsibility, they restructure their operations in an environmentally-friendly manner
that also promotes social justice. This form of responsibility is not yet regulated by governments, so firms must
the students to develop an innovative idea, and volunteer to include such programs in their operational strategy. Social responsibility programs can be very
ensure that they understand the role of NGOs innovative, and can range from awareness campaigns to donating a portion of profits to charity, or producing safe
and environmentally-friendly products.
in implementing sustainable development. The
students student could suggest implementing a. The text mentions several areas that NGOs participate in to help the poor in Africa. Propose
an idea for a sustainable project to help children in Africa have a better life.
renewable energy programs (such as solar panels
or wind turbines) that would provide houses that b. How would you persuade the CEO of a small or medium enterprise that it pays to incorporate
social responsibility into their business operations?
do not have electricity with one. Students should
explain the significance of the proposed project.
Another idea would be providing mosquito nets
that offer protection against diseases that insects
may carry. Also, craftsmanship programs that
would allow the poor, and especially women,
to learn a craft that might generate revenues to
assist the family.
b. This is meant to enhance the students’ ability to
argue in a of their moral values. The teacher could
be CEO and a chosen student could try to persuade
him in front of the class as the teacher asks 17
provocative questions… “Why would I include a
social responsibility program?” “I don’t want to MEd_SB_G09_U02_EN.indb 17-18
lose part of my profits for something that will Remind students that NGOs are non-profit organisations. However, for-profit organisations
not have any real effect.” And so on. Students also have a role in ensuring that their resources are used for the good of society. This has led
should be confident that the returns of social to the development of the concept of corporate social responsibility.
responsibility programs are enormous. Not only
Ask students to read the text about corporate social responsibility. Have a discussion around
do they benefit societies, but also they would
the two questions.
create a sort of brand loyalty and respect for
the company, which might make it even more
successful.
Note that in order for a company to have a social
responsibility program it has to be profitable.
17
Teacher’s Guide
4 Read the text and then answer the question that follows. Suggested Answers
a. The UAE is rich with natural gas and oil. It could
Money for Good: Government Level invest in providing some countries with cheap
The process of eradicating inequality and helping underprivileged and underdeveloped nations and individuals is
energy, which would lift some of the financial
not a singular effort. It is rather a collection of efforts required from governments, organisations, and individuals in burden off developing countries and allow them
stepping in and taking social responsibility towards achieving long-term sustainable goals.
to invest in the development of other
The Role of Governments
important sectors.
Countries fall into two generic categories: developed (so called first world countries) and developing (so called third The UAE could pay teachers to go teach
world countries). We should all share the responsibility for creating a better distribution of wealth, better living in schools in poor regions or export their
conditions, and better opportunities for the underprivileged. However, the biggest responsibility lies with the more
developed countries who have surpluses of wealth and better access to resources and technology. educational system to those regions.
The role these countries take could be through direct or indirect interventions. There are multiple approaches to
intervention. For example, the UAE now contributes billions to fight poverty as part of the joint humanitarian vision
of the UAE government. The UAE has become a role model for its commitment to achieve sustainable development
goals and, previously, the millennial development goals.
Other efforts could be through direct intervention in the form of providing nutrition aid, vaccination for diseases
such as malaria, and food programs that contribute to reducing famine, hunger and high mortality rates. Also,
countries that enjoy political stability should strive towards achieving stability in regions that are unstable,
especially where poverty and hunger rates are significantly high. In such cases, the governments of these countries
also have a responsibility to collaborate with the international community towards achieving development.
a. The text states that the UAE has so far contributed billions dirham towards fighting poverty.
Think of a resource, other than money, that is abundant in the UAE that could possibly help
the poor of the world. How would it help?
Unit 2 Lesson 3 18
1/16/2018 5:49:25 PM

Remind students that social responsibility occurs at different levels: individual,
organisation, government and international levels.
Ask students to consider how governments can use their resources to promote social
responsibility. Examples include public education and health services; putting in
place budgets and finances that enable everyone to benefit from economic progress;
providing resources to respond to natural or manmade disasters.
Ask students to read the article about the role of governments. Emphasise that
governments can use money to promote social responsibility. They can donate to
worthy international causes and relief efforts, for example. They can make funds
available for projects to help the less fortunate at home or abroad. However,
governments can be socially responsible in other ways too.
Discuss the question in the student book. Push the students to answer innovatively
in this activity. Explain that the resources could be anything that they believe the UAE
has a surplus of, and could donate to underprivileged countries.
18

5 Read the text below and answer the questions that follow.
Remind students the fourth level of social
responsibility is on the international level. This Wealth is not distributed equally around the world. However, all countries can work together to help less fortunate
people in other countries. This is corporate social responsibility on the international level.
involves international organisations that use their
resources to promote social responsibility and The United Nations’ Goals for Social Responsibility
In 2000, as the world was celebrating the start of a new millennium, the United Nations hosted the Millennial
humanitarian aid, especially during times of crisis Summit. At the summit, all 191 UN members, along with a host of international organisations, committed to a
(social upheaval) or catastrophe (natural disasters). 15-year plan stated by the UN Millennial Declaration, to help achieve millennial goals by the year 2015. The eight
Millennial Development Goals (MDGs) identified by the declaration were:
Ask students if they can name any such international • To eradicate extreme poverty and hunger
organisations. Examples include the United Nations, • To achieve universal primary education
• To promote gender equality and empower women
the Red Crescent, Doctors without Borders, Islamic • To reduce child mortality
• To improve maternal health
Relief and the International Rescue Committee. • To combat diseases
• To ensure environmental sustainability
Explain that the United Nations has been to • To develop a global partnership for development
In 2015, the United Nations Development Program (UNDP) answered the question of whether the MDGs made a
the forefront in promoting international social difference or not. Empirically, studies showed that 21 million lives were saved after the Millennial Summit. The most
significant successes were in the areas of reducing child mortality, and combating outbreaks of fatal diseases.
responsibility, especially through its Millennial However, the UNDP didn’t boast about the accomplishment of the goals as it affirmed the need of further efforts
Development Goals and Sustainable Development towards achieving them.
In January 2016, the UNDP introduced the 17 Sustainable Development Goals (SDGs) in another 15-year plan that
Goals. included goals from the MDGs, and added goals concerning peace and justice, climate change, and economic
inequality. The role of the UNDP is to collaborate with governments, non-governmental organisations, and the
Ask students to read the article about the United private sector in order to achieve those goals.
Nations and its goal. Ask them to pay particular a. In your opinion, how should the UNDP go about achieving the sustainable development goals?
attention to how countries could use their resources b. The first goal in the MDGs and the SDGs is to eradicate poverty. Do you think that this goal is
realistic? Explain the reasons for your answer.
to promote these goals at an international level.
c. Goal number 10 in the SDGs is reducing inequality. Define inequality. Why do you think
reducing inequality is important?
Discuss the questions in the student book.
d. As a student, do you think that you share responsibility in helping towards achieving those
Suggested Answers goals? Explain the reasons for your answer.
a. There are many answers to this question, but

the typical answer would emphasise the role
of the UNDP in organizing international effort
towards helping underprivileged countries.
Practical solutions would be financial aid,
rations, awareness campaigns, etc.
b. Reasoning is important in this question, but
at the end the teacher should reflect the idea 19
that working towards reaching the goal is
more important than the goal itself. Practically, MEd_SB_G09_U02_EN.indb 19-20
the goal is out of reach, but it is there to

encourage nations to increase their efforts in
implementing it.
c. You could define inequality for the students
as theunequal distribution of wealth to help
them understand the term. The answer is open
ended, but ideally it would include statements
that relate to the right for equal opportunities
for every human being, the right for a decent
living, the right for education, etc.
d. The objective of this question is to allow the
students to understand that they could be
part of change, even at a young age. Students
are expected to answer that they do share
responsibility, and most would answer that they
could donate to the poor as it is the most basic
concept of contribution. Answers could include
donation of money, clothes, books, etc.
19
Teacher’s Guide
6 Read the text and answer the questions that follow. Activity 6 (10 minutes)
Explain to students that social responsibility can
A good example of how small NGOs could create big impacts on impoverished societies are microfinance NGOs.
Microfinance organisations are examples of small banks that give microcredit to debtors who usually don’t qualify take many forms. One example of money being
for loans from big banks. Microfinance organisations give loans as small as €500 to help people create their own
small startup businesses that would help them subsist. These microloans sometimes serve as a beacon of hope for used for good on a practical level is microfinancing.
individuals, and many have had their lives transformed by this small amount of money. These organisations were Ask students to read the short article about
criticised at the beginning as it was considered very risky to give loans to these individuals, but the default rates
proved to be very low. The debtors were so grateful for this help they were glad to repay the loans. microfinancing. Then discuss the question that
follows.
a. Now that you k now about microfinance, think of a business idea that a debtor who borrows
$1,000 could implement. Suggested Answers

Now consider the following quote from Sheikh Mohammed bin Rashid Al Maktoum: a. Emphasise that even the smallest changes and
“Sheikh Zayed’s name has become synonymous with generosity and giving, not only in the UAE., but in the whole
world. However, he didn’t like talking about his philanthropy. Zayed is the source of generosity and its origin, and he small amounts of money could implement
is the one who has instilled a love of giving in the hearts of his people, and we must remember him for his humanity
and generosity for all people, which made the Emirates a global humanitarian platform for giving.” change in wealth distribution inequality and
that it could create opportunities for those
b. What examples do you know about that show Sheikh Zayed’s sense of social responsibility?
who felt their lives were hopeless.
The amount of money borrowed could be used
to rent a small shop and maybe sell homemade
accessories or homemade food like manakeesh.
The student should briefly explain how the idea
would work and how it might be used as a source of
revenue and an opportunity to create a better life.
Then ask students to consider the quote about
Sheikh Zayed. Ask them what they know about
Sheikh Zayed’s humanitarian work.
Suggested Answers
b. The answer could include housing projects,
health and medicine initiatives, the founding of
the Fund for Development, as well as assisting
in infrastructure and aid projects in other
countries. This work reflects his belief that the
UAE should be committed to “using the wealth
Unit 2 Lesson 3 20 which God has provided us in the service of the
nation.”
1/16/2018 5:49:25 PM
20

In this lesson the students will develop an
understanding of basic financial concepts that apply The Development of Learning Outcomes
to daily life and spending money responsibly.
Entrepreneurship • Make informed decisions about budgeting,
saving, investing and borrowing.
Skills
• Develop entrepreneurial skills by producing
a plan for a ‘business’, and making financial
Required Material decisions based on how the business copes
with economic pressures.
• Calculator • Give evidence of acting responsibly when
using money, for example by spending within
a budget.
Learning Outcomes Vocabulary
• Make informed decisions about budgeting, Start-up Entrepreneurship
saving, investing and borrowing.

Entrepreneur
• Develop entrepreneurial skills by producing
a plan for a ‘business’, and making financial
decisions based on how the business copes with 1 Many start-ups are the result of an entrepreneur’s vision.
economic pressures.
What do these men have in common? Mention the contribution of each to the world we live in today.
• Give evidence of acting responsibly when using
money, for example by spending within a budget.
Explain that many wealthy people use their resources
to set up businesses. Many entrepreneurs set up start-
up companies. Ask students what these terms mean.
Ask them to write their definitions in the student book.
1. Steeve Jobs 2. Henry Ford 3. Mohammed Al Habtoor
Explain that a start-up is a new business, usually small
but with the potential to grow. It usually incorporates
an innovative business idea, developing a creative or
unconventional solution to a market problem.
21
Explain that an entrepreneur is a person who builds a
new business. Entrepreneurs are willing to take risks MEd_SB_G09_U02_EN.indb 21-22
and invest in business opportunities. The word comes

from the French word “entreprendre”, meaning to Next, ask the students who the men in the pictures are. They are Steve Jobs, Henry
begin or undertake. In other words, the entrepreneurs Ford and Thomas Edison. These three are famous entrepreneurs, inventors, and men
start a change. They make things happen. who used their skills and resources to implement change. Jobs created the world’s
first smart phone, laptop, and a lot of other smart devices that have greatly facilitated
the world we live in today. Ford created the first affordable car, and made travel
faster and easier, and Edison created the light bulb, the phonograph, and the motion
picture camera.
These people have contributed to us living in a better world, they brought leadership,
innovation, and entrepreneurship to the world of business.
21
Teacher’s Guide
A new business, usually

2 Read the following article about entrepreneurship and then complete the task that follows. small but with the
An entrepreneur is a person who invests his money in the creation of a business that produces a good or a service
potential to grow. It usually
and bears the risks of that investment. This good or service may already be in the market, but the entrepreneur sees incorporates an innovative
an opportunity for his company to make profit in this market. Or it may be the result of an innovative idea. Lately the
Start-up business idea, developing a
entrepreneurship world has been bustling with innovative businesses. You have surely heard the word start-up or
even heard of one of them. But what is exactly a start-up? creative or unconventional
solution to a market
problem.
The organisation and
management of any
enterprise, especially a
Entrepreneur business, usually with
considerable initiative and
risk.
A person who practises

Entrepreneur entrepreneurship.
Cafe owner
First of all, a start-up is a new venture, usually in a business. Second, it aims to meet market demand with a new
product or service. They are disruptive and innovative, bringing exciting ideas to the market. And third, although
they are small, they are scalable. In other words, they have potential for growth over time.
Because they are innovative, start-ups can be risky ventures. But they can also be spectacularly successful. Activity 2 (5 minutes)
Facebook, AliBaba, and Amazon are examples of start-ups that changed the world we live in today.
The individuals responsible for designing, managing, and growing the company are called entrepreneurs. They have
the vision and the resources to make their ideas a reality. If it weren’t for Mark Zuckerberg, the emerging market
Remind students that start-ups enable entrepreneurs
of social media possibly wouldn’t have been the same. Jack Ma of AliBaba revolutionised the concept of online to bring their innovative ideas to market. Ask students
shopping and changed the retail world forever.
what qualities an entrepreneur might need. Write their
• Think of start-ups, other than the ones mentioned in the text, that have been revolutionary in
suggestions on the board. Answers might include:
our world today.
be a risk taker; be financially astute; be wealthy; be
creative; be independent-minded; be committed to
a plan; be an action taker. (Remind students that
Start-ups Claim to fame entreprendre means to undertake.)
Ask students what they think the differences between
an entrepreneur and a successful business person
are. Point out that a successful business person
usually works within the existing model, following
Unit 2 Lesson 4 22 safe practices and guidelines that have worked in the
past. They like stability, security, and predictability.
1/16/2018 5:49:27 PM Entrepreneurs, on the other hand, usually break
the model and forge a new path. They take the
unconventional, unpredictable path. But they combine
this sense of adventure with astute financial skills.
Ask students to identify other start-ups that have
brought about change in the world today.
After the students suggest successful innovations in
history, the teacher instructs students to debate who
was more important in shaping the business and social
environment we live in today.
Suggested Answers
Elon Musk’s Tesla, Larry Page’s Google, John D
Rockefeller’s Standard Oil, and so on. Either the name
of the entrepreneur or the name of the company is
enough to initiate a debate.
22

3 Read the article about Elon Musk and then complete the activities that follow.
Remind students that entrepreneurs have drive,
passion, and creative ideas that propel them forward. “If something is important enough, even if the odds are against you, you should still do it.”
Explain that Elon Musk has become one of the world’s Elon Musk: Risky Dreams
Elon Musk is a South African engineer, inventor,
most famous entrepreneurs. philanthropist, and entrepreneur. He is the current
CEO and founder of SpaceX, X.com (now known
Ask students to read the Musk quote and discuss what as PayPal), Tesla, and also the co-founder and
former chairman of SolarCity. Musk, a one-of-a-kind
it means. Explain that entrepreneurs are risk takers. visionary, has been involved in multiple endeavours
They have the passion and self-belief to continue with to change the world and humanity. SolarCity, Tesla,
and SpaceX all share the same goal: saving humanity
their dream, even when it looks like they are doomed through clean sustainable energy, and making life
multiplanetary through building human colonies
to failure. This resilience and determination carries on different planets. His ideas have always faced
them through any times of doubt or passing failure. big waves of criticism and rejection. However, his
continuous success and net worth of $20 billion
Ask students to read the article about Elon Musk. silence all opposing voices!
Address any questions they have. Early Life and Education
Divide the class into three groups. Assign each group Musk faced a lot of adversity growing up. He was
brought up by divorced parents, and was constantly
one of the three propositions in the student book. bullied at school. He was then called up to the serve with the South African army. Musk migrated to Canada and
pursued a double degree in Physics and Economics. He also learned basic programming language when he was as
Explain that each group will make a short presentation young as 10 years old.
about entrepreneurship, focusing on their proposition, The Success
and using Musk as an example. They can use props, In 1995, Elon and his brother Kimbal borrowed $28,000 from their father and founded Zip2, a software company
that was particularly important for newspapers that wanted to take part in the digital transformation toonline
visuals, or speech to make their presentation. publishing. Musk wanted to be CEO of the company but the board of executives refused and in 1999 they sold the
company to Compaq for over $300 million. Although he received a whopping $22 million, Musk was devastated
Some students can be involved in researching the by the sale and was determined to start another new company of his own. In the same year, he founded X.com,
presentation and others can present the ideas.Discuss which was a type of online bank. Shortly after, the company merged with Confinity, and the two became PayPal.
Again, short-sighted investors decided to sell the company, this time for $1.5 billion, which Musk received a decent
each presentation with the students afterwards. share of.
Musk then started to pursue his vision of establishing a human colony on Mars. For that he needed to purchase
Entrepreneurs must be innovators space rockets from Russia. However, his attempts failed as the representatives of the space companies did not take
him seriously and quoted him extremely expensive prices for the rockets. This drove Musk to start his own company,
The students should be able to identify that each SpaceX, to build affordable space rockets with the integration of software engineering to create a space civilisation
environment. The first non-governmental owned space company was a success as it became a leader in the rocket
company Musk founded was a completely new idea manufacturing industry, and its sales were sky rocketing. Pun intended!
that had never been done before. In 2003, Musk started another new company, Tesla Motors, that specializes in manufacturing environmentally
friendly electric cars. The lack of electric-car charging stations prompted Musk to then start SolarCity, a company
that designs and installs solar panels and electric car charging stations. In a relatively short period of time, Musk has
X.com: A revolutionary website that created the first managed to create a legacy, and has become a benchmark for innovation and entrepreneurship.
online bank and that facilitated transactions around
the world. It is now known as PayPal. With your group, make a short presentation about entrepreneurship, using Elon Musk as an example. Your group
will be assigned one of the following proposals to present:
SpaceX: The first private company to manufacture
space rockets and at an affordable price. 23
Tesla: Musk believed in reducing global warming and

the betterment of society. These were the motives
behind his creation of Tesla, which manufactures Entrepreneurs must be dreamers
environmentally friendly electric cars. Focus on Musk’s vision of a human space colony on Mars. Ask students to tackle the
SolarX: Musk also created one of the biggest problem from a business point of view and provide an example that demonstrates
companies that provides solar energy panels and previous inventions that were assumed to be impossible but proved otherwise. The
electric-car charging stations. This is a form of vision of building a space colony on Mars has been criticised thoroughly by many
corporate social responsibility, which he integrated non-believers, yet day by day Elon Musk is finding solutions that make this goal more
into the core operations of the company. feasible. Humans never believed that they could go to space, yet NASA are sending
astronauts every year. Obviously, a trip to Mars would be prohibitively expensive.
Entrepreneurs must be risk takers Therefore, Musk’s first plan was to manufacture affordable rockets. This has made the
Explain how the world of business is not a walk in the possibility of a trip to Mars a bit more realistic. While it may still seem astronomically
park. Business owners face many adversities every expensive, remember that years ago air travel was also considered extremely
day, and their ability to cope with these adversities expensive but is now affordable for many.
is a measure of their success. Elon Musk had many
adversities. First of all, he is self-made. He had to
borrow money from his father to finance his first
company, and then investors halted his innovation and
scalability by selling his companies for a profit.
23
Teacher’s Guide
a. Entrepreneurs must be innovators.

Scenario 2
b. Entrepreneurs must be risk takers. Guide the students in the process of calculating
c. Entrepreneurs must be dreamers.
profits in scenario 2, through asking them to apply the
concept of profits presented above.
4 Read the text below and then complete the activities that follow. Profits= total revenues minus total costs
Dreams only get you so far in business! You also need money. And, perhaps more importantly, you need excellent
financial skills. All entrepreneurs understand the basics of business finance. Profits= $100,000-($30,000+$60,000)=$10,000
• Return on Investment: Profits gained from a decision to invest a certain amount of capital in a business.
• Normal Rate of Return: Profit from investing money in a bank, in the form of interest or through earning annual But the student shares only 50% of the profits, so net
returns from purchasing government bonds.
• Total Revenues: The total sum of money earned from the sale of products or services. profits are $5,000.
• Total Costs: The total sum of money paid for running a business. Includes variable costs of operations and fixed Therefore, investing with the friend yields a higher
costs of investment.
• Profits: The difference between total revenues and total expenses. If the difference is positive, it’s a gain, if the return on investment and we should pick scenario 2.
difference is negative, it’s a loss.
Let’s put these ideas into practice. Turn on your calculators! Mix up the pairs again, so each student is paired
Suppose you have a capital of $50,000. Consider the following scenarios: with a different student. The students now have an
Which scenario would offer you the best return on investment?
opportunity to practise financial responsibility. Read
the three scenarios and address any questions that
Scenario 1 You deposit your money in the bank for a normal rate of return of 8% students raise.
Ask each pair to debate each scenario and then
Your friend is an entrepreneur. He has a business plan but needs financing to launch
Scenario 2 it. Your friend offers you a 50% share of profits in return for investing your capital in present their answers.
his start-up. The projected revenues of the first year of operating are $100,000, and the
projected expenses and costs are $90,000 Scenario 1
Entrepreneurs use their financial skills to help them to make the correct investment decisions. In order to determine
if you have what it takes to make a financial decision, evaluate with your team the following scenarios and make the
This explains a situation where the student has
proper decision. to take a decision on whether to save for a car, or
Scenario 1
You are in Grade 9, and your dream is to buy a car in your first year in university. In order wait and take out a loan. This employs the concept
to fulfil this dream, you can either wait until you are in university and take a loan out to
buy the car, or you can start saving now. of budgeting, and there is no right answer in this
You want to buy a mobile, but you are already spending all of your allowance on other
scenario. It depends on the reasoning of the student,
Scenario 2
stuff. You currently have a mobile. whether he decided to save, and has surplus income
You have an idea for a killer mobile application, but you don’t have any money to invest from every month, or whether he decided to take out
in this idea. You have one year to develop the application or else you risk someone else a loan (explain that he would be in a good financial
Scenario 3 thinking of it and investing in it. For this purpose, you can either take out a loan to invest
in this application, borrow money from a friend, or save money so that you can invest in situation when he does). In addition, the student
it later.
can choose to wait until he graduates to buy the car
For each of the above scenarios, explain the correct financial decisions you need to make to attain your goal.
because it will not be wise to take out a loan in his first
And remember to be financially responsible!
year in university.
Unit 2 Lesson 4 24
Scenario 2
1/16/2018 5:49:27 PM
Scenario 2 presents the concept of needs and wants.
The student has to evaluate whether or not she needs
Activity 4 (15 minutes) the new mobile. Since she already owns a mobile, it
Remind students that entrepreneurs often have big dreams and bold visions. However, would be wise to refrain from buying a new one, but if
they are also financially astute. They know how to make money and have the know the student believes that she can reduce spending on
how to manage it. surplus requirements, she can choose to save up for a
Point out to students that if they want to become successful entrepreneurs, they need new mobile.
to understand financial basics. Read through the key terms in the student book and Scenario 3
check for understanding of each term. If students are struggling with the concepts,
Scenario 3 it challenges the student to look for
perhaps give examples.
financing for a start-up idea. A smart decision is to
Divide the class into pairs. Tell them they have to choose between the two investment
present the idea to investors, maybe family, friends,
scenarios in the student book. Each student can examine one scenario in detail and
or start-up accelerators that might believe in the idea
they then decide as a pair which investment to choose.
and decide to invest in it. Saving is out of reach in
Ask students to share their answers.
this scenario. If the student decided to take a loan to
Take the students through both scenarios.
finance the app, there should be a proper assessment
Scenario 1 of the business, and the potential revenues it might
The normal rate of return on the initial capital is: generate. The teacher can explain that is called a
8% therefore the return on $50,000 = $4,000 feasibility study this is determines whether or not the
investment is expected to pay off.
24

5 Read the following article about debt and then complete the activities that follow.
Point out that unless you’re a millionaire, you’re
probably going to have to borrow money if you want Most people don’t have enough available money themselves to set up a business. They need to borrow money. In
other words, they go into debt.
to start a business. Begin by running a ‘Show Hands’ You don’t need to set up a business in order to go into debt. Suppose you want to buy a new computer. You don’t
have enough money available to buy it, so you get a loan. However, you’ll have to pay interest on the loan. So you
poll on whether the students would take a loan out have to pay the cost of the computer, and the cost of the interest. That’s the bad news. However, the good news is
at some time in their life. This is to determine what that the loan enables you to buy the computer now and pay for it later. So sometimes it make sense to go into debt,
as long as you are able to repay the debt in the future.
the class thinks about debt in general, and to help Is Debt Always Bad?
portray the idea that debt is not wrong unless it is Debt is an amount of money borrowed by an individual or an entity (such as a business) from another individual or
entity (such as a bank). We usually borrow money when we cannot afford to buy certain goods or services, if we
mismanaged. want to make an investment and we don’t have the necessary resources to make it, or if we want to buy something
now instead of in the future. The most popular forms of debt are loans which can be, for example, educational, for
Ask students to read the text about debt. Address any buying a house (a mortgage), or credit loans. Loans are usually tied to a certain interest rate that you have to pay as
a form of rental fee for the money. Normally, when we want to borrow big amounts of money we would approach
questions they raise. banks or other financial institutions. However, for small amounts we can approach family or friends. This is a more
informal approach to debt. Regardless of the approach, you need to be responsible when borrowing money.
Divide class into groups of four or five. Explain that In addition to loans, credit cards are another famous credit instrument. Credit cards are issued by banks and they
are a form of debt that enable you to buy things on the spot without the need to save. You need to consider various
they are going to present short (two minutes) role constraints before seeking credit.
plays about debt. In each scenario, a person wants You first need to consider why you are borrowing money. What is your objective? And what is the risk? You need
to have criteria that validate your intention to borrow. You also should consider your ability to repay the loan,
to get a loan and the other characters are checking especially if your loan is long term and needs a consistent source of income to support it. This is to make sure
that he or she has fully thought it through. The that your job or business is stable in the long run, and that taking out a loan will not expose you to financial
complications. When going for credit, consider what portion of your income will go towards the repayments. The
person might want to get the loan for a business, an lower the portion, the safer the credit. Make sure you borrow from safe parties. The lender should be a rational and
trusted individual or entity. Otherwise, borrowing could be dangerous.
investment opportunity, a new car, or a family holiday. All in all, debt is not bad unless the debtor is irresponsible. Financial awareness of this topic is a must, in order to
prevent any financial complications.
Allow students five minutes to prepare their role play, In your group, role play a scenario where one person is considering getting a loan and is discussing the idea
and then ask them to present their scenarios. with some friends. In the role play, include the following:
After the role plays, emphasise the following points: a. Important factors to consider when taking a loan.
a. The students should identify with the concept b. Possible complications of defaulting on a loan.
of borrowing responsibly and for a valid reason.
Credit Risk
That is, borrowing should be preceded by an The ability to manage credit risk is an important skill for an entrepreneur. Entrepreneurs are often exposed to risky
evaluation process that starts by determining situations, where their corresponding success or failure is measured by how well they cope with these situations.
When they take out a loan, they need to understand the risks involved. This is known as credit risk.
needs and wants, the ability to avoid
complications when repaying the loan, and
borrowing from safe and trusted individuals or
entities.
b. Defaulting on a loan usually means the debtor 25
will have difficulty securing further loans in
the future. Banks and family and friends will MEd_SB_G09_U02_EN.indb 25-26
no longer provide finance because they will no

longer trust the individual to repay the debt. Suggested Answers
Also, if the debtor takes money from an unsafe Abdul is under pressure because of his father’s deteriorating financial situation.
institution, it could expose them to dangerous However, he is adamant he wants to continue his studies. He seeks an educational
situations as people may have unexpected loan from the bank, but is rejected as the bank believes he will be unable to make
reactions to loan defaults. his loan repayments. Usually, banks make an informed analysis of a loan applicant’s
financial status, and this is why they decided not to give Abdul a loan. Although he
As a follow-up to the role-play, explain that an
is correct in wanting to continue his education, he should not make unsustainable
entrepreneur is exposed to situations requiring
financial decisions. Therefore, his decision to borrow from his friend is not a good one.
applying for credit or attracting investors, as most
He should wait for a better opportunity to pay for his tuition.
entrepreneurs do not have the necessary resources
to fulfil their aspirations. A good entrepreneur is able Samira has a decent amount saved up for the down payment and has a steady job with
to manage his finances in a smart and optimal way to a good salary. This means she will be able to make her repayments so her decision to
further his career. apply for a mortgage is correct.
Ask students to return to their groups. Explain that Firas was lured into a debt trap because he wanted an easy way to buy new
they are now going to examine three scenarios equipment. However, as a freelancer, he does not have a stable source of income, and
involving loans and credit risk. Each group discusses thus should not take out large amounts of credit. He should have saved up to buy the
each scenario and presents its thoughts to the class. equipment.
25
Teacher’s Guide
Consider the following scenarios with your group: Activity 6 (10 minutes)
Scenario 1
Abdul studies in the university. His father has suffered a recent setback due to the decreasing economic activity, Remind students that entrepreneurs need a
and he can no longer afford to pay his son’s tuition. Abdul, however, is ambitious, and refuses to stop attending combination of innovative creativity and practical
university because of his father’s circumstances. He decides to take out an educational loan to pursue his studies
but the bank rejects his proposal since he does not have a stable source of income. He then turns to a friend to common sense in order to succeed in their
borrow the necessary amount to continue his studies and his friend gladly offers.
investments. Ask students to imagine that they are
Scenario 2
Samira just graduated college and started her new job as a consultant in Mckinsey & Co. She has a three-year investors and they have the opportunity to develop a
contract with the firm, and she has decided to buy a house. Samira believes her income is high enough to meet the
loan repayments and she has already saved the necessary down payment (deposit) for the loan. new start-up.
Scenario 3
Ask students to think about what factors they would
Firas is a freelance photographer, and he copes well with his expenses. He sees a Facebook advertisement that
encourages opening a line of credit at Bank X. He is fascinated by the concept of buying now what he should save need to consider.
to buy later, and uses his credit card to buy a new camera, an expensive tripod, and the exclusive phantom flying
camera, which cost him a lump sum of $8,000. As they write, walk around the class offering support
• Evaluate the decision made by Abdul Rahman, Samira, and Firas in each of the three
and encouragement. If students are struggling, help
scenarios. In addition, recommend the proper decision that could have been made in each
them with some prompts:
case. • Is your start-up idea innovative and exciting?
• Does your product or service meet a market
6 You have now seen how successful entrepreneurs build their startups. need? Will anyone buy it?
Imagine you have a large sum of money and you want to launch a start-up.
• What are the opportunities?
Based on what you’ve learned in this unit so far, what factors would you consider before you proceeded?
• What are the risks?
Write a ten-line paragraph on what your considerations would be.
• Do you have enough financing? If not, where
would you get the finance?
• What is the likely return on your investment?
• How quickly can you grow the business?
Student writing
Unit 2 Lesson 4 26
1/16/2018 5:49:29 PM
26

In this lesson the students will develop their
understanding of more advanced financial concepts,
Becoming an Learning Outcomes
namely the concept of investing in a business, or a
start-up in particular, while also understanding the Entrepreneur • Make informed decisions on how to responsibly
budget, save, invest and borrow, which can be
moral values that are involved in business operations. evidenced through students being asked to
budget responsibly over the course of a week in
response to a range of scenarios.
• Develop their entrepreneurial skills through
being asked to invest in a ‘business’ – produce a
Required Materials business plan and take financial decisions based
on how the company is coping with economic
• Computer with internet access •
and global pressures.
Provide evidence that they have acted
responsibly when using money, for example
opening a bank account and using a budget that
has a combination of necessities and luxuries.
Learning Outcomes
• Make informed decisions on how to responsibly Vocabulary
budget, save, invest and borrow, which can be Emerging Scalability
evidenced through students being asked to
budget responsibly over the course of a week in
response to a range of scenarios. 1 Add characteristics to the mind map below.
• Develop their entrepreneurial skills through As you know, entrepreneurs have a number of characteristics that make them successful.
being asked to invest in a ‘business’ – produce a Suppose you were going to build your own start-up. What characteristics do you think you would need?
business plan and take financial decisions based

on how the company is coping with economic
and global pressures.
• Provide evidence that they have acted
responsibly when using money, for example Entrepreneur
opening a bank account and using a budget that
has a combination of necessities and luxuries.

Begin by reminding students that it takes a certain 27
strength of character to be an entrepreneur. Business
leaders face many challenges and need to be able to
rise to these.
Suggested Answers
Ask students to consider the characteristics that
an entrepreneur would need. They can add their Characteristics could include being a risk taker, self-confident, financially responsible,
thoughts to the mindmap in the student book. Ask moral integrit, innovative dreamer, creative mind, resilience and positive mental
students to share their answers. You can add the best attitude.
ones to a mindmap on the board. Emphasise that even successful entrepreneurs face challenges. Play the Jack Ma video
for the class: http://bit.ly/29hirKN
Address any questions the students raise.
Have a discussion around the questions in the student book:
a. These questions are reflections on what is expressed in the video. Students
should demonstrate an understanding of the characteristics of an entrepreneur
by integrating concepts from the previous lesson. Important concepts presented
in the video are: ability to face adversity, leadership, social responsibility and
financial responsibility.
b. Jack Ma expresses his view on changing the world, and considers that changing
the world is a process that starts with changing one’s self. That is the concept of
individual social responsibility.
27
Teacher’s Guide
These characteristics will make you a resilient entrepreneur. However, you will still face challenges. Watch the video
on Jack Ma and his advice on becoming a successful entrepreneur.
Discuss these questions: Becoming apparent or
Emerging prominent.
a. What important characteristics of an entrepreneur does Jack Ma present in this video?
b. What important concept concerning changing the world does Ma suggest?

The ability of an
Scalability organization to grow and
2 Read the article below about Jack Ma and complete the questions that follow. manage increased demand.
Alibaba and the retail industry

Ma Yun, also known as Jack Ma, is a Chinese businessman and technology entrepreneur. The multi-billionaire,
mostly known for his repeated failures before he achieved success, graduated with a masters in Business
Administration from Cheung Kong University. After his graduation, he could not find a job, so he decided to become
an English teacher at a local university in China. This led him to start a translation service.
In 1995, Jack Ma discovered that the world was using the internet, but it had not yet reached China. Ma could Emphasise that “crazy” ideas sometimes gain
see that this was an emerging business opportunity in China. He decided to launch a website that listed Chinese acceptance in the market and become very successful.
products and companies. He called it Chinapage. His websites reached a lot of people and organisations, especially
companies that were interested in investing in China. Think of smart watches and selfie sticks!
Ma received a lot of partnership offers, but eventually he decided to partner with the Chinese government. The
government merger did not pay off, as his new partners limited his innovative ideas and proposals, so Ma decided to Ask students to read the article about Jack Ma.
sell his share. He created an online retail shop called Alibaba. It received a $1 billion investment from Yahoo, which
believed in his project. Address any questions they raise.
Jack Ma was initially able to launch the company because he convinced a host of his friends and family to invest in
his idea, which aimed to reinvent the retail industry. The Chinese government did not believe in this idea when it was Discuss the questions in the student book.
proposed at Chinapage, but Ma was determined to achieve his vision. Today, AliBaba is worth over $200 billion, and
it poses a threat to Walmart, the biggest ‘bricks and mortar’ retailer in the world. This threat stems from the fact
that people no longer need to physically go to retail outlets such as Walmart to purchase products. They can just Suggested Answers
buy them online.
a. Ask the students to be specific and address
a. What lessons can we learn from the text?
the lesson concerning entrepreneurship. The
b. What characteristics do Jack Ma and Elon Musk share? How are they different?
text mentions several hurdles in the path of
Jack Ma becoming who he is today. The basic
lesson is that a real entrepreneur never quits
when faced with adverse situations. Ma had
a challenge finding a job when he graduated,
and he made use of his language skills to teach
English rather than giving up. He also didn’t stop
when the government limited his innovation in
Chinapage, and started a new business where
he had to convince many people of the merits of
his idea and then fight to get funding to scale up
Unit 2 Lesson 5 28
his business.
1/16/2018 5:49:29 PM
b. Make sure that the students understand the
correlation between the two men. Although
Activity 2 (15 minutes) they are significantly different in the projects
Remind students that entrepreneurs often have a unique vision that motivates them. they have chosen to invest in, they both faced
They see opportunities that others don’t see. Ask students to suggest some eccentric difficulties convincing people and institutions
business opportunities. Encourage them to be creative so they are comfortable making that their ideas were financially viable. They were
outlandish suggestions. both subject to rejection a number of times. Both
of them are innovators and ambitious, and care
Suggested Answers about changing the world. A real entrepreneur
• Apartment sharing on Mars puts social responsibility as one of the targets
• Cars that cook dinner while you drive of their company. However, Musk put social
responsibility at the core of his operations,
• Pillows that play music to you while you sleep whereas Ma focused on changing himself, and
• Lights that adjust depending on your mood empowering the people around him. The two are
great examples of entrepreneurs nonetheless.
• Tablets that can be converted into liquids
28

3 Read the article below about business models and complete the questions that follow.
Explain to students that they are going to work in
groups to start coming up with ideas for their own Start-up companies can choose from many different business models.
Business Strategy
start-up business!
Explain that before you can start a business, you need
to understand the basics of business models for start-
ups. Emphasise that the three cornerstones of a start- Business
up model are the business strategy, the operations
strategy and the information systems strategy. Operations Information
Strategy Systems
Strategy
Ask students to read the text about start-up models.
The Start-Up
You may have to work on simplifying the text, and to Building a start-up company is very challenging. It requires a particular (and indeed peculiar) blend of creativity,
walk the students through every part of it. An ideal leadership, vision, determination and financial and social responsibility.
way to deal with this is to ask the students to read the Start-ups are companies that are characterised by starting small and having the potential of scalability; in other
words, they have the potential to grow and expand.
text out loud, and then explain every concept through
the text, and in the value chain table. You can draw the In order to create a successful start-up, you need three cornerstones in place:
business strategy triangle on the board. • An innovative business strategy
• A coherent operational strategy to implement the business strategy
Explain that the business strategy of the company • An information technology (or IT) strategy to support the business and operation strategy
This is not a simple process. Think of it as a business triangle that must be in alignment to produce a
drives its operational strategy, which means that successful company.
the operation strategy is formulated in the purpose When you decide on a business idea, you should ask yourself several questions. What business are you in? Is it
advertising, finance, retail, etc?
of fulfilling the business strategy. In addition, the After determining the business that you are in, you need to determine what your source of revenue is, and the
corresponding operations that would drive this revenue.
information systems strategy is dictated in a way that You also need to consider the costs of setting up and running your business. Set-up costs are also known as
drives the operational strategy. capital costs. The costs of running your business are also known as operating costs. They include wages and utility
expenses, such as heating or electricity. Let’s take XYZ Co., a fictional company, as an example:
Draw students’ attention to the table in the student Company Support Planning Manufacture Distribution Sale & reordering
book. It describes the fulfillment value chain of XYZ XYZ Co. uses IT
Co., a fictional company that manufactures clothing. Agents look data, previous sales
The store
The IT system records sales,
for trends for information and and the shop monitors the sale
These are the operations that are required before IT records
specific brands. trend analysis to
manager orders
of the new displayed products,
XYZ Co. sales and other a specific
revenues kick in. From the table, XYZ Co. designs its relevant data.
Also, compare predict current and
amount of each
and the store manager
to historical future demand, reorders according to changes
clothes (operational node 1) according to information seasonal trends. and manufactures
product line.
in inventory.
accordingly.
collected from data processing systems and historical
With your group, come up with an idea for a start-up, using the three cornerstones outlined above.
data (provided by the information system). Ask the
students to continue and explain the following steps 29
to affirm that they have grasped the concept. The

answers should be: XYZ Co. predicts the demand for MEd_SB_G09_U02_EN.indb 29-30
clothes and then manufactures accordingly. Next, the

headquarters of XYZ Co. would have to check how where the students are required to research concepts of emerging markets and start-
much merchandise each individual XYZ Co. store ups that are trending.)
requires and distribute them accordingly. Finally, Suggested Answers
fulfilment occurs when the merchandise is sold at the Idea: A tutor-student syncing app
shop and the store records through a Point-On-Sales
system the transaction history. Motivation: Tutoring is an increasingly popular business that creates a good side
income for teachers who are on a limited salary.Such an app would aim to increase the
Divide students into groups. Ask each group to opportunity for teachers to find more students, and for students to find competent
prepare a business idea and formulate the process teachers at a reasonable price.
in accordance with the criteria used in the lesson.
The idea has to be innovative (not necessarily new), Business Strategy: It would be in the business of tutoring for school and university
scalable (that means that the idea has to start students, and earns revenues from commissions on transactions.
out small but have potential to grow and include Operations: This has many approaches but the aim is to create marketing to
corporate social responsibility programs. encourage school and university students to download the app, and tutors to register
(This activity has to be carried out in groups with the app. Once the student selects the tutor, the app receives the sync, sends an
and demonstrated in the form of a power point email and a text to the tutor that he has been synced with the corresponding location
presentation. It could be equivalent to a week’s work, of the student. After the session is over, the student gives a review of the tutor.
29
Teacher’s Guide

4 Read the article below about Zaha Hadid and complete the question that follows.
Explain that, in the next activity, students will get a
Before you develop your business idea further, learn about another real-life successful entrepreneur. chance to dig deeper into their business ideas. Before
A Creative Entrepreneur then, they’re going to learn about another successful
Zaha Hadid was a British-Iraqi architect and creative entrepreneur. She died in 2016 at the age of 66 and is well entrepreneur.
remembered for her unprecedented creative architectural designs.
Hadid was the founder of Zaha Hadid Architects and was an ambassador for the Creative Entrepreneurs movement.
She gave advice on how to make your business a success. According to her, a creative entrepreneur is a person who Ask students if they have heard of Zaha Hadid. Explain
is able to set up a business in a creativity field such as architecture, photography, and cinematography. that she was a very successful architect who died
Hadid is most renowned for her revolutionary designs that brought art to life. She is considered to be a leader of
innovation and a role-model in both Britain and the Arab world. In 2015, she became the first woman to win the in 2016.
Royal Gold Medal in recognition for her architectural innovations!
Hadid studied mathematics at AUB (American University of Beirut) and then transferred to the Architectural
Association School in London. In 2010, she completed her construction of the Sheikh Zayed Bridge, which extends
Ask students to read the text about Zaha Hadid.
from the island to the mainland in Abu Dhabi. Address any questions they raise.
Usually architects of monumental buildings are chosen through competitions, and Hadid won many of those. Her
winning designs include the Guangzhou Opera House, the National Museum of Arts of the 21st Century in Rome and
the London Olympics Aquatic Centre.
Divide students into pairs and ask them to discuss the
Zaha Hadid is also famous for her commanding character and display of leadership through founding her own questions in the student book.
company and competing in an occupation previously dominated by men. Below are two pictures of her designs: the
Sheikh Zayed Bridge in Abu Dhabi and the IFI Building at the American University of Beirut Suggested Answers
a. What are the similarities and differences between Zaha Hadid and Jack Ma and Elon Musk?
a. In many ways, Zaha Hadid is a very different type
of entrepreneur to Musk and Ma as she worked
solely in the creative field of architecture and
design. However, she would have faced many
of the same challenges, particularly in getting
institutions to trust in her innovative creativity.
She started off in 1980 with four employees;
her company is now a multinational firm of
400 people responsible for the creation of 950
buildings spanning over 40 countries from
Azerbaijan to Beijing to Italy.
1. Sheikh Zayed Bridge, Abu Dhabi, United
Arab Emirates
2. The Aquatics Centre, London This is all the more remarkable as she would
have faced an extra difficulty in that she was a
woman in what had been a very male-dominated
industry. She is a very good example of a woman
entrepreneur, and she participated in advising
other women on how to become successful.
Unit 2 Lesson 5 30
1/16/2018 5:49:30 PM
30

Explain to students that they will now begin to expand
Remember earlier you were asked to imagine that
on their business idea and draw up a business plan for you were investors and you had the opportunity to
their start-up. This should outline the innovative idea develop a new start-up. Now you have the chance to
that they would like to develop. take that one step further!
A business plan is a detailed outline for your business.
Divide the class back into the groups they were in It is a blueprint for turning your idea into a reality.
It describes what your product or service is, what
for the earlier business plan activity. Suggest that market need it meets, who the target market is, how
you will finance the business, and how you expect the
each group assign different roles to its members: business to become profitable.
Creating a business plan
researchers, writers, creatives, visuals and presenters. Go back into your ‘start-up’ groups and flesh out your
business idea. Draw up a detailed business plan, outlining
how you would bring your product or service to market.
Draw students’ attention to the table in the student
book. Explain that the table is simply a sketchpad to You can use the following table to guide you, but you can format the business plan in whatever way you think best
Product/Service
presents your idea.
help them gather their ideas. They can draw up the
Market need that it addresses
business plan in the way they think best. The key point
is that the plan should be clear. Target consumers
Point out that the business plan should answer the
Financing
following questions:
• What is the business idea?. What is it called? Is it Growth schedule
a product or a service?
Expected expenses
• Why is the idea marketable? In other words, what
market need does it address? How does it do Expected income
this? What need does it satisfy?

Present your business plan to the rest of the class and express your thoughts on the following question.
• Who will pay money for this product or service? Is
a. What are the important moral values that you should keep in mind when doing business?
there a ready market or do you need to convince
people and grow the market? Is the market a
static group, or will it evolve over time? How
would you market it?
• How would you finance the start-up? What
form of loans would you need? How would you
convince investors to back your start-up?
31
• What is you growth plan? How big will the
business be in a year? In five years? MEd_SB_G09_U02_EN.indb 31-32
• How much would it cost to set up the start-up? Suggested answer:

What would the ongoing expenses be?
a. Honesty in business relations and commercial deals, establish trust with clients,
• What revenue would you expect to generate? avoid fraud and cheating both regarding the products you manufacture or trade
When would the start-up become profitable? with, and your dealings with clients and partners alike.
Explain that the purpose of the exercise is to bring These values should have priority over any commercial incentive or pursuit of
people from the big dreams to the little details. These increased profit-making.
are the sorts of questions that entrepreneurs need to
ask themselves. Obviously, students won’t have time
to research these questions in detail. The aim is to get
them thinking about these issues and the practicalities
of building a start-up.
Ask each group to present its business idea to the
class. Encourage students to be supportive of the
different business ideas. They should ask questions
about the ideas, but they should refrain from negative
criticism. Aim to foster an atmosphere of supportive
entrepreneurship!
31
Teacher’s Guide

6 Complete the activity below.
Remind students that setting up a business takes
Now that you’ve had a chance to imagine all the many skills and character strengths. Ask them to
effort that goes into building a start-up, think of the
lessons you’ve learned. Do you think you have the consider what they learned from the start-up exercise
personality needed to set-up a business? Have you in the previous exercise.
got the financial skills? Would you be able to cope
with the pressures and challenges? Write a 10-line As they write, walk around the class offering support
paragraph about the lessons you’ve learned from and encouragement. If students are struggling, help
the start-up exercise.
them with some prompts:
Student writing
• What parts of the exercise did you find most
difficult? Why?
• What parts did you find relatively easy? Why?
• What surprised you most about the
exercise? Why?
• What skills did you discover?
• What skills would you need to develop if you
wanted to become an entrepreneur?
• Would you feel confident about setting up your
own business later in life?
Unit 2 Lesson 5 32
1/16/2018 5:49:32 PM
32
Theme Cultural Studies
Theme: Cultural Studies Unit 3

What Should Be Preserved
Unit 3:
and How?
(CUS9) What Should Be
Preserved and How?
Unit Objectives
In this unit, students will learn to understand
the relationship between historical and natural Lesson 1 The Importance of Heritage
environments and the importance of preserving
them for future generations. In addition, students Lesson 2 Understanding the Emirati Heritage
will learn how to recognise the various threats to Lesson 3 Preserving the Cultural and Natural Heritage
cultural heritage and become familiar with the ways in
which they can contribute to the preservation of their Lesson 4 Heritage Tourism
heritage. Lesson 5 What Am I Supposed to Do to Keep my Heritage?
Unit Description
five lessons and are designed to answer the
central question. Why is it important to save our heritage and what can we do to ensure
it is protected?
33
MEd_SB_G09_U03_UO_EN.indd All Pages
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
that the students will learn throughout the lessons in
this unit.
How is our heritage linked to the natural world?
How can I contribute to the preservation of our heritage?
What are the threats to heritage?
How does tourism affect heritage?
In what ways can our heritage be protected for future generations?
34
1/17/2018 3:42:38 PM
Learning Outcomes
1. Understand and describe the links between historical and natural environments
and the necessity of preserving them for future generations and humanity.
2. Describe a selected site or aspect of the intangible heritage in terms of its
historical, cultural and socio-economic value.
3. Recognize the various threats to the cultural heritage.
4. Understand and explain the various alternatives available for heritage
conservation and its management, and the potential benefits and dangers
of tourism.
5. Evaluate the role they can play in preserving their heritage and how they can
contribute in a variety of ways.
34
Lesson Objectives Unit 3 Cultural Studies
This lesson aims to help students understand the Lesson 1

concepts of heritage, culture and conservation.
Students will learn about the difference between
tangible and intangible heritage and the value and The Importance Learning Outcomes
necessity of preserving both. Students will also of Heritage • Understand and describe the links between
historical and natural environments and
learn how to recognise the various threats to their the necessity of preserving them for future
generations and humanity.
cultural heritage and how they can contribute to • Recognise the various threats to the
cultural heritage.
its preservation. • Evaluate the role they can play in preserving
their heritage and how they can contribute in
a variety of ways.
Required Material
• Board Vocabulary
• Student book
Conservation Tangible
• Sticky notes or pieces of paper
Intangible Threat
Learning Outcomes
• Understand and describe the links between
Community engagement Commitment

the necessity of preserving them for future 1
generations and humanity
• Recognise the various threats to the
“We think in terms of languages and images which we did not invent, but which
cultural heritage were given to us by our society.”
• Evaluate the role they can play in preserving their
Alan Watts
British philosopher and writer (1915-1973)
heritage and how they can contribute in a variety
of ways. Heritage and culture are important in every society. They help to shape our thoughts, ideas and opinions of the
world around us.
List some of the things that make up your heritage.
Explain to students that culture and heritage continue
to play an important role in our society. a. How many different cultures and heritages are in your classroom?
b. What is your favourite part of your heritage? Discuss this with the person beside you.
Ask a student to read out the quote. Address any
questions that students might have. 35
Explain that the importance of the quote is that things

we take for granted such as art and languages have MEd_SB_G09_U03_EN.indb 35-36
been handed down through generations. This is our Both tangible and intangible heritage play significant roles in shaping our
heritage as well as buildings, artefacts, archaeological communities and society.
sites, cuisine, traditions, music, dance, etc. Ask students to list some of the things that make up their heritage.
Explain that this generation is responsible for Suggested Answers
ensuring that they are now passed on to subsequent Examples of UAE heritage include:
generations. The desert and its oases, the date groves,
We experience culture and heritage through many the dhow, the barjeel, the dallah,
mediums, which are either tangible or intangible. the fishing and trade of pearls, the divers trips for long periods,
• Tangible mediums of heritage are often physical traditional poetry and dance Al-Taghrooda and Al-Ayyala etc.
things such as artefacts or buildings. This can
include things like castles, pottery or works Invite students from other cultures to share equivalent examples from their own
of art. heritage and share them with the class.
• Intangible heritage is not usually a physical Ask students to Think about the significance of heritage. Pair students and ask them
object. Instead, it is made up of the traditional to consider their favourite part of their heritage. Invite pairs to Share their answers
practices, expressions, knowledge or skills of
a community. Examples of intangible heritage with the class.
include the kind of food we eat and traditional
cooking methods, traditional music and dancing.
35
Teacher’s Guide
Saving and protecting

2 Read about heritage and answer the questions below. all things of historical
significance such as
What is heritage? Conservation buildings, artefacts, and
archaeological sites as well
as the natural environment.
Touchable, can be seen and
Tangible felt.
Intangible Abstract and can be
experienced but not held.
Something or someone that
Threat can damage or cause harm.
Emirati tent
The participation of
The word heritage comes from the verb ‘to inherit’ which means to receive something that was previously owned.
Community citizens in a united effort
Every nation has two types of heritage. Firstly, there is tangible heritage which includes historical monuments,
buildings and archaeological sites as well as artefacts such as paintings, drawings, prints, mosaics and sculptures. engagement to achieve a goal that is of
Then there is our intangible inheritance which includes language, values, traditions and oral history. Cuisine, mutual benefit to the entire
clothing, forms of shelter, traditional skills, craftsmanship and technologies, religious ceremonies and all community.
evidence of human creativity and expression such as storytelling, music and dance are part of our intangible
cultural inheritance. And we know that culture is the accumulation or collection of ideas, customs, traditions and
achievements of a particular group or nation. Giving time and energy to
It is these intangible examples of our cultural heritage that very often give nations their distinct cultural identities. a cause or project that is
For example, no other country has a Flamenco tradition like Spain or celebrates the Day of the Dead like Mexico. In Commitment important to you until a goal
Vienna there is a vibrant modern-day coffee house culture that dates back to the late 19th century while China has
a unique tradition of shadow puppetry which first became popular during the Northern Song Dynasty (960–1127). has been achieved.
The carpet and weaving traditions of Azerbaijan, the tradition of falconry in the UAE, and even the healthy
Mediterranean diet are all examples of an intangible cultural heritage.
Although culture is constantly changing and evolving, it is important to understand our heritage as this is what tells
us who we are and where we come from. The language you speak, the recipe your mother cooks that she received
from her mother’s mother, the stories your father told you as a child, are all part of your heritage. b. Understanding our heritage is a key part of
Preserving our tangible and intangible culture is our responsibility. It is unfortunate that illegal artefacts and national identity, it helps us understand who we
cultural objects are often trafficked around the world, while historical buildings and monuments are often
destroyed in certain countries. Due to those incidents, national laws and international treaties are in place to are and where we come from.
safeguard cultural heritage. UNESCO (United Nations Educational, Scientific and Cultural Organisation) has adopted
international conventions on the protection of cultural heritage. Some students may feel that ancient song and
dance traditions have no relevance to their lives,
In pairs consider the following questions then report back to the class: but by learning about them we keep them alive
a. Make a list of five pieces both tangible and intangible of the UAE’s heritage that you think are
for future generations.
important and why.
c. The government has held heritage showcases
b. Do you think these things should be preserved? Why?
which focus on things like horsemanship,
c. The world is changing very quickly these days and many people feel that some things are
getting left behind. Can you think of any? Name the most important three. falconry, cooking, weaving and sewing. There is
also a heritage village in Abu Dhabi.
Unit 3 Lesson 1 36
1/16/2018 6:15:02 PM
Differentiated Learning
Activity 2 (15 minutes) For Beginners
Ask students to read the text ‘What is heritage?’. Ask students to draw illustrations which convey the
meaning of intangible heritage. Illustrations should
Divide class into pairs. Ask them to discuss the questions in the student book.
have captions which describe the intangible elements
The aim of this text is to explain just how wide ranging our cultural heritage is and the of their heritage.
distinctions between tangible and intangible heritage.
For Advanced Students
Suggested Answers Ask students to conduct a debate about the elements
a. Traditional recipes, music (traditional UAE musical instruments include the of intangible heritage each has chosen. Ask them to
famous oud (a stringed instrument), drums, daf (tambourine), rababa (a stringed agree on a shortlist of three which should be proposed
instrument), the nai, dance, poetry, storytelling, falconry, horsemanship, fishing for inclusion on the UNESCO Representative List of the
and pearling (neither of these are currently viable as physical conditions have Intangible Cultural Heritage of Humanity.
changed so are examples of things that cannot be preserved), desert life, spice
souks, gold souks, weaving, sewing and boat building
36

3 Complete the activities below.
Ask students to stand up and scatter themselves
around the classroom or another space which will Listen to your teacher’s instructions.
allow for some movement without difficulty. Show if you agree or disagree with these statements by
standing in the appropriate space.
Assign sides of the room which will house the • Culture is a fixed thing. It doesn’t change over time.
• Inflow of expatriates and tourism are threatening
students who totally agree with the statement and our culture.
totally disagree with the statement. Explain to the • Culture is not something we need to actively protect or
preserve. It will always just exist and develop.
students that the room can be viewed as a spectrum. • It is important to know our heritage and to be able to share
it with others.
For example, if they partially agree with a statement, • The natural landscape of my forefathers has an important
they should stand midway between neutral and role in shaping my culture and heritage.
• Our heritage shapes who we are.
totally agree. • There is no socio-economic gain to preserving our heritage.
In pairs, discuss the question “What are the potential threats to cultural heritage?” and list any threats you
Call out the statements in the student book one come up with:
by one, giving time for students to move. Once the
students are sure they have picked the spot that best
describes their response, select a student or two
Share your list with the rest of the class.
at random and ask them to clarify or defend their
location. The discussion can then be opened for other
students to question this stance.
After all statements have been covered, direct
students to the Think exercise. Facilitate a short
discussion.
Suggested Answers
Use the following guideline to promote discussion.
Ensure that students consider the various threats to
their cultural heritage that are mentioned.
• Culture is not fixed. It is fluid in that it changes
over time and each generation that passes has
something to add to enrich the existing heritage.
However, care must be taken that new influences
and habits do not overshadow existing heritage. 37
• Inflow of expatriates and tourism are

opportunities to share the heritage of the UAE MEd_SB_G09_U03_EN.indb 37-38
with others and learn about the heritage of

people from other cultural backgrounds.
• If traditions and customs are not practised, they are in danger of being forgotten.
If the natural environment, buildings and archaeological sites are not maintained
However, it is important that heritage is
for future generations, they will crumble and decay to the point where they
not ‘watered down’ in order to appeal to an
no longer exist. It is necessary to combat apathy towards heritage in order to
international audience. In addition, care must be
protect it.
taken to monitor visitors to popular sites so that
erosion or littering does not harm them. • The natural landscape played an important part in shaping the heritage of the
UAE as people had to adapt to the harsh desert climate and use certain skills to
• It is important for students to know their heritage
survive and to thrive. It is, therefore, necessary to take measures to reduce global
and be able to share it with others. It is through
warming and climate change, both of which are threats to their heritage.
sharing this knowledge that heritage will be
passed on to future generations. In addition, • Students’ heritage shapes who they are because it has been passed on to them
having the knowledge to share with others will from their ancestors. It is important to keep this culture alive and preserve it for
enable students to correct any misconceptions future generations. As globalisation becomes more widespread and students are
others may have about their heritage. exposed to more outside influences, the threat of apathy towards their culture
is greater.
• Culture needs to be preserved and protected in
order to pass on to future generations.
37
Teacher’s Guide

4 Read the text and answer the questions that follow.
Ask the students to read the text then take a few
The Pyramids minutes to answer the questions.
The pyramids were the stone tombs of Egypt’s kings – the
Pharaohs. At that time it was believed that if the Pharaoh’s At the time, Venice had a monopoly on making
body was mummified after death the Pharaoh would live
forever. The tombs protected the buried Pharaoh’s body mirrors so Venetian artisans were lured to France. The
and his belongings which, it was believed, would be needed
in the next life. The tomb walls were painted with scenes
Venetians then ordered the assassination of the mirror
from the dead Pharaoh’s life. makers for giving their secrets away.
It is believed that the first smooth sided pyramid was built Giza Pyramids
in the third century BC for the Pharaoh Snefru. The smallest
of the famous Giza pyramids was over 200 feet high while the one built for Pharaoh Khufu was originally 480 feet A mile-long grand canal was constructed to the west
high and made up of over 2.3 million stone blocks. of the garden. It was used for naval demonstrations
The design and building of the pyramids was a very complicated process and precise measurements were crucial
to the structure’s stability. No one is sure how the ancient Egyptians managed to move the heavy rock which often and had gondolas, donated by the Republic of Venice,
weighed many tons.
It was initially believed that the pyramids were built by slaves but archeological excavations have found that much of
steered by gondoliers.
the building was done by skilled Egyptians who lived in the area. Communal style living areas for the labourers and
their families were discovered with villages that included shops, houses, butcher shops and bakeries Suggested Answers
Versailles
a. Extremely important – without them we would
The Palace of Versailles was built by Louis XIII in 1623 as a hunting lodge then enlarged into a royal palace by
Louis XIV in the 1660s and 1670s. It is remarkably well preserved and offers great insight into the life of the French not know much about how people lived in
aristocracy at the time.
It is famed for its use of precious materials. The chamber pots were made of silver and the famous Hall of Mirrors
Ancient Egypt. With Versailles, due to more
contains a total of 357 mirrors which, at the time, was considered to be the height of opulence. The gardens had 400 documents and art from the period being
sculptures, 1,400 fountains and covered more than 30,000 acres.
Versailles is also of great political interest – the 1783 Peace of Paris treaty, which recognised the independence of available, we would probably still know quite a
the US from Britain, was signed there and the Treaty of Versailles, which formally ended the First World War, was
signed in the Hall of Mirrors
bit but certainly not as much.
a. How important is it that the pyramids and Versailles were preserved? b. Both the pyramids and Versailles
b. What have we learnt from them?
• Daily life
• Diet
• Building styles
• Religious beliefs
Gardens of the Versailles Palace near Paris, France

• Structure of society
• Dress, clothing and jewellery
• Culture and music
Unit 3 Lesson 1 38
The Pyramids
• Mathematical and engineering proficiency
1/16/2018 6:15:05 PM
• Beliefs about what happened after death
• The preservation of a country’s heritage comes at a considerable cost. However, Versailles
the benefits can outweigh this cost in terms of the income earned from tourists • Garden design
who come to see the tangible heritage and experience the intangible heritage.
In addition, the social cohesion which is achieved by fostering a common cultural • How their fountains worked
identity justifies the financial commitment. Financial constraints could, however,
threaten heritage preservation.
For Beginners
Ask students to choose one of the statements that they agree or disagree with and
write a sentence to justify their opinion.
Ask students to add one sentence to each statement. The sentence should begin…”I
agree with this statement because….” Or “I disagree with this statement because...”.
38

Remind students that heritage and culture can be
either tangible or intangible. 1. The photographs show examples of tangible and intangible heritage and culture. Label each picture as
tangible or intangible, and then write a brief explanation of how they differ and how they are the same.
Explain that the pictures in the student book show
different examples of culture or heritage. However,
some of them are examples of tangible heritage
and some are examples of intangible heritage.
Ask students to label each picture as tangible or
intangible, and then write a brief explanation of how
they differ and how they are the same.
Suggested Answers
1. 1. 2.
1. Barjeel – traditional Arabic wind tower (T)

2. Traditional Arab music (I)
3. Traditional Emirati dance, Al-Ayyala (I)
4. Hili Archaeological Garden Al Ain (T)
5. Sand formations in desert (T)
Intangible heritage cannot be touched by the hand 3. 4.
but it can be felt in the heart. It can be experienced
as music, dance, poetry, literature, etc. Intangible
heritage can be taken with students regardless of
where they live. It is available at all times and it can be
enjoyed everywhere. In contrast, tangible heritage can
be touched but it is not always available.
2. Answers will vary according to the location of
school. However, the value of heritage is that it
shapes students’ identity and is a reminder of the 5.
history and culture of their nation.

39
Draw students’ attention to the UNESCO quote.
Address any questions that students raise. MEd_SB_G09_U03_EN.indb 39-40
Then facilitate a short discussion about the quote.

Ask students how intangible culture can contribute to
tolerance and acceptance of diversity.
In a world of growing globalisation, where people
are mixing and interacting more closely and more
often than ever before, students’ intangible heritage
enables them to maintain their cultural identity. In
understanding and recognising the importance of
preserving their own heritage, students also accept
that people from other cultural backgrounds have
an equal right to preserve and protect their cultural
identity. This understanding fosters mutual respect for
other ways of life.
39
Teacher’s Guide
2. “Fragile, intangible cultural heritage is an important factor in maintaining cultural diversity in the face of Activity 6 (5 minutes)
growing globalisation. An understanding of the intangible cultural heritage of different communities helps
with intercultural dialogue, and encourages mutual respect for other ways of life.” - UNESCO This is an action project that can be started in this
lesson and carried on through the module. Students
Think of examples of tangible and intangible heritage in your community. What value do you think these must provide one example of intangible heritage
traditions have both within the community and on an international level?
and one example of tangible heritage that they can
research and present to either their own class or the
whole school.
6 Read the text and complete the activity
Divide the class into groups. Explain that they will
work together over the rest of the module to plan
Imagine your school is planning an event to celebrate World Heritage Day. The event includes an exhibition of
images from the natural environment and how it has shaped the history, culture, and socio-economic life of the UAE. their stand for World Heritage Day. Explain that for
Your class has been asked to contribute material for the exhibition.Drawing on what you learned in the previous their research, they can use the internet, video clips,
activity, write a brief description of one example of tangible heritage and one example of intangible heritage.
images or physical items. The students should then
reflect on the exercise by writing a reflection.
Key Skills (Head, Heart, Hands)

• Research
• Team work
• Creativity
• Analysis
Government building in Sharjah City, United Arab Emirates
Evaluation/Reflection
• Reflect on the tangible and intangible history
and its links to the natural environment. Written
description of both.
Unit 3 Lesson 1 40
1/16/2018 6:15:10 PM
40
Unit 3 Cultural Studies

This lesson aims to help students understand and
describe the links between historical and natural
Understanding the Learning Outcomes
environments and the necessity of preserving them
Emirati Heritage
for future generations. Students will also learn how historical and natural environments and
the necessity of preserving them for future
to describe a selected site, or aspect of intangible generations and humanity.
heritage in terms of its historical, cultural and socio- • Describe a selected site or aspect of the
intangible heritage in terms of its historical,
economic value. cultural and socio-economic value.
Required Material
• Visual aids (images from archaeological Archaeology Excavation
excavation)
• Computer and Internet access
1 Read the following text and answer the question that follows.
Learning Outcomes The image shows an archaeological site in Jumeirah,

Dubai. The site was first excavated in 1969 and
archaeologists discovered ancient artefacts made
historical and natural environments and of ceramics, glass, stone, and bronze. The site dates
from the Abbasid period (9th –11th Century AD).
generations and humanity. • What do you think archaeologists
discovered about how the original

• Describe a selected site or aspect of the inhabitants of the site interacted with
intangible heritage in terms of its historical, the surrounding landscape?
cultural and socio-economic value.
The archaeological site at Jumeirah is managed by the
Dubai Culture and Arts Authority. When it was first
41
excavated in 1969, ancient ruins, a mosque, coins, and
glazed pottery, among other items, were unearthed.
From their findings, archaeologists were able to

tell which material was used in the construction of
buildings (beach rock and lime plaster). Findings
such as this give scientists information about how
natural environment influenced life on the settlement.
They discovered that the settlement was a caravan
stop on the ancient trade route between Iraq and
Oman. Excavation also revealed details of the animals
that were native to the region (camel and goat,
for example).
Generally speaking, digs can reveal much about life in
ancient settlements and the significance of the natural
environment on their activities.
41
Teacher’s Guide
The study of ancient sites

2 Read about Falconry in the UAE and then answer the questions that follow. and artefacts in order to
Archaeology
There are many elements of intangible heritage that can
learn more about the history
feature across several different cultures. One example of the civilised world.
of this is falconry. In 2010, falconry was included in the
UNESCO Representative List of the Intangible Cultural Remove soil and earth from
Heritage of Humanity. Falconry is culturally significant
in many parts of the world, including the United Arab Excavation an area in order to reveal
Emirates, Hungary, Italy, Pakistan and Spain to name but a ancient ruins or artefacts.
few. The following text is written by UNESCO and it makes
an argument for why the sport of falconry is considered
culturally significant.
Originally a method of obtaining food, the practice of
falconry has evolved over time to be more associated
with nature conservation, cultural heritage and social Falconry
engagement within and amongst communities. Following b. Differences between falconry and the
their own set of traditions and ethical principles, falconers train, fly and breed birds of prey which, besides falcons, majlis – falconry is an outdoor activity and is
include species such as eagles and hawks. Trainers develop a bond with their birds and become their main source
of protection. The practice, present in many countries around the world, may vary regarding certain aspects, for closely linked to the natural environment and
example the type of equipment used, but the methods remain similar. Falconers regard themselves as a group
and they can travel weeks at a time engaging in the practice, while in the evenings recounting stories of the day nature. Formal training is required to participate
together. They consider falconry as providing a connection to the past, particularly for communities where the in falconry. Similarities between falconry and the
practice is one of their few remaining links with their natural environment and traditional culture. Knowledge and
skills are transmitted in an intergenerational manner within families by formal mentoring, apprenticeship or training majlis – they both involve social interaction and
in clubs and schools. In some countries, a national examination must be passed in order to become a falconer. Field
meets and festivals provide opportunities for communities to share knowledge, raise awareness and the passing down of cultural heritage to future
promote diversity. generations. They both link past with present.
Emphasise that the intangible heritage passed
a. How does falconry facilitate the transmission of intangible heritage? What skills or down at a majlis is based on shared knowledge. Ask
connections are passed down through falconry?
students to read the Key Fact.
b. What are the differences or similarities between the types of intangible heritage passed down
through falconry and majlis? What evidence can you find in the texts to support your answer?
Ask students to read the Key Fact, then discuss
why would UNESCO choose AL AIn Oasis as a World
KEY FACT
Al Ain Oasis is the UAE’s first UNESCO World Heritage Site. It dates back more than 4,000 years, making it one of
Heritage SIte. The reason is because it is one of the
the world’s oldest permanently inhabited settlements. The Al Ain Oasis is still a partially functioning date farm. world’s oldest permanently inhabited settlements.
An ancient falaj irrigation system allows palms to flourish in the middle of a desert.
Ask students if they have ever visited the town and
what was their experience.
For Beginners
Unit 3 Lesson 2 42
As students are working on the questions, walk

1/16/2018 6:15:11 PM
around the classroom providing support and
Activity 2 (15 minutes) encouragement.
Explain that some elements of intangible heritage are common across many cultures. Ask students to write a short interview with a falconer
This example relates to falconry. in the final part of the activity.
Read out the introduction to the paragraph and address any questions that students For Advanced Students
raise. Imagine you are a journalist writing an article about
Ask students to read the text and then answer the questions. falconry being included on UNESCO’s Representative
List of the Intangible Cultural Heritage of Humanity.
Suggested Answers Write your views on the topic or write an imaginary
a. Falconry facilitates the transmission of intangible heritage through mentoring interview with a falconer. Give one way you think that
and apprenticeships, where falconers pass on intangible skills and knowledge this tradition can be preserved and can be promoted
to the next generation. Falconers also recount stories of their experiences in the amongst young people.
evenings when they travel. They believe that when they engage in this activity,
they are linked to their culture and their past. The skills that are passed down
include proper use of equipment and training techniques.
42

Tell students they will read a text about the traditional 3 Read about traditional Emirati architecture and the factors that influenced it. Then
architecture throughout the UAE. Explain that in the discuss the questions that follow.
past buildings were constructed according to the
surrounding area and the raw materials that were
available.
Ask the students to take turns reading the text and
discuss the first two questions. Then divide the
class into two groups and ask students to discuss
whether governments should fund the preservation
of historical buildings. When the two groups have
finished their discussion, organise them on opposing
sides and assign one group to argue in favour of
preservation and the other group against. Emirati Architecture
The traditional architecture of the UAE can be described as vernacular which means it was designed based on local
Suggested Answers needs, availability of construction materials and reflecting local traditions and customs. A harsh environment and
limited resources were the starting point. Easily portable camel or goat-hair tents provided shelter during tribal
a. The materials that were used in the construction wanderings over the winter. During the summers spent in date palm plantations, home was the airy ‘arish woven
from palm fronds. ‘Arish were also common in the coastal fishing, pearling and trading settlements. Other materials
of dwellings were dictated by what was naturally used for coastal dwellings include fossilised coral or a lime mixture derived from seashells. Inland, more permanent
houses were built of stone guss (mud mixture made into blocks) then roofed with palm fronds. All of these
available nearby: materials have very low thermal conductivity and so were ideal for the hot and arid climate.
In desert regions, nomadic tribes used camel or Privacy and ventilation were important considerations in the layout of domestic dwellings. All the rooms opened
onto a central interior courtyard that was private. This was used for cooking as well as eating and sleeping in the
goat-hair tents. hot summer months. The majlis or meeting rooms, where the male members of the family entertained male guests,
were separate from the family quarters.
In coastal regions and oases, palm fronds, mud Windtowers called barjeels were also used to improve ventilation in the home. These barjeels date back to 3100 BC
mixtures made into blocks, fossilised coral, and and acted as a ventilation system by allowing hot air to rise and escape while cooler winds flow down into the home.
These can still be seen all over the Middle East today.
lime mixtures derived from seashells were all Decorative detail was confined to colourful floor rugs, intricate wooden lattice work on windows and ornate wooden
outer doors.
used for building purposes. Economic prosperity and the significant increase in population that followed the discovery and export of oil in
the 1960s had a huge socio-economic and cultural impact including an immediate and urgent demand for public
b. Architecture was also influenced by climatic buildings and private housing. Modern designs and building materials rapidly replaced vernacular architecture.
During this time the first of many sleek glass-fronted skyscrapers were built and the process of urbanisation and
factors. Ventilation was important and architects modernisation that continues today began.
used wind towers (barjeels) to help cool down a. How did the natural environment influence the materials that houses were made from?
living areas. The layout of the dwelling also b. In what other ways did the environment influence traditional architecture?
helped keep areas cooler. In groups, discuss the arguments for and against government funding for the conservation of
• Choosing which heritage sites to preserve can be historical buildings.
difficult when different investors have different 43

goals.
• In favour of preservation: MEd_SB_G09_U03_EN.indb 43-44
• They give future generations tangible Differentiated Learning

evidence of how their ancestors lived. As an art project, students could choose different styles of traditional dwellings and
• They are reminders of students’ culture and make model houses or tents.
traditions and their national identity. Ask students to source materials that can be used in the building of models. Students
• If they become popular tourist attractions, can do research on the internet and create an architectural plan for their models.
these old buildings can cover the cost of Stronger students can support less confident learners in their research.
their preservation. In small groups students can build models of historical houses and display them for
• If they are demolished, they can never the whole school.
be replaced.
• Against preservation:
• People are more important than buildings:
people need homes and jobs and
preservation can be an obstacle to both.
• There are plenty of historical buildings, there
is no need to preserve any more.
43
Teacher’s Guide

4 Read about the UAE creeks and answer the questions that follow. Explain that the creek played an important role in the
The main cities of the UAE are favoured with creeks (khors),
history and culture of the UAE and it continues to do
which are deep saltwater inlets that run from the sea into so up until the present day.
the city. The creeks of UAE coastal cities served as the basis
for the fishing and pearling industries that defined the local It has great significance in the history of Dubai. In the
economy until modern times.
The most famous of these is Dubai Creek (Khor Dubai), which early 20th century, as trade developed, merchants
in ancient times extended all the way to the city of al-Ain. The
creek divides the city into its two older sections: Deira and
flooded to the city and the creek was used to transport
Bur Dubai (the place where a branch of the Bani Yas tribe, goods inland and to neighbouring markets. As a result,
migrating from Abu Dhabi, settled in 1833, to become later
the Al Maktoum dynasty, the ruling family of Dubai). Dubai soon became a regional headquarters for trade.
Dredging in the 1950s was critical to the emergence of Dubai as a major modern port and trade centre (Sharja’s
creek silted up at about the same time and became a backwater). Suggested Answers
The creek served as a waterway and sheltered port for trade, fishing, pearling, and piracy, helping Dubai to grow
into a major shipping and commercial centre. The distinctive local sailboats, known as dhows, crisscrossed the a. The creeks themselves are part of the
waters of the Gulf, Arabian Sea, and Indian Ocean all the way to India and the east African coast, carrying goods
and merchandise back and forth. After the collapse of pearling and with the increased strategic importance of the
UAE’s heritage.
country, the creek was transformed into a modern waterway. This was inaugurated in 1955 by construction and
dredging projects to widen and deepen the creek to accommodate larger sea-going vessels and to build breakwaters b. With his quote, Sheikh Mohammed means that
and docks to facilitate the loading and unloading of ships. Several bridges over the creek now connect the two parts the creek is both a vital part of the nation’s
of Dubai, the first of which, Al Maktoum Bridge, was built in 1963.
Another important creek in the UAE is located in the country’s most scenic part along the Gulf of Oman on the east history and a central feature of the modern
coast. The picturesque Khor Fakkan creek which means ‘Creek of Two Jaws’, is one of the major container ports in
the Emirates and the only natural deep-sea port in the region.
city. Dubai’s urban infrastructure has been built
It has a long history which goes back to 3000 BC. around it and it is a major tourist attraction, with
millions of tourists (estimated to be around 30
a. Are Dubai Creek and Khor Fakkan creek part of the UAE’s tangible or intangible heritage? million) visiting the creek annually. Restaurants,
Explain your answer.
hotels and parks have been built along its length.
b. The Creek is the very heart and soul of Dubai,” said H.H Sheikh Mohammed bin Rashid Al
Maktoum. Why do you think Sheikh Mohammed said this? How is Dubai Creek significant in
UAE heritage?
c. According to UNESCO’s website, “Khor Dubai
(Dubai Creek) and its surrounding neighbourhood
constitute an outstanding and universally
valuable site where natural, architectural and
cultural components create a unique, urban
landscape where influences and human
interactions from the entire Gulf region mingle
into a coherent and alive ensemble preserving
both tangible and intangible heritage values.”
Read the expanded quote from Sheikh Mohammed,
Unit 3 Lesson 2 44 explaining the importance of the creek in the history,
present and future of Dubai:
1/16/2018 6:15:13 PM
“Today, the Creek comes full circle; still shaping the
very soul of Dubai, now running freely through the
veins of the city, keeping alive its vibrant heartbeat,
linking the sea back to the sea. The Dubai Water Canal
is not just an architectural accomplishment, but also a
triumph of our heritage, history and heart.”
44

Read text with the students. Address any questions
5 Read about the Jebel Hafeet tombs and answer the questions that follow.
that students raise.

At 1,240 metres, Jebel Hafeet Mountain to the south of Al Ain in Abu Dhabi is the emirate’s highest peak, and UAE’s
Divide class into pairs. Ask them to answer the second. It is also the place considered to be the birthplace of the Bronze Age in the UAE. At the foot of this mountain
questions in the student book. there are 500 dome-shaped ancient tombs which date back to a period between 3200 BC and 2700 BC also known as
the Hafeet period.
Very few knew of their existence until recently since they were almost impossible to reach, even in a 4x4 vehicle.
Suggested Answers The sites were first discovered in the 1950s by Sheikh Zayed. A team of Danish archaeologists began excavations
on the Hafeet tombs in 1959. They discovered evidence of ceramic vessels and copper artefacts which indicate the
a. It enables heritage bodies to preserve and protect importance of maritime trade across the Arabian Gulf. Some skeletal remains have also been discovered and it is
believed that up to 10 bodies were often buried together in family groups, as they were in other parts of the Middle
sites. It makes damaging these sites an illegal East and Europe. To date the majority of tombs remain unexcavated.
offence. It protects them from the dangers of The tombs are single-chamber and were made of local unworked or roughly cut stones. They were built on the
northern and eastern foothills mountain. However, most of the graves on the northern side have now been lost to
construction development in surrounding areas. development. Those on the eastern side are protected and regularly monitored. The entrance of each tomb faces
south-east, to catch the sunrise.
It helps secure the necessary funding to excavate The 5,000-year-old Jebel Hafeet tombs along with Al Ain Oasis were designated as a World Heritage Site by
sites. UNESCO. Work on the designation of Al Ain as a World Heritage Site began as far back as 2003. A file on the site was
submitted to UNESCO in 2008 and three years later the World Heritage committee included it on the prestigious list
that includes Egypt’s pyramids and India’s Taj Mahal.
b. UNESCO recognition will mean that more tourists The director of the department of historical environment at the Abu Dhabi Department of Tourism and Culture has
will visit. Unmanaged tourism could potentially described how the recognition from UNESCO helps his team to “do an even better job of preserving them and saving
them from any threats of development”.
damage delicate sites. In pairs consider the following questions
a. How does UNESCO recognition help protect heritage sites?
b. How might UNESCO recognition potentially damage heritage sites?
45
45
Teacher’s Guide
6 Work with your partner and think about what this quote means. Afterwards, share your
Divide the class into pairs. Ask them to read the quote
views with the class.
and decide what it means to them.
Suggested Answers
“He who does not know his past cannot make the best of his present and future,
for it is from the past that we learn.” By preserving the past we can understand who we are
Sheikh Zayed Bin Sultan Al Nahyan (May God have mercy upon his soul)
and where we come from and this stronger sense of
identity can make us confident in facing the present
and future. We can learn from the mistakes of others
and use that information to better inform how we
build the future.
Unit 3 Lesson 2 46
1/16/2018 6:15:14 PM
46
Lesson Objectives
Lesson 3
This lesson aims to help students understand and
describe the links between historical and natural
environments and the necessity of preserving them Preserving the Learning Outcomes
for future generations and humanity. Students will Cultural and Natural • Recognize the various threats to the
cultural heritage.
also learn how to describe a selected site, or aspect of
Heritage
• Understand and explain the various
alternatives available for heritage conservation
intangible heritage in terms of its historical, cultural and its management, and the potential benefits
and socio-economic value. and dangers of tourism.
Vocabulary
Required Material
• Board
Findings Archaeologist
Learning Outcomes 1 Think of the UAE heritage and answer the following questions.
• Recognize the various threats to the a. In what way is our heritage shaped by
cultural heritage. our environment?
• Describe a selected site or aspect of the

intangible heritage in terms of its historical,
cultural and socio-economic value
b. Are natural materials (oil, dates, foods) and
animals an important part of our culture
Activity 1 (5 minutes) and heritage?

Desert environment
Remind students that the natural environment forms

part of our cultural heritage.
Ask students to reflect on this and answer the
questions in the student book.
Suggested Answers
a. The heritage of the UAE was shaped by the 47
environment because the harsh, arid climate

influenced the activities that were carried out, MEd_SB_G09_U03_EN.indb 47-48
the plants and crops that could be grown,

the materials that could be used for building National dishes also depended on the food and herbs that were available in the natural
supplies, the animals that could be either hunted environment, for example, camel, chicken and small birds, goats, grains and legumes,
or used for hunting, etc. Proximity to the sea also thyme, cardamom, etc.
influenced the economy of the region. Ask students if they can think of other elements of the UAE heritage that are linked to
b. Yes, the natural materials that are provided by the natural environment.
the environment are an important part of our Prompt students to share their answers with the class.
heritage.
For example:
Wool was traded by our ancestors and traditional
clothes and dolls (Al Kura) were made from wool. The
raw materials used in the traditional form of weaving,
Al Sudu, which was added to the UNESCO list of
protected traditions, include wool from camels, goats,
and sheep raised in the UAE.
47
Teacher’s Guide
Evidence such as artefacts,

2 Read about a day in an archaeologist’s life. Then answer the questions that follow.
Findings buildings, ruins, etc, that
reveal information about a
One of the ways that we can discover more about the
lifestyle, culture and traditions of the inhabitants of an
person, thing or place.
ancient site and how they relate to the physical geography
of the region is through an archaeological excavation. A person who studies
The extract below is taken from the diary of an human history through the
archaeologist who was working on a site in Jordan in the Archaeologist excavation of sites and the
summer of 1999. Read her diary and answer the questions
below. analysis of artefacts.
4:55 am: Peanut butter on a slightly stale pita bread or
cereal with powdered milk are the options. I’ll have a cup Excavated clay pots
of tea and… an apple.
5:15 am: Everybody has finally arrived on site. Dayle,
our square leader, gives us the instructions for our unit. “Continue what we started yesterday,” he says. We work
carefully around the sherds of pottery we had found the day before. We can’t remove the sherds until they have
been photographed. Covering the find with brown paper bags and earth was the best way to prevent stray animals
or any person from disturbing the discovery.
6:30 am: Finally, the photographer comes around to our square. He takes different shots and I write down the ID
numbers and locations on his list of photographs.
8:20 am: My workman calls to me saying he found a coin. Coins are good; they help date the site and tell us what it Suggested Answers
was used for.
11:40 am: We appear to have found a floor. We call over the dig director. He finds this very exciting. We are to clear a. Possible questions for the archaeologist could
as much as we can and try to figure out how this floor relates to the small section of an ancient wall near the middle
of the square. include: “What do you hope to find?”, “Where
12:45 pm: Lunch time! will the artefacts be displayed?”, “What is the
1:30 pm: Field work is finished for the day, yet there is still more work to do. Dayle and I sit down to wash some
pottery sherds. Armed with toothbrushes and our water bucket, we clean the dirt off the sherds we found importance of the findings?”, “How did the
this morning.
4:00 pm: Dayle and I display the pottery sherds in a corner of a table under the canopy of the courtyard for the
topography and agriculture influence the lives of
“pottery reading session”. We arrange them by locus and sort them in categories (rim sherds, base sherds, painted the people who lived in the settlement?” etc.
sherds, body sherds, etc…) The dig director takes a look at the sherds we have found that day and tells us what
period he thinks they date from.
4:45 pm: Dayle and I start identifying ceramic sherds by writing individual numbers for each of them. It is long
b. The archaeologists list the location of where
and tedious, but it must be done. Sherds that come from the same vessel are glued together and we give only one everything is found because this information will
identification number for the whole pot.
help them get a fuller picture of what the site
a. List three questions you would like to ask the archaeologist in this extract.
looked like when it was inhabited. For example,
b. Why do you think the archaeologists list the location of each item?
a number of pottery items may indicate an
c. What do you think the archaeologists will do with their findings?
eating area or an area where food was prepared.
d. What do you think they might learn about the people who lived on the site?
Tools or other implements may shed light on
e. Why do you think it is important to conserve sites like the one in the article?
agricultural practices or mining activity.
KEY FACT
Jumeirah Archaeological Site is the largest and most important archaeological site in the UAE. It is not open to c. The archaeologists will probably send their
the general public but tourists can obtain a special permit to visit the site. Scholars from around the world come
to study the artefacts from the 7th to 15th centuries that have been discovered there.
findings to museums when they have finished
cataloging and testing the items. Artefacts
Unit 3 Lesson 3 48
will be carbon dated, a procedure from which
scientists can discover the time frame to which
1/16/2018 6:15:16 PM they belong.
Activity 2 (15 minutes) d. Archaeologists can learn how ancient civilisations
Read out the introduction to the activity. Explain that tangible heritage like artefacts interacted with the natural environment – how
or buildings that are found in archaeological digs can help shed light on intangible the environment influenced their dwellings, diet,
heritage practices and how the inhabitants of an ancient settlement interacted with economy, and pastimes. They can learn whether
the environment. Check that students remember what intangible heritage is. the inhabitants were hunters and gatherers,
farmers, tradesmen or warriors, etc.
Explain that tangible heritage refers to objects or physical places which tell us
something about the past and how our ancestors lived. These objects or places are e. It is important to preserve our links to the past
important because, unlike intangible heritage, they can provide physical evidence, because it is what has influenced students’
which can help us construct a picture of how the people who came before us lived. beliefs, values and national identity. These links
They can help us to authenticate oral histories and first-hand accounts like diaries. are also important in keeping family bonds strong
as the stories and traditions are handed down
Ask students to read the diary extract, and then address any questions they raise. from generation to generation.
Next, ask them to answer the questions listed in their student book.
48
3 Read about the heritage villages in the UAE and complete the activity that follows.
For Beginners
Provide images from an excavation. Ask them to One of the ways that governments in the UAE are
preserving and celebrating heritage is through the
describe and discuss what is happening and use creation of heritage villages. These mock villages
create a space where visitors can experience
the images as a way of guiding the conversation. traditional UAE heritage and culture through
Ask the students what they think about the role of representations of traditional lifestyles. This includes
how our ancestors interacted with the natural
the archaeologist. This will help to focus the ideas environment and tangible and intangible forms of
heritage.
of the students and allow them to brainstorm in a
supported system before they attempt to answer Visitors to the Heritage Village in Dubai have a
great opportunity to experience and get to know
questions independently. the different styles of traditional local life ranging
from coastal, desert and country to mountain life.
For Advanced Students It displays many types of buildings made of stone,
palm fronds and also tents. Moreover, the visitor will
Advanced students can be encouraged to research witness live demonstrations of how the different
Old man making nets
professions are practised. They will get to see the
historical sites which hold cultural significance. They well pole and the shovel, which are considered to be
can research the ways that the historical significance the most traditional tools used in farming and irrigation. The village also hosts a traditional medicine clinic during
the tourist season between October and March. Patients are treated by traditional medicine practitioners who have
was discovered and studied. They should then write a inherited a legacy of great experience and expertise in the methods of traditional medicine, such as branding, bone-
setting and various treatments with herbs. Also, the village recreates an atmosphere of traditional markets that
short piece on their opinion of the excavation. feature traditional professions such as whistle making, jewellery making, blacksmithing and wool trading. There are
also shops selling pottery, items made from palm, traditional sweets, dried milk and different equipment and tools
that people used in the different aspects of their lives during previous eras. Visitors can also enjoy performances of
folklore singing and dancing such as Razfa, Ayyala, Harbeya and El-Dan. Dances such as Lewa, Andemi and Haban,
Activity 3 (15 minutes) which were added to the local heritage through commercial relations with Africa, are also performed, especially
during the tourist season. The village also has many shops that sell traditional items.
Read the introduction to the activity and address any
a. Name three examples of the traditional elements of UAE heritage on display at the Heritage
questions that students raise. Ask students if any of Village in Dubai.
them have visited the Dubai Heritage Village or any of b. From the extract above, what do you think is the main objective of the Heritage Village?
the other heritage villages that exist in the UAE. c. The Heritage Village attracts Emirati visitors and tourists alike. Why do you think the UAE
government wants to reach both groups of people?
Explain that the Heritage Village is a folk museum
d. Research about the festivals where the UAE preserves and celebrates its heritage.
which gives visitors an insight into the traditional ways
of life. This includes tangible heritage like housing and
intangible heritage, for example, live demonstrations
of customs, traditions and craftsmanship. The
CLOSE YOUR BOOK
relationship between the natural environment and Do you think the Heritage Village will help to preserve traditional UAE heritage? Does it make a difference if
heritage is also explored. Draw students’ attention heritage is shared in a passive way (museums) or through an active medium like the Heritage Village?
to the image of a man making nets. Explain how UAE
49
proximity to the Arabian Sea influenced intangible
heritage (pearling, fishing, net making) and tangible
heritage (dhow). MEd_SB_G09_U03_EN.indb 49-50
Ask students to read the text and then answer the c. The Emirati government wants to attract the locals to the heritage villages so
questions that follow. that they can learn about their heritage and feel pride in their national identity.
In addition to the heritage village preserving heritage for the Emirati population,
Suggested Answers it aims to raise tourists’ awareness of Emirati culture, leading to a better
a. Traditional dwellings (tents, stone houses, understanding between people from diverse backgrounds. The heritage village
buildings made from palm fronds), tools, is also an important source of income for the country as tourists from around the
medicine, cuisine, arts and crafts, dance, music, world visit each year.
etc.
d. Ask students to research about the usual and new festivals that celebrate
b. The main objective of the village is to preserve heritage. Among those are; Qasr Al Hosn Festival, Wathba Festival. Students can
the UAE heritage for future generations. It is an research on the following link:
educational facility as students can visit with
http://www.qasralhosn.ae/en/
their school or family and witness how their
ancestors lived. Another objective of the Heritage
Village is to attract tourists and tourist revenue to
the country.
49
Teacher’s Guide

4 Read about preserving heritage and answer the questions that follow.
Ask students to read the text and then answer the
The UAE has a rich and diverse cultural heritage with people from all over the world choosing to call it home. The questions that follow.
country’s historical population as a small tribal community has been changed with the arrival of other nationals.
The influence of Islamic and Arabian culture can be seen in the UAE’s architecture, music, attire, cuisine
and lifestyle.
Suggested Answers
This rich heritage is an integral cornerstone of the UAE culture and society. In 1993, the Emirates Heritage Club
was established upon the directives of the late Sheikh Zayed bin Sultan Al Nahyan (may God have mercy on a. These institutions are necessary because they
him). This organisation’s mission is the building of a national balanced identity for the third millennium and its
main objective is to maintain the heritage of the UAE and to educate future generations about their forefathers’
educate people about heritage and spread
heritage. This involves conducting research and promoting traditional cultural events. It is helped by ICCROM, an awareness of the importance of preserving
intergovernmental organisation founded in the aftermath of the Second World War with a worldwide mandate to
promote the conservation of all types of cultural heritage. heritage and culture. In addition, they offer
In 1998, the Emirate of Sharjah was named ‘The cultural capital of the Arab World’ by UNESCO and the ‘capital of
protection for important areas, sites and
Islamic culture for 2014’ by the OIC. Then, in 2010, four sites of the garden city of Al Ain, including six oases, the traditions. They also promote tourism.
Hafit Bronze Age tomb, the Hili archaeological settlements and the prehistoric site of Bidaa Bint Saud, were added
to the “List of global heritage of all mankind”. b. Those titles help identify important cultural sites,
Work with a partner and answer the following questions:
while also giving them recognition. They are
a. Why do you think institutions like the Emirates Heritage Club, UNESCO and ICCROM are important because they help to structure rules
necessary?
and protocols around their preservation. In turn,
b. Do you think titles like “cultural capital” and “List of global heritage of all mankind” are
important? Why? no one is permitted to damage or harm them.
c. If you were in charge of the protection of the UAE’s cultural heritage, what three things would Rather, people visit them in order to learn more
you prioritize? How would you do it?
about their heritage and culture.
c. Students might answer differently. Accept all
logical answers and help students to reply
according to what they have studied in this unit
so far.
Unit 3 Lesson 3 50
1/16/2018 6:15:16 PM
Suggested Answers
Yes, the Heritage Village will help preserve the UAE heritage because people who
would not normally visit museums are more likely to visit a place which allows them
to actually experience what the life of their ancestors was like. The interactivity of the
Heritage Village is more entertaining than a passive learning experience.
For Beginners
Students can read a sentence each out loud in order of their seating. This will result in
the weaker students setting the pace of the reading.
Ask students to read the extract independently. Allow time for the students to read the
extract and then discuss it at a whole class level. The questions can then be discussed
orally as a group before the students attempt to give written answers.
50

Open a discussion about advances in technology. Ask 5 Read about virtual museums and answer the questions that follow.
students how they believe technology can help in the
preservation of a country’s tangible and intangible One solution to the problem of preserving our tangible heritage while keeping historical sites and artefacts safe
heritage. might come in the form of what is known as a ‘virtual’ museum. Whether or not this is the way forward remains to
be seen but advances in technology are certainly making an impact on the way we experience heritage. Read the
article about how one museum is using digital technology to attract more visitors.
Ask students to read the article individually and
consider the questions.
Suggested Answers
a. D igital technology is helping museums attract
new audiences by making their exhibits
accessible online. This means that people can
learn about the artefacts without actually going
to the museum. Other innovations like the
use of mobile apps and 3-D models appeal to
younger people so they are more likely to visit the
museum if these are available. Senior man using virtual reality simulator in a museum
b. Advantages:
• More participation – website allows people to Virtual museums are gaining in popularity across the globe and some museums have been warned that if they don’t
speed up the process of digitising their services and collections, they may lose relevance in the future. Research
look more closely in other countries has found that heritage sites, museums, and galleries that are using technology and putting a
digital strategy in place are better equipped to attract younger audiences – and keep them engaged!
• Accessibility – people can go online any time and Many heritage managers have observed that digital technology is creating a great interest in their museum
from any location collections and the stories connected to those collections. In one Australian museum, staff have so far digitised one
million out of the seven million objects in the collection. The museum’s head of digital strategy believes that the
• Social media – people can follow blogs or tweets. new technology will attract new audiences from around the world.
Steady feed of related information “Hundreds of thousands of people actually visit the museum every year,” she says. “Imagine what would happen if
we could make our collections available online. Potentially, we could reach millions.”
• Mobile apps – allow for more interactive The museum now offers virtual tours to allow international audiences or people from rural areas to visit the
experience exhibitions virtually.
• 3-D technology – allows recreation of incomplete “Whenever we launch a new exhibition, we include a digital element that can be accessed online, so even if people
are unable to physically be present at the exhibition, they can still enjoy the displays,” says the museum’s curator.
artefact
A recent exhibit used 3-D technology to look at a fossilised fish that was millions of years old. Digital experts
were able to scan the fossils and produce a 3-D model. They then printed the model using the latest 3-D printing
Disadvantages:
51
• Lack of emotion – does not have the ‘feeling’ of a
real-life experience. MEd_SB_G09_U03_EN.indb 51-52
• Harder to convey intangible heritage as it is based

on experience
• Less revenue – hard to fund new exhibits if
people do not physically visit sites and museums
• Costly to implement
• May lessen income of tourist-dependent
businesses
c. E xplain that a proposal is a formal document
and that it should include a clear suggestion or
action or inaction. This should be accompanied
by justification for their opinion. The use of bullet
points in proposals is common.
51
Teacher’s Guide

techniques to show people what the fossils looked like when they were fish.
The museum is now looking into the possibility of creating a mobile app to help visitors during their time at the
Explain to students that they are going to take part in
museum. The app will guide visitors through the museum and users will be able to interact with certain exhibits and a debate about preserving our heritage.
download extra information about things that catch their interest.
Museum employees are unanimous in the view that a strong digital strategy is worth the time and effort it takes to
First, facilitate a short discussion around the three
implement it… and the resources it takes to finance it. questions in the student book.
a. In what ways is digital technology helping museums to attract new audiences? Suggested Answers
b. List the advantages and disadvantages of introducing digital technology to heritage a. Heritage should be preserved so that people will
preservation efforts. know their roots and where they have come from
and to maintain a national identity and pride.
c. Write a proposal to a museum you have visited explaining why they should or should not
incorporate digital technology into their heritage preservation strategy. b. No, different agencies have different objectives.
For example, archaeologists’ main priority is the
integrity of the artefacts they find and the sites
6 Read the text and answer the questions that follow.
they uncover. Tourist agencies are concerned
“The historic Qasr Al Muwaiji – birthplace of His Highness Sheikh Khalifa bin Zayed Al Nahyan, President of the UAE with the use of heritage as an attraction for
– has been restored to its former glory and reopened to the public in November 2015 as a museum and permanent
exhibition. tourists. City planners are concerned with how
Located in the centre of Al Ain city, Qasr al Muwaiji is an impressive structure that has watched over the oasis for heritage sites can fit in with the construction of
more than 100 years. Built in the early 20th century, this simple but striking building was originally used as a diwan
(a council or seat of governance) and as a place for the community to congregate.” new accommodation for a growing population.
a. What is the goal of heritage or cultural preservation? All parties have their own agenda.
b. Does everyone who is working to preserve heritage have the same objective?
c. Accept all logical answers. Point out that it is
c. Should everyone have the same objective?
impossible to preserve everything, because of
lack of resource or funds. So organisations often
have to choose what to preserve.

• Teamwork
• Analysis
Qasr Al Muwaiji of Al Ain, UAE
• Creativity
Unit 3 Lesson 3 52
• Debate
1/16/2018 6:15:18 PM
52

The aim of this lesson is to understand and explain
the ways in which heritage can be preserved and
Heritage Tourism Learning Outcomes
managed and to consider the positive and negative
• Understand and explain the various
consequences of tourism. Students will also consider alternatives available for heritage conservation
the various threats to cultural heritage. and its management, and the potential benefits
and dangers of tourism.
Required Material
• Computer and internet access Ignorance Appreciation
• World map
Vandalism Virtual
• Pieces of coloured card (red, orange, green) – one
set for each student in the class
• Students book
1 Consider these two statements then answer the questions.
Learning Outcomes
“I love my heritage and
• Understand and explain the various alternatives I want to share it with
everyone, once they respect
“This is my heritage, my
history. I should not have to
share it with anyone.”
available for heritage conservation and its it. Education is the key to
battling ignorance.”
management, and the potential benefits and
dangers of tourism.
Point out to students that local and/or international a. Should we allow international tourists to enter our heritage sites? Why?
tourism and the commoditisation of culture can put

heritage conservation at risk. Ask students if they b. Should they pay more than locals to visit the sites?
think that heritage is just another product that can be
sold in the marketplace?
Draw students’ attention to the two statements in 53
the student book. Ask for a show of hands to see who
agrees with which statement.
Explain that some people argue that the UAE should

close its heritage sites and exhibitions to the public or Suggested Answers
tourists. Others point out that the benefits of heritage a. Allowing international tourists to enter national heritage sites enables people
tourism outweigh the risks. from diverse backgrounds to learn more about the history, culture and traditions
of the UAE. Learning more about diverse backgrounds fosters understanding and
Ask students to consider the two questions in the tolerance. Tourists also bring additional revenues and foreign currencies.
student book and then facilitate a short discussion.
b. Accept all logical answers. Tell students that in some countries, on production of
a national ID card, citizens have special days when they can have free access into
the historical sites.
53
Teacher’s Guide
2 Read about heritage tourism and economy, and then answer the questions that follow. Lack of education or
Ignorance knowledge about something.
It cannot be denied that heritage tourism has a
massive economic benefit for the local area and the
wider community. Appreciation Understanding the value of
an object or a situation.
For example, the Great Wall of China which stretches
thousands of kilometres across China is estimated
to have hosted 8.2 million international visitors in The deliberate destruction
2010 alone! This generated over 11 billion AED for the Vandalism of property that is not your
Chinese economy. This money can be used for future own.
preservation and repairs to the Great Wall as well as
other significant sites.
So realistic that it is almost
The table is an estimate of how much money some of Virtual
the most popular heritage sites in the world made in
the same as the real thing.
2010. The majority of the visitors to these sites were
international tourists, but there were some local
visitors too. In addition, tourism jobs are quite commonly
Examine the table below and then answer the questions that follow.
seasonal and insecure with no extra benefits,
such as pensions, sick pay, or health care. Some
Economic Impact- Global Heritage Tourism Revenues in Developing and Emerging areas can be inundated with visitors during busy
Countries and Regions times, and then virtually deserted for many
October 2010- GHF Estimates and Published Data months.
Total Site
Global Heritage
Country Domestic Visitors International Visitors Visitors
Total Revenues Furthermore, international airlines, hotel chains
Sites (in $1,000s)
(.est 2009) and businesses make a lot of money but that
The Great Wall China 16,000,000 8,200,000 24,200,000 2,888,000,000 income does not necessarily stay in the country.
Taj Mahal India 1,200,000 1,200,000 2,400,000 288,000,000 While locals do have increased employment in
Petra Jordan 320,000 1,280,000 1,600,000 286,800,000
areas where heritage tourism exists, the wider
local area and community may not see the
Monte Alban Mexico 1,300,000 1,500,000 2,800,000 352,000,000
benefits of tourism.
b. Tourism generates income, which can be
a. How do you think heritage tourism affects local areas?
invested into heritage preservation. It provides
b. What economic gain does tourism bring to countries? finance to renovate and preserve sites, as well
as for marketing and promotion. It can also be of
benefit to local businesses, such as shops and
restaurants.
Unit 3 Lesson 4 54
1/16/2018 6:15:19 PM
For Beginners
Provide students with a framework for answering the
Read out the introduction to the activity and address any questions that students raise.
questions by creating a mind map of buzzwords with
If there is a world map available, show students where the Great Wall of China is and
the class which give weaker students some additional
the other heritage sites are. Otherwise, allow students to look them up on the internet.
support.
Ask students to study the table, while considering whether the financial implications
of heritage tourism change our views on heritage preservation.
Ask students to create a debate on the benefits and
Answer any questions that students raise about the information in the table
drawbacks of heritage tourism using the questions as
Then prompt students to consider the questions in the student book. Facilitate a focus points.
discussion around these points.
Suggested Answers
a. Although jobs are created by tourism, most of these are relatively low level, such
as hotel or restaurant work, drivers, and tour guides, etc. The people who do
these jobs have little prospect for promotion or an opportunity to increase future
earning power.
54

Remind students that when examining any issue it’s
3 Read the two articles below and answer the questions that follow.
important to consider both sides of the debate.
Read the two newspaper articles about problems with
Ask students to read the texts independently and tourists at one of Italy’s main heritage sites and at
the Great Wall of China -- both tourist attractions for
respond in writing on their own. This will help the millions of visitors each year.
students to clarify their own stance on the topic of In Rome:
heritage tourism and some of the problems associated
Two tourists have been cited by police in Rome for
with it. carving their initials into a wall at the city’s ancient
Colosseum and then taking a selfie to record the
When they have completed the task, ask them to Think vandalism. Colosseum (Rome)
Italian state news agency ANSA reported that the
about their answers. Pair students to discuss both the two tourists used a coin to damage a brick wall on the western side of the amphitheatre. A tour guide spotted the
problems associated with heritage tourism and the vandalism and called police, who questioned the pair before citing them for “aggravated damage to a building of
historic or artistic interest”.
benefits, then Share their conclusions with the class. The news agency quoted police as saying the pair told officers they were sorry for what they did, claiming “they
didn’t realise it was such a serious thing.
Suggested Answers In China:
a. Ignorance of the importance of heritage is the likely Empty soda cans, chocolate wrappers and food packets are just some of the rubbish left on the path that runs
reason why tourists disrespect heritage. If they had alongside the Great Wall of China.
Site rangers are finding it difficult to both preserve the famed World Heritage Site and allow tourists to enjoy it
a strong appreciation of their own heritage, they freely. Another problem is graffiti. Parts of the wall have been scrawled with names and phrases in every language
under the sun.
would be less likely to damage others. Groups of volunteers regularly walk the wall, helping to remove hundreds of kilograms of garbage from the
structure, but they say that not enough is being done to protect the site.
b. Incidents of disrespect cause mutual distrust and
worsening of relations between tourists and locals. a. Why do you think the tourists vandalized the heritage sites?
Emphasise that the opposite is also true – respect
b. How do incidents like this affect heritage conservation? Do they affect our relationships with
and appreciation for another culture will be
tourists?
rewarded with the same sentiments for your own.
c. What could we do to encourage tourists to be more respectful of heritage sites? List three
c. Regulations must be made public – this is
ways that we could prevent our heritage sites being damaged by tourists, both local and
especially true for food outlets and souvenir
international.
stalls. Policing of the heritage sites must be
vigilant. Heritage appreciation workshops could d. Make a list of the benefits and the dangers that heritage tourism brings to the UAE.
be organised. Penalties for disrespecting or

QUOTE
causing damage to heritage should be harsh and “He who does not know his past cannot make the best of his present and future, for it is from the past that we learn.”
well publicised. Sheikh Zayed (May God have mercy upon his soul)
Benefits of Tourism
55
• The main advantage of tourism is the revenue it

generates for the host country. It can make up a MEd_SB_G09_U03_EN.indb 55-56
large proportion of the national income.

• It provides employment for the locals. Hotels, bars, Dangers of Tourism
transport, shops, and restaurants all need staff,
especially in peak season.
• Tourism can cause environmental damage. Ancient sites and monuments can be
damaged by vast numbers of people visiting them.
• It raises international awareness of the culture and • Mass tourism can dilute or alter the rich cultural heritage of a country if locals put
traditions of the country. on “performances” in exchange for money.
• It can stimulate investment in infrastructure such • The jobs created by tourism are mostly low level, such as hotel or restaurant work,
as roads, ports and airport facilities, as well as so local people do not earn much.
funding other services in the community, such as
schools and hospitals. • Revenue from tourism is concentrated in specific areas. This can lead to
regional disparity.
• It can also help to pay for the preservation of
heritage as governments have a vested interest in • Tourists can lack respect for local traditions and culture or behave inappropriately
the upkeep of its heritage as a tourist attraction. towards locals.
• Tourism builds links with people from all over the
world and this can lead to even more business and
cultural connections in the future.
55
Teacher’s Guide
For Beginners
4 There are many heritage villages and folk museums scattered across the globe. One
writer visited many such villages and museums in Europe. Read his review and complete Support weaker students by asking them to work
the activity below. in pairs or small groups. They can then be asked to
make a list of adjectives or buzz words they could
As you walk around each recreated village, watch the craftspeople at work. Many traditional arts and crafts are use to describe the heritage village/folk museum
dying, so artisans do what they can to keep these customs alive. For example, at a folk museum in Stockholm, you’ll model. These should be listed in their copies. This
see demonstrations by potters, glass-blowers, and shoemakers.
Founded in 1891, Skansen is Europe’s original open-air folk museum. Inside Skansen’s buildings, locals talk about will help them to complete the activity.
Swedish life. One wealthy farmer shows off his fine dishes and explains how he made his money by growing flax,
which was then used to produce linen. Open-air folk museums preserve a country’s heritage better than any other Words could include traditional, live, historical,
kind of museum. With no shortage of animals to feed, traditional crafts to learn, and Old-World culture to absorb,
these parks are a great way to take time from your 21st-century vacation and immerse yourself in the past. tangible, intangible, culture, visitors, demonstration,
preserve, etc.
Based on the information in the extract above, with your group, design a poster for a heritage village of
your choice. For Advanced Students
Students will do the outline of the design, research
the village of choice, and write the main points to be
written in the poster.

• Creativity
• Writing
• Reading
• Analysis
• Presentation
KEY FACT
The UNESCO Youth Forum was first introduced in 1999 and takes place every two years at the UNESCO
headquarters in Paris. There are always representatives from each of the 150 UNESCO member states. If you
consider that just over 50% of the world population are under 30, young people can play a big role in shaping
the future.
Unit 3 Lesson 4 56
1/16/2018 6:15:21 PM

Read the introduction to the activity and address any questions that students raise.
Ask students to read the extract. Prompt them to focus on how the Heritage Village
model works and how it is received by international tourists.
Divide class into groups. Explain that each group will design a poster for the heritage
village of its choice.
Remind students that a poster should include
details like:
• Location and opening times
• Places on site
• Activities that are demonstrated
• Special exhibitions or displays
56

Explain that it’s important to consider the prospective 5 Read the text below and then answer the questions that follow.
benefits of heritage tourism in the UAE. For example, This article discusses how heritage tourism helps
cultural tourism can make people all over the world to educate people from all over the world about
different cultures.
more aware of different cultures.
After an agreement was signed between the Abu
Prompt students to read the article in the student Dhabi Tourism and Culture Authority and the Emirates
Heritage Club to protect, preserve and revive
book. Address any questions they raise about national heritage, officials said they hoped to boost
the content. Abu Dhabi’s position as a global cultural tourism
destination. “We expect thousands and more to
come,” said an employee at the club, who wished to
Then ask students to consider the questions. For the remain anonymous.
final question, ask students to think about the aspects
“Tourist companies don’t organise trips to our
of UAE culture/heritage that could be added to the activities and we need them to because we want
to spread the heritage and culture of the UAE – it’s
list of events. What do they think would be useful for important for the country to be able to announce all of
attracting international visitors and helping to educate this and to keep its history alive,” he added.
them about the heritage? Tourists will be invited to watch races with traditional
dhow sailing, rowing, horse riding and camels. “Not a
Facilitate a discussion around these questions. lot of people and countries know about our heritage,
culture and history,” he said. “This is our message and
Suggested Answers we want to spread the traditions of the UAE not just
locally, but also internationally.”
a. Events that tourists can attend include: The club will also provide heritage narrators to the authority to talk about the past via audio and video recordings.
“We provide speakers, locations and advisors to speak about traditional sailing and people who lived here before
• Traditional dhow racing the oil,” he said.
• Horse racing The two entities are also aiming to have prominent cultural elements included on the UNESCO list of tangible and
intangible cultural heritage.
• Rowing “It falls within the framework of Abu Dhabi’s strategic objectives of establishing a strong link between the emirate’s
rich past and cultural vision for the future, instilling both in the identity of young generations,” the official said.
• Camel racing
According to another representative of the club, the move is another milestone towards developing tourism in Abu
b. The aim of the project is to protect and revive Dhabi, highlighting its cultural heritage.
national culture and to have prominent cultural “It is aligned with the Abu Dhabi plan for fostering tourism in the emirate,” he said. “Both parties will exchange
expertise and information in tourism, culture and heritage and also coordinate cultural events and activities,
elements included on the UNESCO list of tangible marketing, and cross-promotion campaigns on all social networking channels and websites.”
and intangible heritage.
The UAE has taken extensive steps to preserve and promote its heritage. In 2011, the country made the UNESCO
World Heritage hall of fame, with the garden city of Al Ain recognised for four sites of “outstanding universal value”,
c. The Emirates Heritage Club could publish a including six oases, the Hafit Bronze Age tomb, the Hili archaeological settlements and the prehistoric site of Bidaa
bi-annual magazine that could be distributed Bint Saud.
to tourism agencies and tourists. It could be 57
placed in hotel lobbies and other public places
so that the events organised by the club are well
attended and attendees are fully educated about
the heritage of the event. The club could also Differentiated Learning
organise school visits so that representatives of Tell students they will make a contribution to a social media platform aimed at
the organisation could address younger citizens informing young people about an upcoming celebration of intangible heritage.
and ensure that their appreciation of their
heritage is maximised. Radio podcasts and social For Beginners
media platforms could also be used to reach the Ask students to choose one aspect of intangible heritage and, using key words, write a
younger population. short tweet giving a reason to attend the event.
Ask students to choose one aspect of tangible heritage and write an email to UNESCO
giving a reason why it should be included on the list of tangible cultural heritage.
57
Teacher’s Guide
a. List four cultural events that tourists can experience at the Emirates Heritage Club.
Select from the following statements
1. When I travel or go abroad, I like to experience
b. What is the aim of this project?
the local heritage and culture.
c. Imagine that the Emirates Heritage Club is looking for suggestions on how to improve its
2. There are better ways to learn about culture and
services. What would you recommend them to do? List two things and give reason for
heritage than visiting a heritage site.
your answer.
3. Visiting heritage sites gives me insight into how
heritage was formed and helps me to understand
6 Your teacher will read a statement or question. In groups, you will discuss your response.
the culture.
If you agree, you will hold up a green card. If you disagree, you will hold 4. Heritage sites are a good way to learn about the
up a red card. If you are not sure, or do not totally agree or disagree,
hold up your orange card.
heritage of an area, but they should only be open
to local people.
Make sure you discuss your answer with your group and everyone has
voiced their opinion. 5. I think that people could learn more about
heritage by doing some research on the internet
or through books than by going to heritage sites.
6. The best way to keep our heritage sites safe is to
keep them closed to the public at all times.
7. During the activity, select a student to give a
more in-depth response after each statement.
Key Skills (Heart, Head, Hands)

• Discussion
• Analysis of statistics
• Research
Evaluation/Reflection
Debate key ideas to evaluate learning
Unit 3 Lesson 4 58 Justify agreement or disagreement with statements
about heritage preservation.
1/16/2018 6:15:22 PM

This activity requires three pieces of coloured paper for the different colours of a
traffic light:
• The red card stands for “I disagree”.
• The orange card stands for “I am not sure how I feel about this”, “I am in between
agreeing and disagreeing as I can see validity on both sides of the argument” or “I
have no strong opinion”.
• The green card stands for “I understand” or “I agree”.
Explain the rules to the students. When you read out a statement or scenario, the
students discuss the answer with their group and then hold up the card which best
conveys their response.
58
Lesson Objectives
Lesson 5
The aim of this unit is to help young people
understand the importance of preserving heritage
and culture both for future generations and humanity What Am I Learning Outcomes
in general. The various threats and dangers facing Supposed to Do to • Understand and describe the links between
Keep my Heritage?
our cultural heritage will be explored, alongside the the necessity of preserving them for future
generations and humanity.
various approaches to heritage conservation and • Describe a selected site or aspect of the
management. By participating in selected activities, intangible heritage in terms of its historical,
cultural and socio-economic value
students are given the opportunity to consider the role • Recognise the various threats to the
cultural heritage.
they can play in preserving their heritage. • Understand and explain the various
alternatives available for heritage conservation
and its management, and the potential
benefits and dangers of tourism.
• Evaluate the role they can play in preserving
Required Materials their heritage and how they can contribute in a
• Board
variety of ways.
Vocabulary
• Students book
Display Initiative
Heritage Village
Learning Outcomes
historical and natural environments and International College
generations and humanity. We have just the course for you!
• Describe a selected site or aspect of the

“World Heritage Management”
intangible heritage in terms of its historical, A career in Heritage Preservation awaits you!
cultural and socio-economic value For details, email courses@internationalcollege.com
• Recognize the various threats to the a. What do you think you would learn in a course like this?
cultural heritage.
b. What kind of responsibilities would you have if you got a job after graduating from a
• Understand and explain the various alternatives course like this?
available for heritage conservation and its 59
management, and the potential benefits and
dangers of tourism.
• Evaluate the role they can play in preserving their • There are 195 states affiliated to the World Heritage Convention, nearly a
heritage and how they can contribute in a variety thousand sites on the World Heritage list and an ever-growing number of
of ways. applications to be included on the list. All of these heritage sites face the
challenge of promoting, protecting, and managing the properties and the need
Activity 1 (5 minutes) for professionals in this area is increasing. The responsibility of heritage manager
would include:
Ask students if they would be interested in a career
in Heritage Management. What do they think the job • liaising with UNESCO in nomination procedure
would involve? • monitoring sites
Suggested Answers • reporting on conservation efforts
• Students would learn how to make decisions
• taking measures to combat threats to heritage
regarding the best possible ways to protect and
manage heritage. • safeguard natural and cultural heritage
They would also earn how to raise awareness • develop policies and initiatives that aim to protect national heritage
and, more importantly, funds in order to
safeguard cultural and natural heritage. Career opportunities on graduating from a course of studies like this one are many and
include working for governmental agencies, NGOs or charitable foundations which
work to protect national heritage on a national or international level.
59
Teacher’s Guide
Arrange a collection of
Display objects or artefacts for
public viewing.
2 Read the following statement and then, with your partner, discuss the questions
that follow. A plan or action that is put
A Statement on Youth and Heritage Preservation
Initiative in place to solve a problem
from Koïchiro Matsuura, the Director-General of or improve a situation.
UNESCO (1999- 2009)
Over the past centuries, much of our heritage has A reconstruction of a
been irretrievably lost. We have witnessed, and
continue to witness, the destruction and deterioration historical village so that it
Heritage Village
of irreplaceable treasures due to natural disasters, resembles the way it was in
wars, extreme poverty, industrialisation, and
pollution. Other underlying causes of this prolonged the past.
and continuing tragedy are ignorance, indifference,
lack of care and lack of appreciation.
By adopting the World Heritage Convention (1972), the international community committed itself to prevent the
disappearance of our precious and unrenewable cultural and natural heritage. Since its adoption, over 700 sites in c. Allow students to give their ideas on how to
over 120 countries around the world have been inscribed upon the World Heritage List to which, every year, more
sites are added. Each site is of universal value and constitutes an intrinsic part of our universal civilisation. Each site encourage young generations to participate in
endangered or destroyed would be an irreplaceable loss for all of humanity. The future of our remaining heritage
will depend largely on the decisions and actions of the present generation of young people who will soon become such activities. Help them by pointing out that
the leaders and decision-makers of tomorrow. preserving heritage is one of the responsibilities
Education is the key to personal fulfilment, development, conservation, peace and well-being. Through education, of all citizens. Explain its importance in marking
young people can find new ways to build commitment and strengthen action in favour of preserving our cultural and
natural heritage, our tangible and intangible heritage, and our local and world heritage. Their efforts will benefit not
our history and our future (as they have already
only the present generation but also the generations of the future. studied). Explain too that it is one way of
a. List two things that former UNESCO Director-General Koichiro Matsuura identified as being a demonstrating good and active citizenship.
threat to heritage.
b. Do you agree with former Director-General Matsuura’s statement? Why? d. For the final question, ask students to consider
c. How would you encourage young people to get involved with UNESCO with the aim of practices that have been shaped by the natural
preserving heritage for future generations? world or shaped by cultural values. If students
d. Make a table of cultural practices and sort them into ‘cultural’ and ‘natural’ heritage. What have from different heritages, the list can include
aspects of our heritage are shaped by the natural world and which aspects are shaped by
cultural values? practices either from the culture of the UAE or
elsewhere.
Cultural Heritage Natural Heritage

Traditional dancing,
music and poetry
Camel racing
Unit 3 Lesson 5 60
Traditional dress
Fishing
National cuisine (using
1/16/2018 6:15:23 PM
Falconry
native ingredients)
Activity 2 (10 minutes) Hunting
Weaving – Al Sudo
Read the statement from the Director-General of UNESCO (United Nations Educational,
(using natural threads)
Scientific and Cultural Organisation). Bearing in mind that 50% of the world population
is under 30, ask students how they feel about the statement in general. Symbols of heritage
Ask students to Think about the questions following the article. Pair students and have Desert landscape
them discuss their answers and Share their views with the rest of the class. Sand formations
Suggested Answers Oases
a. Threats to heritage include natural disasters, indifference, industrialisation, wars, Ghaf tree
poverty, etc
Mangrove wetlands
b. I agree with the director general that education is key to the preservation of
heritage. One of the threats to heritage is indifference or ignorance. Both of these Date palm plantations
can be combatted with education. Camels, Arabian Oryx,
Dugong,
60

3 Read about heritage and answer the questions below.
Ask students if they have ever seen a performance of
traditional Emirati music or dance? Al-Ayyala is one of the most popular traditional Arabic folk arts. It goes back in history to the extent that it is difficult
to determine its beginning. It is also called “the honest dance” because it is an expression of honor, pride, dignity,
power and chivalry, although it is currently performed on festive occasions, such as weddings, by groups that are
Where? masters in this form of art.
Al-Ayyala dance is performed by two rows of men (sometimes four rows) facing each other. These men form the
What did they think of it? chanting and dancing group. They hold together reflecting cohesion and unity. Each man holds by his left hand
the arm of the one next to him, while waving in his right hand a stick of bamboo up and down at the rhythm of the
Ask if they know anyone who plays a traditional poetry that is chanted in bass and baritone voices alternately by both rows of men, who also move their heads back
and forth. They are accompanied by a professional band that beats drums, tambourines and cymbals (or “Taous”
instrument or who knows how to dance which are brass instruments) and headed by a man who beats energetically and enthusiastically a cylindrical
drum called “Jasser”, while the remaining band’s members move synchronously at the rhythm of the music. At the
These questions should be discussed with the whole same time, a third group of men moves proudly and gloriously around the musical band and between both rows of
dancers, either hurling their rifles in the air, then catching them very skillfully, or waving their swords.
class. The aim is to set the scene and to pool any Thus, the Al-Ayyala dance is not only an expression of courage, heroism, strength and chivalry, but it mirrors the
tribe’s psyche and the solidarity and unity of its members in the face of other tribes.
knowledge or experience about traditional music and .
dance
Suggested Answers
a. Continuing traditions of singing, music and
dance preserves them for future generations and
provides a link with the past.
b. Open – some students may feel like these musical
traditions have no place in their lives and it could
be suggested modern and traditional music do Al Ayala dance
not need to compete but can both occupy a place

In pairs consider the following questions then report back to the class:
in our culture.
a. Why do people continue to sing, dance and play instruments as they did hundreds of years
How can these things be preserved for future ago?
generations? b. Do you think these things have a place in modern society?
c. By performing them and teaching younger c. How can these things be preserved for future generations?
generations how to play/perform them. Perhaps

as part of the school curriculum.
KEY FACT
The first archaeological finds in the UAE were discovered in 1958 on Umm Al Nar, a small island off Abu Dhabi
island. This led to further archaeological research and the establishment of Al Ain National Museum.
61
61
Teacher’s Guide

4 Read about the importance of getting the youth of the UAE involved in the preservation
Explain the importance of involving students’ own
of our heritage. Then discuss the questions in your group.
generation in heritage preservation efforts.
Text 1 Ask students to read the two articles and consider the
It is an unpleasant thought but the number of elderly Emiratis ways that young people can get involved.
who can remember what life was like before the discovery of
oil and the construction of highways, skyscrapers, airports,
tourism, and air conditioning is decreasing with each passing Suggested Answers
year. As the UAE develops and enjoys a greater presence on
the international stage, it is feared by many older Emiratis Text 1
that the oral traditions that helped them survive in days gone
by are in danger of being lost forever. • Potential threats to heritage include:
One elderly tourist guide was a child when Dubai started on
the path to modernity. Now a grandfather, he makes a living
Globalisation
regaling tourists with stories of his earlier life as a Bedouin Tourist Guide International media
tribesman. He loves keeping the history of his people alive,
but wonders whether the next generation of Emiratis will be well enough equipped to manage their heritage. Multi-nationals
“The young have let go of some of our traditions. They’ve become too accustomed to studies of the book or social Tourism
media rather than the dialogue of the majlis,” he says.
He believes that globalisation, multinational chains, tourism, and international media have all put the young at risk Social media
of adopting “global” heritage and forgetting about their own traditions.
“When the heritage is forgotten, there’s no getting it back,” sighs the elderly tourist guide. “When it’s lost, it’s Reliance on books rather than majlis to solve
lost forever.” problems
a. What threats to intangible heritage does the writer mention in the texts?
b. Do you think these are realistic threats? Why?

• Accept all logical answers – opinions will vary
“Encouraging young Emiratis to become involved in the tourist industry is one way to involve them in heritage
• Working as a tour guide would help young people
preservation.”
keep tradition alive as they would be interacting
with tourists and educating them about their
c. In what ways would working as a tourist guide help a young person keep his heritage alive?
traditions. This would increase their own
Text 2
knowledge and possibly their pride.
Within the framework of the UNESCO World Heritage Education Text 2
Programme, the World Heritage Volunteers (WHV) Initiative was
launched in 2008 in collaboration with the Coordinating Committee for
International Voluntary Service (CCIVS) to mobilise and involve young
• Volunteers can actively help in the conservation
people (usually aged under 18) and youth organisations in World of their heritage by participating in clean-up
Heritage preservation and promotion. So far, 3,500 volunteers have
participated, 219 action camps have been held in 46 countries around projects and assisting in on-site maintenance.
the world with 52 local organisations and NGOs. They have been They can learn traditional skills and crafts in
involved in heritage conservation efforts in Germany, Kosovo, Croatia
and Russia to name a few.
World Heritage Volunteer order to teach them to others.
WHV initiative aims to:
• Raise awareness among young people, volunteers and local communities.
They can become involved in awareness
• Get young people involved in World Heritage preservation through concrete projects at sites, allowing them to campaigns to raise the profile of heritage
preservation.
Unit 3 Lesson 5 62
Divide the class into groups. Each group will write a
letter, as outlined in the student book. To write this
1/16/2018 6:15:25 PM
letter, students must research the site. This research
can be formal and facts based, but can also include
anecdotal or local information, especially if the letter
is concerned with a local heritage site.
While anecdotal evidence is acceptable, the student
must have a structured argument to support the idea
that site is worth preserving and how and include
at least two reasons why. Students should also give
details on why the site is a significant site for their
heritage.
Ask students to share their letters with the class.
62
Activity 5 (10 minutes) learn new skills and express ideas.

• Provide young people with opportunities to learn basic preservation and conservation techniques.
Ask the class to read the text together. Ask the
d. In what ways can volunteers help keep their heritage intact?
students basic questions about the texts to verbally
e. Imagine you are either a tourist guide or a volunteer on a UNESCO listed heritage site. You
assess their understanding and comprehension of the have been asked to nominate a heritage site for the WHV to preserve. Write a letter to the
head of the organisation and outline the reasons why you feel this heritage site should be
text. preserved and list some of the threats that make this site vulnerable.
For the second question, as a class, create a mind map

on the board. Ask the students to provide buzz words
5 Read about the UNESCO Youth Forum. Then complete the activities that follow.
which they feel are associated with young people
and heritage preservation. This can include heritage
activities like participating in a traditional sport or The Youth Forum process is a fundamental part of the
UNESCO Youth Program. Since its introduction in 1999,
craft. Ask the students why they engage in this activity it has provided an innovative, ongoing opportunity for
youth to work in dialogue with UNESCO, to shape and
(or why other people engage in it). Add these words to direct the organisation’s approach and to present their
the mind map and highlight them so the students are concerns and ideas to member states. Young women and
men come to UNESCO headquarters every two years, and
aware that these are the words selected by the whole bring their collective energy, creativity and vision to the
table. Through debate and discussion, they draw up a list of
class. recommendations for action, reflecting the most pressing
needs and concerns of youth today in the fields of
Suggested Answers UNESCO’s work.
UNESCO Youth Forum
a. At UNESCO Youth Forum, young people The forum is institutionalized as a permanent and integral
part of UNESCO’s highest decision-making body, the UNESCO General Conference, where 195 member states decide
from all over the world draw up a list of on UNESCO’s future actions.
recommendations for action in order to protect As such, the conclusions of the Youth Forum, including its recommendations, are presented and debated during
natural and cultural heritage. the General Conference, thereby allowing youth voices to be properly heard and to influence the decisions made by
UNESCO’s member states about its programs.
b. Reasons why UNESCO thinks that it is important
The Youth forum takes place in the UNESCO hq, in France and representatives from more than 150 countries
for young people to participate in the regularly attend. Participants are representing their countries and communities. They are expected to consult with
youths from their home societies before coming to the forum, and to be ambassadors for the work of UNESCO on
preservation of heritage include: their return.
• They have fresh and creative ideas. However, the Youth Forum starts long before and continues long after each event in Paris. Young women and men
are fully engaged in the preparatory stages, and they not only decide on the topics to be discussed but are also fully
• They are active participants in intangible part of the design and development of each Forum via online surveys and discussion groups. Additionally, each
Youth Forum builds on participants’ evaluations of the previous one. Thus, the Youth Forum is wholly shaped by and
heritage. For example, they play national for youth.
sports, instruments. They practice the The format of the Forum varies according to the feedback provided during the preparatory process. Thematic
traditional dances and songs and they are debates – both in break-out groups and plenary sessions – are central. A number of side-events, capacity-building
workshops and networking opportunities are also provided.
involved in learning about the traditional arts
and crafts and skills of their ancestors.
63
• They are acquainted with new technology
and social media platforms and can utilise MEd_SB_G09_U03_EN.indb 63-64
them in helping to preserve heritage.

• They are the generation which is being
handed their heritage and it is they who will For Beginners
be responsible for managing their heritage Ensure that the mind map from Question 3 has been transferred into students’
and passing it down to the next generation. notebook. This will enable them to refer back to the list of words which will support
them as it decreases the need for a wide vocabulary.
c. For the third task, divide students into groups and For Advanced Students
ask them to design their pamphlet. Allow them Ask students to do the mind map for the pamphlet. They will write the steps to be
to do some online research into the examples of taken in order to create it.
heritage they would like to include and on the
work of the Youth Forum.
63
Teacher’s Guide
Work continues after the Youth Forum, where words need to be translated into local action. Throughout this
process, from the preparatory stages to the follow-up, the UNESCO Online Youth Community provides a platform for
young people to come together online for ongoing discussion and exchange. Remind students of the work that UNESCO does to
a. What happens at the UNESCO Youth Forum? preserve our cultural heritage. Reinforce the idea that
b. Why do you think UNESCO feels it is important for young people to be involved in heritage they have a role to play too.
preservation and conservation? Give at least two reasons.
Ask students to reflect on this then ask them to find
c. Design a pamphlet that describes some examples of your tangible and intangible heritage
and why they need to be protected. The pamphlet should encourage students to get involved a news article or link about preserving heritage that
with the UNESCO Youth Forum. It should include information on what the Youth Forum does,
where it is located and who is involved.
they could share on a social media site.
Prompt students to share their ideas with the class.
6 Read the text and complete the activity that follows.
As quoted on UNESCO’s World Heritage site, we can work together to “encourage international cooperation
in the conservation of our world’s cultural and natural heritage” to preserve our world for ourselves and
future generations.
You can help by creating an awareness of the importance of preserving these invaluable sites by sharing news and
links through social networking sites.
Find a news article or link about preserving heritage to share with your colleagues.
Unit 3 Lesson 5 64
1/16/2018 6:15:26 PM
64
Glossary
Appreciation: Understanding the value of an object or a situation.
Archaeologist: A person who studies human history through the excavation of sites
and the analysis of artefacts.
Archaeology: The study of ancient sites and artefacts in order to learn more about the
history of the civilised world.
Barter: The exchange of goods and services for other goods and services without using
money.
Commitment: Giving time and energy to a cause or project that is important to you until
a goal has been achieved.
Community engagement: The participation of citizens in a united effort to achieve a

goal that is of mutual benefit to the entire community.
Conservation: Saving and protecting all things of historical significance such as

buildings, artefacts, and archaeological sites as well as the natural environment.
Corporate Social Responsibility: The idea that businesses should balance profit-
making activities with activities that benefit society.
Display: Arrange a collection of objects or artefacts for public viewing.
Economic Crisis: A long-term economic state characterized by unemployment, low

prices and low levels of trade and investment.
Emerging: Becoming apparent or prominent.
Entrepreneur: A person who practises entrepreneurship.
Entrepreneur: The organisation and management of any enterprise, especially a

business, usually with considerable initiative and risk.
Excavation: Remove soil and earth from an area in order to reveal ancient ruins or
artefacts.
65
Exchange rates: The price of one currency when exchanging it for another.
Findings: Evidence such as artefacts, buildings, ruins, etc, that reveal information about
a person, thing or place.
Heritage Village: A reconstruction of a historical village so that it resembles the way it

was in the past.
Human Development Index: Is a composite statistic of life expectancy, education, and

per capita income indicators, which are used to rank countries.
Ignorance: Lack of education or knowledge about something.
Income: The money that an individual or business receives in exchange for providing a
good or service or through investing capital.
Inequality: Is the difference found in various measures of economic well-being among

individuals in a group, among groups in a population, or among countries.
Inflation: A continual increase in the price of goods and services.
Initiative: A plan or action that is put in place to solve a problem or improve a situation.
Intangible: Abstract and can be experienced but not held.
Philanthropy: Involves charitable giving to human causes on a large scale.
Scalability: The ability of an organization to grow and manage increased demand.
Social Responsibility: Individual or group behaviour that benefits society at large.
Start-up: A new business, usually small but with the potential to grow. It usually
incorporates an innovative business idea, developing a creative or unconventional
solution to a market problem.
Tangible: Touchable, can be seen and felt.
66
Threat: Something or someone that can damage or cause harm.
Vandalism: The deliberate destruction of property that is not your own.
Virtual: So realistic that it is almost the same as the real thing.
67
68
69
References
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12 RedlineVector/Shutterstock; p 13 PORTRAIT IMAGES ASIA BY NONWARIT /Shutterstock; p 14 National Archive/National
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Shutterstock; p 26 carballo/Shutterstock; p 30 Ron Ellis/Shutterstock; p 30 dvoevnore/Shutterstock; p 31 goodluz/Shutterstock;
p 32 arrowsmith2/Shutterstock; p 36 Philip Lange/Shutterstock; p 37 M Salem/Shutterstock; p 38 PhotoFires/Shutterstock; p 38
WitR/Shutterstock; p 39 Yosef Khouwes/Shutterstock; p 39 Oleksandr Rupeta/ALAMY; p 39 philipus/ALAMY; p 39 Iain Masterton/
ALAMY; p 39 Chris Mellor/ALAMY; p 40 Philip Lange/Shutterstock; p 41 arabianEye FZ LLC/ALAMY; p 42 Katiekk/Shutterstock; p
43 mauritius images GmbH/ALAMY; p 44 Oleg_P/Shutterstock; p 45 Leonid Andronov/ALAMY; p 47 robertharding/Shutterstock;
p 48 zefart/Shutterstock; p 49 Tibor Bognar/ALAMY; p 51 Hero Images Inc./ALAMY; p 52 Iain Masterton-arabianEye/Phocal Media;
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Muhammad Atif/ALAMY; p 63 Xinhua/ALAMY; p 64 Vasin Lee/Shutterstock
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Moral Education

80051115 04-2176855 ccc.moe@moe.gov.ae www.moe.gov.ae

Values of the Moral Education Course

pillars is constructed around a series of Learning Outcomes.

Teaching universal The development Concentrating on Focusing on local

Dealing with complexity

Communication Critical thinking Taking action

Teaching and Learning – A Pedagogical Approach

Unit 2 Financial Awareness Moral Education Grade 9

Unit 2 Financial Awareness

ﬁnancially supported through improved ﬁnancial Example

Three things I have bought recently:

MEd_TG_G09_U02_L01_EN.indd 3 1/16/2018 6:07:15 PM

MEd_SB_G09_U02_L01_EN.indd 3-4 1/16/2018 5:50:12 PM

Student Book Teacher Guide

Lettre to the Parents/ Guardians

Dear Parents/ Guardians

MEd_SB_G09_U02_PA_EN.indd 67 1/16/2018 5:54:40 PM

Parent Guide Digital Resources

The cover draws inspiration from the flower

The intersecting circles are a key element in

The intersections represent the complexity of

Theme The Individual and The Community

Theme: The Individual and The Unit 2 Exploratory Questions

Unit Objectives How can it be used for good?

MEd_SB_G09_U02_EN.indb All Pages 1/16/2018 1:50:10 PM

Central Question Learning Outcomes

MEd_TG_G09_U02_UO_EN.indd All Pages 1/16/2018 2:22:52 PM

2 The Dangers of Wealth and Greed ������������������������������������������������������������������������������������� P. 9

3 How Wealth Can Be a Force of Good������������������������������������������������������������������������������ P. 15

4 The Development of Entrepreneurship Skills ������������������������������������������ P. 21

Theme Cultural Studies

Theme: Cultural Studies Unit 3 Exploratory Questions

How can I contribute to the preservation of our heritage?

Preserved and How?

MEd_SB_G09_U03_EN.indb All Pages 1/16/2018 2:20:35 PM

Central Question Learning Outcomes

MEd_TG_G09_U03_UO_EN.indd All Pages 1/16/2018 2:23:22 PM

2 Understanding the Emirati Heritage ������������������������������������������������������������������������ P. 41

3 Preserving the Cultural and Natural Heritage ������������������������������������� P. 47

Theme The Individual and The Community

Theme: The Individual and The Unit 2

MEd_SB_G09_U02_UO_EN.indd All Pages

How can it be used for good?

How accumulation of wealth can generate crises?

Who is an Entrepreneur? How to become one?

Unit 2 Financial Awareness

Lesson Objectives Lesson 1

Required Materials Barter Inflation

• https://www.youtube.com/ Exchange rates

citing examples of financial mismanagement,

Activity 1 (10 minutes)

Trading 10 Trading a Using five silver Using a banknote valued at

Activity 3 (15 minutes)

Suggested Answers a. What is a short-run goal?

a. A short-run goal is a financial goal you hope b. What is a long-run goal?

Long-run goal: saving for educational expenses.

savings that then accumulate to help finance

Activity 4 (20 minutes)

Develop the scenario. For example, suppose 1 US

Activity 5 (15 minutes)

• Ask students to name some famous

• Then ask why people might decide to become

2 The Dangers of Wealth and Greed �� P. 9

3 How Wealth Can Be a Force of Good�� P. 15

4 The Development of Entrepreneurship Skills �� P. 21

2 Understanding the Emirati Heritage �� P. 41

3 Preserving the Cultural and Natural Heritage �� P. 47