Mep 1

Moral
Education
Grade Nine
First Semester
Teacher’s Guide
Pilot Edition 2017 - 2018

Moral Education
Grade 9
First Semester
Teacher’s Guide
Pilot Edition
2017 - 2018
MEd_TG_G09_FM_EN.indd 1 10/4/2017 1:56:27 PM

Ministry of Education - Call Centre
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�
Individual Responsibilities,
Introduction Unit Duties and Moral Obligations Moral Education Grade 9
Lesson Objectives Introduction Unit

Duties and Moral Obligations
People who live within the same circle of the students
Lesson 1 and they are important to them. They also have their
qualities that distinguish them from others. (Feelings/ Lesson 1
1 How can you show self respect and respect for others? Fill the circles below with what
important to me) you have learnt about respect. Start with I respect myself. Then complete I respect
Respect is the Basis
Respect is the Basis
Learning Outcomes: others. Finally, fill in I am respected by others.
Learning Outcomes:
of Good Treatment
• Explain the key aspects of Discuss with your friends the idea that respecting yourself is what leads to being
Required Materials respected by others.
compassion, respect and tolerance
of Good Treatment
• Explain the key aspects of Board, images from the book, Computer, photos that • Discuss situations where students
show tolerance, cardboard and colored paper, sticky have shown or failed to show
compassion, respect and tolerance compassion and tolerance towards
notes with expressions of empathy, compassion, and I am respected
• Discuss situations where students passion
others
• Identify tolerant individuals or by others
have shown or failed to show groups and/or those who think they
Learning Outcomes are victims of discrimination I respect
compassion and tolerance towards • Explain the key aspects of compassion, respect • Understand why self-respect is an
others
others andtolerance
integral part of respecting others
• Identify tolerant individuals or • Discuss situations where students have shown or

failed to show compassion and tolerance towards I respect
groups and/or those who think they myself
others
are victims of discrimination • Identify tolerant individuals or groups and/or
Vocabulary
• Understand why self-respect is an those who think they are victims of discrimination self-respect respecting others
integral part of respecting others • Understand why self-respect is an integral part of

sympathy empathy
“Never be afraid to raise your voice for honesty, truth and compassion against injustice, lying and greed. If people all
respecting others over the world would do this, it would change the Earth.”
William Faulkner (American novelist, Nobel Prize winner in 1949)

A sense of pride and confidence acts of compassion people of determination
Self-respect in yourself. Belief in your own Define in your own words sympathy, empathy and compassion.
abilities and worth.
tolerance discrimination
Respecting Treating others with an sympathy empathy compassion
understanding of their
others importance and value.
In this lesson, the teacher will define self-respect and how it is essential for gaining the respect of others.
Once the concept of self-respect is established, the teacher introduces the concept of empathy. Students
Vocabulary Understanding the feelings
are made aware that respect for others is the cornerstone of empathy and the beginning of sympathy. ............................................................. ............................................................. .............................................................
The teacher requests that students imagine themselves in the shoes of others to feel their suffering, and try to act
Sympathy of another person and feeling compassionately towards them as much as possible. Respect and empathy are paired with tolerance and acceptance ............................................................. ............................................................. .............................................................
for them. For example, feeling of others. No matter how different a person may be, tolerance and acceptance are paramount and are protected by
self-respect respecting others sadness for their suffering. the rights guaranteed by laws of citizenship and international legitimacy. In this instance, we refer to UAE law which
................................................. ................................................. .................................................
provides for the rights of those in the country.
Empathy The ability to share the feelings
of another person, and to put 3 Introduction Unit Lesson 1 4
yourself in their shoes.
sympathy empathy
Acts of Actions that help to reduce the MEd_SB_G09_U00_EN.indb 3-4 9/27/2017 11:14:19 AM
compassion suffering of others. For example,

giving charity, feeding the hungry,
visiting the sick
acts of compassion people of determination
People of Willing to accept different people,
as well as different views, beliefs
Determination and attitudes.
tolerance discrimination An honorary designation for
“People of Determination”,
instead of the term “People With
Disabilities” which is frowned
In this lesson, the teacher will define self-respect and how it is essential for gaining the respect of others. upon, that aims to highlight
Once the concept of self-respect is established, the teacher introduces the concept of empathy. Students Tolerance their abilities and skills, making
them active members in all
are made aware that respect for others is the cornerstone of empathy and the beginning of sympathy. social sectors and capable of
The teacher requests that students imagine themselves in the shoes of others to feel their suffering, and try to act accomplishing tasks and being
productive within a friendly
compassionately towards them as much as possible. Respect and empathy are paired with tolerance and acceptance environment.
of others. No matter how different a person may be, tolerance and acceptance are paramount and are protected by The unjust or prejudicial
the rights guaranteed by laws of citizenship and international legitimacy. In this instance, we refer to UAE law which Discrimination treatment of different categories
of people, especially on the
provides for the rights of those in the country. grounds of race, age, or sex.
3
3
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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.
The Themes Character and Morality- Individual and Community
Introduction Unit
Moral Rules and Assuming Responsibility
Dear Parents,
Welcome to a new academic year, one that we hope will be fruitful and beneficial.
We have decided to teach Moral Education in order to help our students develop their character. We aim to introduce
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 the topics and lessons
of this course with them. You can then apply the activities suggested in this manual, ensuring students’ interaction
with their family members.
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 collaborate with your children to apply the two activities relating
to each unit.
Objectives of the Unit

In this unit, the students are introduced to the key characteristics of compassion, tolerance and self- respect. Also,
they will explore the meaning of assuming responsibility, the application of moral rules and their importance in the
individual, family and community life. They will also examine the relation between self-esteem and assuming
responsibility, and the importance of building positive relationships with their colleagues and families, which can help
them develop a positive and happy life. The unit also aims to focus on individual and community responsibility for
public health.
This will be accomplished across six lessons containing the concepts relating to the unit title. These lessons are de-
signed to answer the central question. This is the question that all lessons revolve around and that the students
should think about throughout the unit learning process.
What are moral responsibilities and how can we, as individuals and a
community, assume responsibility in the community and the world?
73
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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.

XI

Table of Contents
Introduction Unit
Theme Personality and Morals –
Individual and Community
How can I recognise that somebody is upset and how can I make him/her feel
better?
Moral Rules and How is fairness in distribution achieved on a community level?
(CM 7,11,13,15 & IC 7,9)

Assuming Responsibility What is the importance of exercising morals in daily life? What are the impacts
on the individual and the community?
What are the values and duties to which every individual should be committed
for the sake of their community and the global community?
Moral Rules and

What is the importance of positive relationships with our friends and family?
How is self-esteem related to assuming responsibility towards oneself

and others?
Assuming
Lesson 1 Respect Is the Basis of Good Treatment Obliga
tions
Lesson 2 Aspects of Equality Among People
Lesson 3 Moral Rules
Lesson 4 Our Duties Towards the Communities we Belong to
Duti
Responsibility
Lesson 5 Building Positive Relationships
Lesson 6 Assuming Responsibility and Self-esteem

es
ty
ibili
p ons
Res
What are moral responsibilities and how can
we, as individuals and a community, assume
responsibility in the community and
the world?
1 2
MEd_SB_G09_U00_UO_EN.indd All Pages 9/27/2017 11:10:24 AM
1 Respect Is the Basis of Good Treatment �� P� 3

Exploring respect as the basis of good treatment and thus to sympathize with them� Tolerance and acceptance of
the different other and recognize the full rights within citizenship and International legitimacy
2 Aspects of Equality Among People �� P� 9

The concept of equality in society� explore the extent to which the level of equitable opportunities through
community-based positions are achieved� Achieving equality and equity locally and globally
3 Moral Rules �� P� 15

Moral Values� right and wrong applying human rights charter in the United Arab Emirates as a basis for
commitment to moral values� Voluntary work is an essential activity that reflects moral values in our community,
and the world as a whole
4 Our Duty Towards Communities We Belong To �� P� 21

Learning about different communities and identifying the nature of the relationships between their respective
members� Identifying some of the groups we belong to, the type of relationships that bind us to them and our
duties towards them� Concept of community, as well as primary and secondary communities, and family trees
5 Establishing Positive Relationships �� P� 27

The meaning of well-being and positive relationships� the feeling of satisfaction and happiness and helping each
other in growth and development positively� Discussing some family behaviours that may strengthen the links
within the Family
6 Assuming Responsibility and Self-Esteem �� P� 33

Identifying the main responsibilities that we share� The motivations that urge us to be responsible, and the extent
to which self-esteem is associated with responsibility in the attitudes of the situations of daily life
XII
MEd_TG_G09_TOC.indd 12 9/27/2017 6:26:33 PM

Unit 1
Theme Personality and Morals
Unit 1
er feel How can international relations continue for the benefit of humanity without
being governed by morals?
What is the external role of the UAE in the various international
organisations and forums?
(CM17) Introduction to
mpacts Introduction to Global What are the most important ethical challenges faced by the global
community?
mitted
Ethics How does the global community deal with the ethical challenges it is facing?
How can I face global ethical challenges individually and through group work?
Global Ethics
amily?
elf
Lesson 1 Global Ethics in the Context of International Issues

ions
Lesson 2 International Relations of the UAE
Lesson 3 Global Ethical Challenges
Lesson 4 Global Ethical Challenges (continued)
Lesson 5 Dealing with Ethical Challenges Globally
What are Global Ethics and the

Global Ethical Challenges?
2 39 40
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1 Global Ethics in the Context of Global Issues �� P� 41

The nature of morality and ethical research� Communitarian Ethics are codes of practice that attempt to identify
what is best for individuals and society
2 International Relations of the UAE �� P� 47

The role of the UAE in the region, its international relations with neighbouring countries and other countries,
membership in international organizations and international forums
3 Global Ethical Challenges �� P� 53

Ethical issues in international relations� the most important challenges facing humanity at the global level
4 World Moral Challenges (continued) �� P� 59

Conducting research on one of the challenges individually or collectively and displaying it� Encouraging survey
questions� Comparison, solutions, relationships��
5 Dealing With Global Ethical Challenges �� P� 65

Ways to address challenges, global issues through collective human activity at the national or international/global
level
XIII

Unit 2
Financial Awareness
1 Identifying the Value of the Money ��

2 The Dangers of Wealth and Greed ��
3 How Could a Fortune to be a Force to Achieve Good ��
4 The Development of Entrepreneurship Skills 1 ��
5 The Development of Entrepreneurship Skills 2 ��
Unit 3
What should we preserve and how
1 Importance of Heritage ��

2 Understanding the Heritage of the UAE ��
3 Understanding the Heritage of the UAE ��
4 Conservation of Cultural and Natural Heritage ��
5 Heritage Tourism��
XIV

Unit 4
Governments, power and the
judiciary system in the UAE
1 The Constitution in the UAE ��

2 Federal System ��
3 The Federal Structure of the System in the UAE ��
4 The Supreme Council of the Union ��
5 The Work of UAE CABINET and Its President ��
Unit 5
Being an active citizen (part 1)
1 Civic Engagement ��

2 Good Person ��
3 Good Citizens in My Country ��
4 Develop Competence in Civic Engagement (1) ��
5 Develop Competence in Civic Engagement (2)��
XV

Moral Education Grade 9
Theme Personality and Morals –

Individual and Community
Theme One: Character and Morals
Unit Zero: Moral Rules and

(CM 7,11,13,15 & IC 7,9) Assuming Responsibility
Moral Rules and
Assuming Responsibility
Unit Objective
Lesson 1 Respect Is the Basis of Good Treatment
The students learn in this unit about the key qualities Lesson 2 Aspects of Equality Among People
of empathy, respect and tolerance, leading to
Lesson 3 Moral Rules
self-respect. They explore the concept of assuming
responsibility and how important it is in our lives as Lesson 4 Our Duties Towards the Communities we Belong to
individuals and within our families and communities. Lesson 5 Building Positive Relationships
They also learn about the relationship between self-
appreciation and assuming responsibility and how it Lesson 6 Assuming Responsibility and Self-esteem
is important to build positive relationships with their

colleagues and families since they positively impact
their growth, well-being and happiness. It also aims to
focus on the individual and community responsibility
towards public health. What are moral responsibilities and how can
we, as individuals and a community, assume
responsibility in the community and
Unit Description the world?
This unit includes 6 lessons. The first five discuss
1
the concepts relating to the unit's title and aiming to
answer the central question. As for the 6th lesson, it MEd_SB_G09_U00_EN.indb All Pages
is a summary of the previous lessons, which enables

students to link the concepts acquired throughout the The Central Question
unit.
This is the question that all lessons revolve around, which the students should think
about throughout the unit leaning process. Throughout the unit, the students must
grasp the targeted concept of the central question, especially by lesson 6 where the
central question is answered directly.
MEd_Grade09_ENG_TG_U00.indb 1 9/28/2017 2:36:10 PM

Teacher's Guide
How can I recognise that somebody is upset and how can I make him/her feel
better?
How is fairness in distribution achieved on a community level?
What is the importance of exercising morals in daily life? What are the impacts
on the individual and the community?
What are the values and duties to which every individual should be committed
for the sake of their community and the global community?
What is the importance of positive relationships with our friends and family?
How is self-esteem related to assuming responsibility towards oneself

and others?
Exploratory Questions
Obliga
tions
These questions provide an overview of the concepts
to be learned by the students throughout the unit.
Duti
es
ibi lity
p ons
Res
9/28/2017 2:29:18 PM
Learning Outcomes – Unit Zero
1. Explain the key qualities of empathy, respect and tolerance.

2. Describe some issues that might arise when studying equality (e.g. the difference between equal opportunities and equal outcomes).
3. Identify and classify some moral rules, for example: Theft is wrong, lying is wrong, whereas keeping a promise is right
4. Explain the meaning of community and the importance of belonging to the community or at least one group
5. Learn how to grow in a healthy, positive way and to cooperate to protect your well-being.
6. Present and discuss the ideas about identity and how behaviours and actions of others can positively or negatively affect individuals’
sense of self-appreciation.

Lesson Objectives Introduction Unit

People who live within the same circle of the students
and they are important to them. They also have their
qualities that distinguish them from others. (Feelings/ Lesson 1
1
important to me)
Respect is the Basis Learning Outcomes:
of Good Treatment
Required Materials • Explain the key aspects of
compassion, respect and tolerance
Board, images from the book, Computer, photos that • Discuss situations where students
show tolerance, cardboard and colored paper, sticky have shown or failed to show
notes with expressions of empathy, compassion, and compassion and tolerance towards
others
passion • Identify tolerant individuals or
groups and/or those who think they
Learning Outcomes are victims of discrimination
• Explain the key aspects of compassion, respect • Understand why self-respect is an
integral part of respecting others
and tolerance
• Discuss situations where students have shown or
failed to show compassion and tolerance towards
others
Vocabulary
• Identify tolerant individuals or groups and/or
those who think they are victims of discrimination self-respect respecting others
• Understand why self-respect is an integral part of

sympathy empathy
respecting others
A sense of pride and confidence acts of compassion people of determination
Self-respect in yourself. Belief in your own
abilities and worth.
tolerance discrimination
Respecting Treating others with an
understanding of their
others importance and value.
In this lesson, the teacher will define self-respect and how it is essential for gaining the respect of others.
Once the concept of self-respect is established, the teacher introduces the concept of empathy. Students
are made aware that respect for others is the cornerstone of empathy and the beginning of sympathy.
Understanding the feelings The teacher requests that students imagine themselves in the shoes of others to feel their suffering, and try to act
Sympathy of another person and feeling compassionately towards them as much as possible. Respect and empathy are paired with tolerance and acceptance
for them. For example, feeling of others. No matter how different a person may be, tolerance and acceptance are paramount and are protected by
sadness for their suffering. the rights guaranteed by laws of citizenship and international legitimacy. In this instance, we refer to UAE law which
provides for the rights of those in the country.
Empathy The ability to share the feelings
of another person, and to put 3
yourself in their shoes.
Acts of Actions that help to reduce the MEd_SB_G09_U00_EN.indb 3-4
compassion suffering of others. For example,

giving charity, feeding the hungry,
visiting the sick
People of Willing to accept different people,
as well as different views, beliefs
Determination and attitudes.
An honorary designation for
“People of Determination”,
instead of the term “People With
Disabilities” which is frowned
upon, that aims to highlight
Tolerance their abilities and skills, making
them active members in all
social sectors and capable of
accomplishing tasks and being
productive within a friendly
environment.
The unjust or prejudicial
Discrimination treatment of different categories
of people, especially on the
grounds of race, age, or sex.
3

Teacher's Guide
Activity 1 (5 minutes)
Students fill in the boxes with words or statements
1 How can you show self respect and respect for others? Fill the circles below with what
you have learnt about respect. Start with I respect myself. Then complete I respect they have learned from this lesson.
others. Finally, fill in I am respected by others. Ask: Is it possible to respect others if we do not
Discuss with your friends the idea that respecting yourself is what leads to being
respected by others.
respect ourselves? Guide the students to see that to
respect others, we need to have self-respect first.
Ask: Is it possible to gain respect from others if we
I am respected do not respect them? Guide them to see that there
by others are three steps:
• Show self-respect
I respect • Show respect for others
others • Enjoy respect from others.
Let them read out what they filled into the boxes.
I respect Encourage students to compliment each other on
myself their answers and to give constructive feedback.
“Never be afraid to raise your voice for honesty, truth and compassion against injustice, lying and greed. If people all
over the world would do this, it would change the Earth.” Read the quotation from William Faulkner. Ask
William Faulkner (American novelist, Nobel Prize winner in 1949) the students to speak or make a statement on the
Define in your own words sympathy, empathy and compassion. importance of empathy and its role in the world.
Collate the answers, have the students read aloud
and discuss their veracity in groups.
sympathy empathy compassion
The students, within their groups, should define
and provide examples of sympathy, empathy and
............................................................. ............................................................. .............................................................
compassion.
............................................................. ............................................................. .............................................................
................................................. ................................................. .................................................
Introduction Unit Lesson 1 4
9/28/2017 2:29:18 PM


Extension activity.
2 Read the following text on the theme of tolerance in the UAE and do the activity below.
Students collect photos that portray tolerance and
develop meaningful statements by researching on
the Internet. As a class they create and hang a wall The UAE is noted for the values of tolerance, peace, security and cultural diversity, hosting as it does more than 200
chart displaying the statements in the classroom. nationalities, all enjoying a fair and decent quality of life. Laws in the UAE promise justice, respect and equality for
Encourage students to decorate it and giving real everyone, while making hatred, intolerance and discrimination a crime. 3
consideration to presenting ideas, and conveying the The UAE has played an important part in international agreements calling for a stop to violence, extremism and
discrimination. In addition, it has become a global meeting place, for Eastern and Western cultures, an example of
message. peace and harmony for all people. The many churches and temples in the country enable worshippers of different
Students should quote the words of UAE leaders faiths to practise their religions.
who abide by moral values such as tolerance and
The country has also led the way in pushing for global security and peace, and aims to improve living standards
justice for all cultures in the UAE, regardless of for everyone. The Mohammed bin Rashid Al Maktoum Award for World Peace is one of the most important
religion. They might incorporate the appointment of awards in the field of international bridge-building and
peace-making. The award stems from the teachings of
a Minister of Tolerance to emphasise the importance
Islam, which embody tolerance and moderation. Some
of promoting tolerance. Also direct the students to of the key achievements of the federal government
read the words of leaders such as Gandhi, who called in promoting tolerance across the UAE include:
for tolerance all over the world.
Emphasise that we must practise tolerance towards • The creation of the post of Minister of Tolerance
the people we know and love, and towards those we • The launch of the National Programme of Tolerance
do not know or agree with. Discuss tolerance as a
• The issuing of the Anti-Discrimination and Hatred Law
class, and let the students come up with their own
definition after reading the statements. • The opening of the Hedayah Centre
• The opening of the Sawab Centre
HE Sheikha Lubna bint Khalid

bin SultanAl Qasimi -
Minister of State for Tolerance
MEd_SB_G09_U00_EN.indb 5-6

Teacher's Guide
2016 was declared the year of Tolerance and Happiness in the UAE. Design a wall chart
that displays expressions of the meaning of tolerance as well as quotes from world
champions of tolerance and their pictures.
........................................................................................................................................................... Activity 3 (10 minutes)
Students work in groups.
3 Work in groups. Read the extract from Article 12 of UAE Federal Law No. (29), 2006. Then
answer the questions. Read through the text as the class.
“The state guarantees for people of determination, equal opportunities for education within all educational Students discuss the questions in their
and vocational institutions through regular or special classes if it is required, with the provision of educational groups.
curriculum on sign language, Braille or other methods/accommodations as required.”
a. Why do you think Article 12 was written? How can people benefit from it? Share your
Possible answers:
opinions with the rest of the class. 1. Article 12 ensures that people of
........................................................................................................................................................... determination get fair treatment. They
benefit because they can still receive
b. How could these ideas be implemented in your school? an education, even with their disability.
........................................................................................................................................................... 2. The school must offer classes with
support for people of determination.
The students need to assist to make
them feel welcome, and help them
as needed (for example help them to
move around the school easily).
* On April 18 2017, His Highness Sheikh Mohammed bin Rashid Al Maktoum (may God protect him) launched the
This activity prepares students to accept
the idea of integration at school based on
National Strategy for Empowering People with Disabilities, designating them ‘People of Determination’ instead of
the frowned-upon term ‘People with Disabilities’.
‘Disability is people’s inability to develop. It’s when they remain in their place, unable to make any the principle and exercise of equal rights
accomplishments. What people of determination have achieved over the past years in all fields proves that
purposefulness and willpower help accomplish the impossible and push people to confront all circumstances and
and social justice.
challenges with unwavering determination in order to reach their goals’, said His Highness Sheikh Mohammed
bin Rashid Al Maktoum. ‘Today, our institutions will begin reflecting our great and unwavering interest in this Differentiated Learning
category, where a special official will be assigned to take on the responsibility of facilitating services for people of
determination. An Advisory Council, including federal and local government institutions and community members,
will also be established to offer counsel, in order to reach a continuous development of services and find solutions Beginners: Suggest how the acted scenes show
to the challenges that prevent the integration of this category in the community,’ His Highness added. empathy, and give ideas for how to help in each
situation.
9/28/2017 2:29:19 PM
Advanced Students: Perform role-plays of situations
that illustrate empathy.

4 Martin Luther King is a hero of freedom and tolerance. Read the

following about him. Then do the tasks that follow.
Activity 4 (10minutes)
5
Dr. Martin Luther King Jr. was a political activist and spiritual leader. He was born in Atlanta, Georgia, in the United
States of America, in 1929. He is considered one of the most important figures in the struggle for human rights and
Tell the students about Martin Luther King. Explain equality. Dr. King is admired for the peaceful way he fought for racial equality and for African Americans’ civil and
political rights.
that he was a famous African-American leader. He
called for a peaceful end to racial discrimination The Atlanta that Dr. King grew up in was a cauldron of racism. He began his political journey after he started college.
He himself suffered unfair treatment throughout his life due to the colour of his skin. On one occasion, his house
against black people. He became the youngest
was bombed and he almost lost his wife and son. As a result of such violence, he started a resistance movement that
person to win the Nobel Peace Prize. centred on the idea of ‘peace’, inviting his allies to be forgiving and to avoid violence. He is especially famous for his
‘I Have a Dream’ speech, which he gave at a political rally in 1963. During this speech, he expressed his dream of his
children one day being able to live in a society that didn’t judge them based on the colour of their skin, but on their
Read the text together as a class. Explain any behaviour.
terminology they don’t understand.
As a result of his efforts in fighting for civil
Students research using books and/or the internet. rights, the American President of the time,
Martin Luther King is an icon of freedom and Lyndon Johnson, signed the Civil Rights Act
tolerance because he fought against injustice in 1964, prohibiting racial discrimination in
the workplace and public institutions, and
and called for the end of racial discrimination. He granting other civil rights. President Johnson
believed people should not be judged based on the also signed the Voting Rights Act in 1965.
colour of their skin. In 1964, Dr. King was awarded the Nobel Peace
Prize. He was the first African American to win
He called for peace and tolerance between people of the award and is the youngest ever winner.
Dr. Martin Luther King Jr. was assassinated in
all races. 1968.
Martin Luther King Jr. Day is now celebrated

The Jim Crow laws called for separation between every year on the third Monday in January and
white and black people. These laws excluded black is a federal holiday in the United States. Dr.
people from schools, public places, public transport, King’s legacy is honoured in many ways on this
day, including people taking part in volunteer
public bathrooms and restaurants. They deprived work in their communities.
black people from living freely with equal rights. Martin Luther King in Washington during his “I Have a Dream” speech
The Martin Luther King Jr. Research and
Education Institute is based at Stanford
University, California. It is home to all of Dr. King’s speeches. Stanford University regularly brings together social
activists from all over the world to work on supporting human rights.

Teacher's Guide

a. Why is Martin Luther King considered a hero of freedom and tolerance? Research the Jim
Crow laws to help you answer this question. This activity is a practical application of what students
have learned about acts of empathy. The project will
Let us act compassionately! be named: ‘A day to show empathy’
5 Within your group, plan a day in which you can show empathy for weak or needy groups within your community
Students begin writing the stages of project
through acts of compassion. implementation:
This may include visiting a hospital for the elderly to spend some fun time with patients, filling boxes with small
gifts for needy children or visiting a school for children with special needs people of determination.
1. Project idea: Students explain the idea of the project
2. Justifications of the project: Students explain why
they chose the project
a. Student define the kind of empathy they will be
expressing
b. Guidelines: Students can research on the internet or
can use ideas from previous lessons
3. Ultimate Objective: Students determine what is the
ultimate objective that they intend to do.
4. Project implementation; students determine:
- The plan of the activity
- The person responsible for the activity
- The materials to be used
- The duration of the activity
- The people they will be helping
The teacher coordinates with administrators and
other teachers to assist students in implementing
the project for a full week at designated times. After
the project is completed, the teacher encourages the
students to write an evaluation.
Differentiated Learning
Beginners: Select a project and help the teacher
identify the sub-goals to be achieved
Advanced Students: Select another project or
9/28/2017 2:29:20 PM develop this project to expand its application in other
schools or in the community

Introduction Unit Individual Responsibilities,

Lesson 2
2
Aspects of Equality The Learning Outcomes:
Among People.
• Describe the issues that may
arise while studying equality (e.g.
discrepancies between equal
opportunities and equal outcomes)
Vocabulary
equality fairness
justice distributive justice

Treating others equally without
prejudice, hatred or
Equality discrimination regardless of 1 Equality Knowledge Table:
colour, gender, religion, sect or With your classmates, brainstorm the concept of equality in the community. Then, on a
race. sticky note, write two things you know about equality and place it in the first box of the
Knowledge Table. On a second sticky note, write two things you’d like to learn in this
Fairness Justice, giving people their rights. lesson and place it in the second box of the Knowledge Table. When you complete the
lesson, on a third sticky note, write two things you have learned. Place this on the third
A key social pillar that is essential box of the Knowledge Table.
for permanent co-existence
between people; it is based on
Justice fairness, equality, balance,
non-infringement and protection
of both private and public
interests.
The fair distribution of services,
Distributive resources and assets to everyone
justice
according to their own needs.
Introductory Activity 1 (5 minutes)
In two groups, the students complete the Knowledge

Table: The first group answers during the introductory
activity; the second group completes it during final
activity at the end of the session.

Teacher's Guide

The teacher tells everyone to line up in height order,
2 Having learned about equality, let’s think about it in terms of opportunities. Compare the from tallest to shortest. Then, the teacher announces
situations in the following pictures. a redistribution of seats for all students. Firstly, they
Decide which is fair and which is unfair. sit with the shortest at the front with the tallest at the
back. They then switch, with the tallest at the front
and the shortest at then back. The teacher then waits
a. ...................................................................................... for comments and fidgeting amongst the students.
...................................................................................... Then teacher then questions: Is this distribution
...................................................................................... fair? The teacher allows the shorter students to
...................................................................................... express the unfairness they experience. Then, they
...................................................................................... end the discussion by asking: How is fair distribution
...................................................................................... achieved? The students conclude that fairness in
......................................................................................
distribution is achieved when everyone gets the same
b. ......................................................................................
rights according to their own needs.
...................................................................................... The teacher asks the students to answer the question
...................................................................................... in Activity 2: Fairness or Unfairness? And to give two
...................................................................................... reasons.
...................................................................................... Situation 1: Fairness because 1 - The distribution of
...................................................................................... wooden cases was by height. 2 - Everyone was able to
...................................................................................... see the field.
Situation 2: Unfairness because 1 - The wooden cases
were distributed equally but the shortest couldn’t
reach the fence level. 2 - Not everyone could see the
field.
Situation 3: Unfairness because 1 - The ladder is not
the same for the two people, because the rungs are
a different size (gender discrimination). 2 - Unequal
chance of achieving the goal, which is the occupation,
due to the difference in gender and maybe for other
reasons; people with special needs.
9/28/2017 2:29:22 PM The students conclude that fair distribution is
based on adapting to the special needs of each
individual (short/tall) or the whole group (women
or people with special needs) to enable them all to
achieve all their goals in life. This is true fairness.
10

The article is about the foundation of the UAE.

Implement the jigsaw strategy. The teacher divides 3 Equality is one of the key pillars on which the UAE was founded. Read the
the text into three parts and the students into three article about the foundation of the UAE. Then discuss the points that follow.
groups, each getting one part of the text. Each group
reads their part of the text. In 1960, an economic movement started in the country, triggered by prospects of oil reserves discovery in Abu Dhabi.
The movement was initiated by establishing The Board of Governors ‘Trucial States Council’. His Highness the late
Exercise A- They discuss the ideas that come up in Sheikh Rashid bin Saeed Al Maktoum, who ruled the Emirate of Dubai in 1958, and Sheikh Zayed bin Sultan Al Nahyan
the text. They also focus on achieving fairness in (may God have mercy upon them) started working together.
establishing the state of the UAE. His Highness Sheikh Zayed met with His Highness Sheikh Rashid (may God have mercy upon them) at Orkob Al-
Exercise B- The students discuss the importance of Sudaira, located between Abu Dhabi and Dubai, in February 1968. It was an exciting time, with many difficult points
to discuss. However, thanks to communication and consultation, the council was formed in 1971 and, through the
having a fair governor. commitment of the seven rulers of the UAE to cooperation, work began on the modern UAE.
Exercise C- Each team writes down two or three ideas After the council was founded, work began on one of the biggest development plans the region had ever known. And
on how to achieve fairness in establishing the state of since his very first day as ruler of Abu Dhabi, the late Sheikh Zayed bin Sultan Al Nahyan (may God have mercy upon
him) started harnessing all the resources available to him, to develop the country and raise the standard of living.
the UAE.
The first team’s text: In 1960, early stages of a Consequently, the UAE grew into a modern and prosperous state after the birth of the union, thanks to the leadership
and the generous nature of the seven rulers.
renaissance appeared... which had already begun
Under Sheikh Zayed’s presidency, the UAE industrialised and thousands of people moved from houses made of vines
decades before. and mud into clean, healthy homes. Fresh water and electricity were provided to every house, new roads were built
Possible responses: Equality during the term of and the outdated educational system was quickly modernised.
power - the rotation of power - establishing councils Through his values, Sheikh Zayed (may God have mercy upon him) led the people, communicated with the world and,
based on consultancy - attending to people’s needs with the seven rulers, built the modern UAE. The values of fairness, generosity and spreading world peace became
the backbone of the country. Fairness and justice were essential parts of his life and work. Sheikh Zayed (may God
with no regional discrimination - providing elements have mercy upon him) was fair with himself, his family, his community and with all people. His way of life turned this
of development and resilience on the ground - country into a haven in the region for anyone seeking justice and security.
government that focuses on developing both the

state and the people.
The second team’s text: From the first moment
success was attainable on a national scale.
Possible answers: Comprehensive development a. In your group, discuss the importance of the founder’s character during the establishment of
process on a national scale - harnessing resources for the nation of justice and equality. Then, write down the conclusion of your discussion.
popular progress - fairness to all based on citizenship.

The third team’s text: And under great leadership b. Discuss how fair distribution is accomplished in a small group or on a wider community scale.
justice and security was given to all.
Possible answers: People have a sense of pride in
their homeland - securing their needs and improving
their way of life - providing education as a right for 11
everyone - adopting values in governance such as

justice and peace.
The teacher rearranges the groups so that each group “Fairness is to give others their rights just as you would like to have your
has one student who is an expert for each of the three rights if you were in their shoes. This is achieved through words and actions,
texts that they discussed with their previous group. during satisfaction or anger, with people who you love and people who you
Each group summarises the points in which it sees the hate. Fairness in distribution is achieved within a small group or on a wider
pillars of the UAE and concentrates on the concepts of community scale by distributing limited resources such as wealth, work or
fairness, justice and equality in distribution. Everyone posts (e.g. leadership posts) fairly to those who are worthy and to our fellow
shares admiration for the ethical foundations of the citizens. Equality is a moral basis that is essential for communities, but fairness
UAE. is equality in a just way”.
The students spend a few minutes discussing the
question: How is fair distribution achieved in a small
group or on a wider community scale?
They then write down a sentence that encapsulates
their answer at the bottom of the page.
11

Teacher's Guide
The foundation of the United Arab Emirates
9/28/2017 2:29:22 PM
12


- Have the students to look at the pictures. Discuss
each picture in relation to the human rights article
they represent.
4 Equality on a national level:
Picture 1: The possibility to address the problems that

cause discrimination. Look at the pictures and read the United Nations Universal Declaration of Human Rights. Then, provide an example of
somewhere in the world where this Declaration is upheld.
Picture 2: Problems related to unequal opportunities
or the difference between women and men’s
occupations and salaries.
Picture 3: Equality in education and health services.
The teacher poses: Are rights necessary for the
community? Ask the students to justify their answers
and provide feedback.
Article 2 states that ‘Everyone is entitled to all the rights and freedoms set forth in this Declaration, without
distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social
origin, property, birth or other status.’
Article 23 states that ‘Everyone has the right to work, to free choice of employment, to just and favourable conditions of work
and to protection against unemployment. Everyone, without any discrimination, has the right to equal pay for equal work.’
13
13

Teacher's Guide
Activity 5
This activity 5 completes the introductory lesson.
Students complete the Knowledge Table by writing in
the last column what they have learnt in the lesson.
All students participate in defining the key concepts
contained in the text:
Equality is achieved by treating others without
prejudice, hatred or discrimination based on colour,
gender, religion, sect or race.
The pillars of distribution and legislation in the
community depend on fairness. In fact, this means
allowing everyone their rights in order to achieve
justice as a key social pillar and an essential element
for permanent co-existence between people. Hence,
the foundations of justice are fairness, equality,
balance, non-infringement and protection of both
individual and public interests.
Articles 22 and 23 endorse the Convention on the Rights of the Child, which states that children have the right
to receive all forms of protection, healthcare and education based on their needs.
5 Do you remember the Knowledge Table? Now fill in the last box of the Knowledge Table
with what you have learnt during the lesson.
Read your three sticky notes with your friends and discuss whether the lesson has
met your expectations. What is the role of the Knowledge Table in the lesson? Were
everybody’s expectations met?
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
9/28/2017 2:29:26 PM
14

A set of principles agreed Introduction Unit Morals in the Context of

Communities
upon in society aimed at
Moral Rules achieving higher morals in the Lesson 3
community, such as helping the 2
poor and advising against lying.
Morals are directly related to all Moral Rules Learning Outcomes:
aspects of life. A man’s actions • Identify and classify some moral rules,
Morals reflect his morals. Morals are such as: Stealing is wrong, lying is wrong,
the basic principles of any keeping promises is right
society.
Vocabulary
A set of principles agreed
upon in society aimed at moral rules the concept of volunteerism
Duty achieving higher morals in the
community, such as helping the
poor and advising against lying. morals rights
Moral Values The beliefs we hold for virtuous

behaviour. duty social values
Volunteer work is providing

The concept of assistance, help and effort moral values the concept of values
volunteerism for the good of the society in

The introductory activity of this lesson is to establish the important values and rules of ethics essential to preserving
general and of its individuals in
human rights that people share in our society and around the world. Students will study methods to abide by those
particular. rights and to practice them locally and globally. Following, voluntary work is defined.
Rights The beliefs we hold for virtuous The lesson concludes with the students reflecting on the importance of practicing the implementation of ethics and
behaviour. morals in our daily life and its effect on the person and the society.
The desirable characteristics 1 Look at the pictures and discuss the moral values they represent.
or qualities of a community
defined by the existing culture,
Social values such as tolerance, rights and
power. This makes them a social
tool to maintain social order
and stability in society.
The idea and the intention of
The concept of the desirable characteristics
values or qualities of a community
defined by the existing culture.
A woman gives medical care to a turtle A relief worker gives water to an outcast
Nigerian child
15
Preliminary Activity 1 (10 minutes)

The teacher presents images and asks the students

a number of questions that engender understanding
of the meaning. The teacher explains that relief is a
moral rule and we can see that in the two pictures:
Saving a tortoise (animal) and supporting a child.
Through discussion, the teacher reaches a preliminary
explanation of the lesson. Through these questions,
the teacher can motivate students to participate and
ask them to provide examples of their daily behaviour
in which moral rules are manifested and practised, not
only in a theoretical framework. For example:
- Respecting the elderly in the street and helping them
whenever they need assistance
- Respect for classmates
The teacher listens to student examples and then
emphasises the importance of practising moral rules
in daily behaviour.
15

Teacher's Guide
The aim of this activity is to introduce students

2 It is commonly known that theft and lying are immoral behaviour, unlike keeping
to ethical rules that govern their behavior and to
promises and honesty.
distinguish between ethical and unethical conduct.
The teacher uses the method of brainstorming by
a. Give other examples of essential moral rules and state the reason behind their existence.
asking the following questions:
b. Name some universal moral values shared by individuals around the world.
- What is your opinion about moral values? Why does
it exist? What initiated it?
- What would happen if moral values were not
respected?
- Do you think that moral values are shared in societies
The reason Universal
Moral rules all over the world?
behind their moral values
existence The teacher asks students to work in pairs, and to fill
in the table.
In column 1, the students name some of the basic
moral values.
In column 2, they explain why do these values exist,
and
In column 3, they write the common values that are
shared in societies around the world.
a. Examples of ethical and moral values are:
truthfulness, responsibility, respect to others,
empathy, justice...
Reason for existence:
Respect: is the basis of dealing with others, and is
based mainly on self-esteem and on appreciation of
other people.
Responsibility: when one assumes responsibility,
he knows exactly what tasks are required from him.
Moreover, he will see his objectives clearly which
makes him in constant quest to develop himself and
strengthen his capabilities in order to reach his goal.
Sympathy: is the basis for building human relations,
Introduction Unit Lesson 3 16 that is, the ability to understanding what others
are experiencing and interact and respond to their
9/28/2017 2:29:28 PM
needs. Also to give everyone their right, to be fair to
people which makes sympathy one of the pillars of
social life.
b. The moral values shared by individuals in the world:
If technology is available: The teacher gives the
students the opportunity to search online.
If technology is not available: Students are
encouraged to brainstorm.
The expected answers are: responsibility, respect,
integrity, empathy Justice and others.
Beginners: The teacher helps students read the
text and reflect on the meaning of moral values.
Advanced Students: The teacher asks questions
such as:
What is the role of moral values in the society?
Is there an alternative that can replace moral
values?
16

- The teacher asks the students to read the text

silently, then has them describe what was intended 3 Read about respect for human rights in the UAE then discuss
to be said and the message intended to be delivered. the following point.
a- This activity aims to help the students master 4
the skill of differentiating and comparing The UAE is committed to the promotion and protection of human rights at home and around the world. The foreign policy of the
between right and duty. UAE is based on the principles of justice, equality, and human rights. The UAE is determined to make a positive difference on a
global level by working constructively to support the implementation of the principles of the Universal Declaration of Human
- Each student is required to draw up a list of five Rights.
rights and five duties. Each right/duty is written on a
Domestically, the UAE places a high priority on respect for human rights in accordance with international human rights standards
piece of paper and placed in a special box brought by and is committed to the continual improvement of its own laws and practices, based upon the country's cultural heritage and
the teacher. The teacher mixes the pieces of paper religious values, which enshrine justice, equality and tolerance.
and then asks each student to pull a piece out of the Since its founding in 1971, the UAE has built a tolerant, multicultural society in which people from all over the world live
box and say “agree” or “disagree”. Thus, the student harmoniously together. The UAE Constitution outlines the freedom and rights of all citizens, prohibits torture, arbitrary arrest
and detention, and protects civil liberties, including freedom of speech and press, peaceful assembly and association, and the
recognises the difference between right and duty, practice of religious beliefs. Significant investments have been made in education, healthcare, housing and sustainable economic
and the activity prompts them to reflect on every development.
right or duty in order to decide whether they agree a. Make a list of four human rights you feel entitled to, and another list of four duties you
with it or not. should be committed to in order to preserve human rights within your community and the
Examples of Rights: The right to safety, a decent global community.
living, learning, entertainment and work.
Duty: Respecting others, accepting others, keeping
the classroom clean, keeping calm, doing homework.
b- This activity aims to introduce students to how

My rights
people apply moral rules by observing their
actions in society.
A piece of homework done by the student to confirm
what he has learned and present this activity in the
next class.
My duties
17
17

Teacher's Guide
b. Conduct a survey in the class and ask your classmates to name the most important three
Students read the text as silently or out loud,
moral rules that should be applied: in class, in the playground, on the school bus, at the
depending on what the teacher deems appropriate,
school library, in the laboratory, etc.
and discuss the content.
4 Voluntary work is an essential activity that reflects the moral values in our community a- After reading the text, the teacher opens a
and the world. Read the text about the voluntary work in Germany and the UAE. Then discussion to brainstorm ideas.
complete the activity that follows. The teacher facilitates a discussion about the concept
of volunteer work and listens to both supporting and
During their leisure time, one third of Germans participate in voluntary work and activities for charitable purposes. opposing viewpoints. The students are then asked
Such activities help people develop moral values, such as integrity and honesty, and social values, such as tolerance to define the concept of volunteer service through a
and helping others. Joachim Gauck, who was president of Germany between 2012 and 2017, described this as “free but
small piece of research done in class using an iPad.
invaluable activity”. Charities and other organisations that provide assistance for public benefit need people to work
voluntarily and be socially responsible, such as offering aid during sporting events or caring for the elderly. Moral duty is the moral obligation that determines
human behaviour.
The Concept of Volunteer Work: Volunteer work is a
tool used to advance societies, especially nowadays,
as this work is becoming increasingly important
because governments can no longer meet all people’s
needs.
b- This activity aims to provide students who have

never participated in a voluntary activity or service
with the necessary knowledge to apply for volunteer
work.
- This question requires students to carry out an
applied activity in voluntary work.
Students could visit a nursing home and provide
community service or visit a centre for the UAE Red
Crescent and participate with the team in
German volunteer in the healthcare field in Burkina Faso volunteer work. The teacher asks the students to
conduct a research includes:
How to join “UAE Volunteers” Program.
The actions expected from this activity.
Places and times for visiting needy people.
9/28/2017 2:29:29 PM
Beginners: The teacher helps students read the text
and gives them ideas about volunteer work.
Advanced Students: Communicate with the Dubai
Volunteer Program, volunteer in specific programmes
and then present their experience at school.
18

In the United Arab Emirates, HH. Sheikh Mohamad Bin Rashid Al Maktoum launched volunteers.ae, the National
Volunteering Platform in Dubai. This platform aims to encourage more people to do volunteer work in the UAE by 5
facilitating the process of volunteering. It also serves as a medium between volunteers and volunteer opportunities
offered by public and private sector organisations. Individuals can register and apply for volunteer roles on the
website, and can use the platform to search for opportunities according to their interest, skills and experience.
The Ministry of Community Development received a great response from people from all areas of society to the
volunteer opportunities made available on the platform. Several members of the council of ministers registered with
the platform due to their belief that volunteering has a humanitarian value and an important role in building and
developing our society.
Emirati volunteers performing voluntary work
a. Voluntary work is a moral duty towards society. Explain the concepts both of voluntary work
and moral duty.
19
19

Teacher's Guide

The teacher presents images on the board or displays
5 Deduce from these images: them on the smart board has the students recount the
learning outcomes and how those learning goals apply
to the images.
Conclusion: Every individual has to apply the moral
a. The moral rules reflected in the images.
rules that they have learned in their behaviour, both at
home and at school, and to abide by this behaviour in
b. The importance of practising ethics in daily life, and its impact on individual and society.
his daily life.
The first picture shows a group of people cleaning
streets in order to preserve cleanliness of the
environment and the health of the people of their city
and society.
The second picture shows the moral rules of this
man who helps the old lady on the street, as he has a
sense of social responsibility.
A young man helps an elderly lady carry her

Students in the USA cleaning their town.
shopping basket
9/28/2017 2:29:33 PM
20

Introduction Unit Morals in the Context of

Communities
Lesson 4
Lesson Objectives
Our Duties Towards
Learning Outcomes:
People who live within the same circle of the students • Explain what a community is
and they are important to them. They also have their the Communities We and why being a member of a
Belong to
community, or at least a group, is
qualities that distinguish them from others. (Feelings/
important to most people
important to me)
Vocabulary
Required Materials community local community
• Computer belonging
• 6 colored hats: white, red, yellow, black, green,
blue In this lesson, we will start by learning about different communities and identifying the nature of
the relationships between their respective members. Then, we will identify some of the groups we
• White paper belong to, the type of relationships that bind us to them and our duties towards them. In addition, we
• Cards with the steps of Activity 4. will introduce the concept of community, as well as primary and secondary local community, and also
draw our family trees.
1 Write down the group types you recognise in the following images and the nature of the
Learning Outcomes
relationships between their members.
• Explain the meaning of benevolence, sympathy
and generosity, and give examples from real
life when students (or people they know) have
applied these values
Relationships: Relationships:
A group of people who live and
Community interact with one another in a
specific place and in accordance 21
with specific regulations.
Local A group of more than three MEd_SB_G09_U00_EN.indb 21-22
members who gather to share

community their values and interests.
Belonging The sense that a person has of

belonging to a community.
21

Teacher's Guide
Preliminary Activity 1 (5 minutes)

This activity is designed to enable students to
recognise and distinguish between primary and
secondary groups and identify how their members
belong to such groups. This activity also aims to
teach the students that primary groups are not
separate from secondary ones. They overlap, as an
individual can be a member of more than one group.
The teacher asks the students to create and fill a
table with primary groups (e.g. family, clan or village)
and secondary groups (e.g. school, club, workplace,
voluntary foundation). Each students identifies and
writes the groups to which he/she belongs (e.g.
Relationships: Relationships: school, sporting club, family, etc.) The students then
write this down in the specified space within the
drawing.
- The teacher tells the students to draw a table and
provide examples under the headings: Primary Group
& Secondary Group The teacher may make use of the
first activity’s table by asking students to make an
overlapping map between the two stated types of
groups (i.e. primary - secondary).
The teacher specifies a number of people: Father
- Mother - Son - Teacher - State President - Sports
Player - Fisherman - Employee - Students draw maps
of their own creation to highlight the overlap between
groups.
9/28/2017 2:29:38 PM
22

Activity 2
This activity is designed to enable students to
recognise and distinguish between primary and 2 Based on what you found out in activity 1 about the different types of groups and the 3
secondary groups and identify how their members nature of the relationships between their members, write down in the boxes below
the names of some of the groups to which you belong, identify the type of relationship
belong to such groups. This activity also aims to between you and each of them and then write down the name of the largest of these
teach the students that primary groups are not groups.
separate from secondary ones. They overlap, as an
individual can be a member of more than one group.
The teacher asks the students to create and fill a
table with primary groups (e.g. family, clan or village)
and secondary groups (e.g. school, club, workplace,
voluntary foundation). Each students identifies and
writes the groups to which he/she belongs (e.g.
school, sporting club, family, etc.) The students then
write this down in the specified space within the
drawing.
- The teacher tells the students to draw a table and
provide examples under the headings: Primary Group
& Secondary Group The teacher may make use of the Me
first activity’s table by asking students to make an
overlapping map between the two stated types of
groups (i.e. primary - secondary).
The teacher specifies a number of people: Father
- Mother - Son - Teacher - State President - Sports
Player - Fisherman - Employee - Students draw maps
of their own creation to highlight the overlap between
groups.
Name of the largest group:
23
23

Teacher's Guide
Activity 3
a. This activity is designed to help the students
3 Read a text on the concept of community and its components text, then discuss the determine the values that govern the
following points.
relationships among the members of a given
group (based on group type) After reading
the text, the teacher divides the students
An individual is the basic component of a community. A community is a group of individuals interacting with into smaller groups and allocates time for the
each other within a network of human relationships of a cultural, emotional, professional, social, political
and religious nature. Such individuals have a number of non-physical traits and characteristics, common
students to discuss the text within their groups.
interests and concerns. So, these three elements are: the individuals and the relationships that identify the Afterwards, the teacher asks his/ her students
general unique characteristics of a community, ensuring its existence and continuity.
to provide examples of the human values that
However, communities are not exclusive to humans. Some animal groups also rely on their communities to
enhance their chances of survival. These animal communities display behaviour such as collective care for
govern the relationships among group members.
the young, cooperation to find food, and collective defence of their territory. Expected Answers: Keep others safe - considering
A local community is a social unit comprising at least three people connected by relationships based on others’ interests - Respect for others - respect
satisfying material and moral needs. Local communities correlate with each other within a larger community
through language, culture, political and social systems, and common objectives.
for differences - good treatment - respect the
freedom of others.
There are two types of local communities: Primary and secondary local communities. Primary local
communities are considered communities of belonging, because the individual involuntarily belongs to them. b. This activity aims at enabling students to
Such communities are characterized by facilitating the establishment of strong emotional relationships
within them, such as family and clan.
distinguish primary groups through the
psychological and material needs provided to
Secondary local communities are voluntarily joined by the individual. They are called reference communities,
and include things such as schools and voluntary organizations. Relationships between the members of their members.
such communities are rational and governed by rules, rather than impersonal. It is worth mentioning that
belonging to a secondary local community is usually temporary. You belong to your school, your football
The teacher conducts a panel discussion
team, your sports club or the orchestra where you play a musical instrument for a certain period. (brainstorming) by asking the students about the
Edited
psychological needs that each group fulfils for its
members: - How do you feel with your family (e.g.
(safe - loved - powerful - supported - tranquil - proud,
a. Choose a group to which you belong. Describe to your classmates, the benefits you get from etc.) The teacher then asks the students to write
such belonging. down their feelings under the heading “Psychological
b. Make a table of the primary and secondary groups you know. What are the moral and Needs Secured by the Group”. - The teacher asks the
materialistic needs fulfilled by a group to its members?
students to list the material needs provided by the
family: food, clothing, housing, health care, education,
etc. The students write down moral and material
Unit
Introduction 0 Lesson 4
Unit Lesson 4 24
needs secured by such groups in the table under the
9/28/2017 2:29:38 PM
heading “Primary Groups”. They should also do the same under the heading “Secondary Groups”. Expected Answers: Primary Groups: Moral needs
(affiliation, safety, upbringing, emotional satisfaction, attention, etc.) Material needs (care, education, health care, clothing, housing, security,
etc.) a. This activity is designed to help students identify and distinguish between the benefits gained from being a member of different groups,
whether primary and/ or secondary. Discussing such benefits may make students encourage one another to join secondary groups, which will afford
them new opportunities to develop their personal and social potentials and skills. Affiliation to a family or nation: It gives one a feeling of being
rooted, proud and secure. It serves as a reference that one can rely on for major life matters. The teacher encourages the students to think about
and discuss the following question: What if you did not have a family? What if you did not have a homeland? Affiliation to a secondary group (club,
sporting team, and/or cultural activity): Acquiring teamwork skills, working to achieve a common goal, abiding by the rules regulating relationships
and dealings, punctuality, accepting the fact that sometimes it is important to give other members a chance to perform the tasks they master as it
may be in favour of the group (e.g. a prominent striker, who is brilliant on an individual level, is asked to adhere to a team play strategy) Affiliation
with a scout association or a voluntary foundation Developing manual skills and Expected Answers: Secondary Groups: Moral needs (affiliation,
mutual help, self-realization, communication, moral appreciation, common interests, etc.) Material needs (mutual interests, material appreciation,
acquiring a social rank, etc.) The teacher invites the students to use the table to identify common needs secured by primary and secondary groups
for their members.
24

Activity 4
Family Tree.
The students read about family structures and types. 4 Family is one of the primary local communities to which we belong. Read about family 5
structure and family trees, then draw your family tree.
Conduct a discussion and give examples.
After that, the teacher asks students to carry out
exercise “a” at home with the help of family. A family is a group of individuals related to each other by kinship and blood. When a man and a woman are
married, they form the core of a family structure.
The teacher concludes that families have different
structures, as explained in the text. Inform students Families come in different forms, including:
that drawing a family tree is an interesting tool to The nuclear family: includes the husband, the wife and their children (if they have any).
help them understand their heritage. The extended family: includes grandparents, uncles and aunts, and can extend to three generations.
Single parent family: a family that has lost one of the parents, either through death or divorce.
b. The teacher asks students about the difference Joint family: a family that has multi marriages and half-brothers and sisters.
between core and extended families. You can use
For generations, families have drawn family trees that represent their members and constitute a reference
the text. The teacher then motivates students for their origins and kinship. The family tree starts from top to bottom, from the oldest to the youngest.
to answer the question through asking some a. Look at the family tree sample, then draw your own family tree and compare it to those
questions such as: of your classmates.
How does each family members in core and

extended families deal with each other?
Family Tree
25
25

Teacher's Guide
Activity 5
The teacher asks the students to work in a group and
5 As a part of your family and community, you should assume certain responsibilities. In
write down Every terms group related to its members’
your group, think about the meaning of responsibility, fill the following map of concepts
with examples of how to assume responsibility towards oneself and others within a responsibilities inside their families and at school. The
family and at school. teacher then advises the class that the group with
the highest number of terms will be the winner. The
teacher then focuses on defining the responsibility
and helps the students to understand what is meant
by the student duties and responsibilities, specifying
them and the reasoning behind them. The students
Responsibility
fill the map of concepts and give examples of how
to assume responsibility towards oneself and others
within a family and at school.
Expected Answers:
Within the Family At School
At home:
Towards Oneself: Study, self-development, room
arrangement, observing etiquette and morals...
Towards Others: Respecting other, cleanliness, love,
affection, helping Family with household chores,
accepting others, maintaining possessions of home...
Towards Towards Towards Towards At school:
Oneself Others Oneself Others
Towards Oneself: Time commitment, avoid absence
from school، perseverance with studies, complying
with laws, committing to morals and ethics.
Towards Others: Respecting law, respecting others,
Paying attention in class, respecting colleagues and
teacher and helping their colleagues, Maintaining
school property...
Introduction Unit Lesson 4 26 Beginners: The teacher asks to give one example
9/28/2017 2:29:39 PM
of their ways of undertaking responsibility towards
themselves and others in the family or school.
Advanced Students: The teacher asks to identify
another community group to which Students belong
to, and identify the ways they undertake responsibility
towards themselves, others in the family or school and
within the community group.
26

Moral Education
Grade 9
Introduction Unit The Individual and

the Community
Lesson 5
2
Lesson Objectives
Knowing the importance of building positive Establishing Positive Learning Outcomes:

• Learn how to grow in a healthy,
relationships with their family and friends and the Relationships positive way and to cooperate to live
positive impact this has on their wellbeing. in harmony
Vocabulary
happiness positive relationships
Required Materials
wellbeing positive growth
• Cards In this lesson, we will define wellbeing and positive relationships. Students will list their needs for
• Pens satisfaction and happiness. Students become aware that helping one another to grow and develop
positively in school also provides satisfaction and happiness. Family behaviours will be analysed and
strategies shared that will help to strengthen relationships within the family. The lesson concludes
with students acting out an incident that has happened to them and describing ways the incident
Learning Outcomes
could have been avoided or resolved.
Learn how to grow in a healthy, positive way and to 1 Write down a word or a statement that explains what the term ‘positive relationships’
cooperate to live in harmony means to you. Then, compare what you and your classmates wrote. What do ‘positive
relationships’ mean to your classmates? Do you try to build positive relationships with
others? Are you successful?
Happiness Feeling joy, contentment and

reassurance.
Positive Develop effective and clear

relationships communication with others and
understand them well. them well.
Wellbeing A person’s state of comfort,

health and happiness. 27
A person’s physical and mental MEd_SB_G09_U00_EN.indb 27-28
Positive growth in a healthy and decent

growth way, while taking advantage of Introductory Activity 1 (5 minutes)
learning and skill developing
opportunities.
The teacher starts the lesson by reminding the students of what they learned in the
previous sessions about the ways to grow and live in well-being (maintaining physical
health and the availability of basic growth requirements such as learning and living
in a safe environment ...). The lesson focuses on the relationships between them and
their colleagues, families and the importance of psychological support provided by
each of us to the other as an essential part of growth and well-being
The teacher asks the students to write on cards what the term "positive relationships”
means to them. Students then write short phrases or words such as: Friendship,
respecting others, supporting others when they are in difficult circumstances... The
teacher then asks the students to walk through the classroom and compare what each
of them has written to what others have written in order to identify the similarities
between them and to recognise their colleagues’ view on positive relationships.
The teacher invites the students to think, separately, of their responsibility to
build positive relationships with their colleagues.
27

Teacher's Guide
2 Learn about the needs of students at school. Read the text and then discuss the
points that follow.
Most students need to feel comfortable and safe both physically and psychologically. During school years, their need
to feel safe at school increases. As a result, they should be given opportunities to develop positive relationships with
teachers and classmates. School teams, clubs and governmental projects help to enhance this important feeling of
belonging. If students don’t trust their teachers or mentors, the school loses its students. Without these positive
relationships, the school becomes just a building full of learners rather than a place for learning and development.
In groups, fill out the following table:
What makes you feel What makes you
satisfied and happy Parallel feelings feel upset and less Parallel feelings
at your school? confident at school?
9/28/2017 2:29:40 PM
The teacher allows students to divide themselves into groups. Students read the paragraph. They then discuss it and write down their thoughts.
What makes you feel What makes you feel upset and
satisfied and happy at your Parallel feelings Parallel feelings
less confident at school?
school?
Friendship Happy and satisfied My friend ignoring me Angry and sad
Good grades Pride Playing alone Loneliness and bullying
Being liked by the teacher Happy and psychologically relaxed Being shouted at by the teacher Ashamed and sad
Doing my hobby at school Relaxed and high self esteem Failing in certain subjects Uneasiness and low self esteem
Possible replies:
The teacher asks: “What can we do to help one another to grow and develop positively at school? The teacher then asks the students to discuss
that, focusing on the following ideas:
Helping and supporting one another, accepting differences, being tolerant, working as a team, listening to others opinions and respecting others.
28

Moral Education
Grade 9
B- (8 minutes)
Students think of the school affiliates that may be
resorted to in any circumstances (whether positive or
a. How can we help each other grow and develop positively at school?
negative), where they need assistance and support,
such as teachers or the management, to seek ...................................................................................................................................................................
guidance and advice, enlightenment and drawing
attention, as well as the school psychologist who ...................................................................................................................................................................
acts as a psychological mentor and works to listen to ........................................................................................................................................

students' problems and solve them.
Differentiated Learning 3 Read the diary entries written by students. They all refer to relationships with others. Then
Beginners: The teacher helps the students work in groups to answer the questions that follow.
understand the text and questions and encourages
them to participate in providing at least one answer to
each question.
Advanced Students: The students create acting I met Mohammed at the school gate. He seemed worried. He asked me if I was ready for tomorrow’s
scenes that mimic the events described by the texts,
maths test. I said I was because it was an important one and would affect our end-of-term marks.
suggesting appropriate ways to express support and
also express - through verbal and physical expressions I asked him if he had done any revision for the test and he started crying. He said that he couldn’t
- how this affects the relationships among colleagues. do the exercises. Then he asked me to help him.
How do you think Mohammed feels?
..........................................................................................................................................................................................................
How can you help Mohammed?
Activity 3 (20 minutes) ..........................................................................................................................................................................................................
This activity is aimed to introduce the students to the

importance of supporting one another at different
4
levels and to reflect on the benefits of this, in
addition to raising their awareness of the role of the
school in providing such support.
The teacher divides the students into four groups My classmate Jessica is overweight. She told me today that she had gone to a doctor with her
while selecting a representative of each group. The mother to get some advice on healthy eating. She is now bringing walnuts and almonds to school
teacher asks each group to read a text from students'
instead of chocolate (She used to eat a lot of chocolate during the break!). She seemed positive
diaries telling about one of their colleagues and how
he/she needed help and support from them. and asked for my support and encouragement.
The students read texts and think about what the
situation represents. (5 minutes)
After completion, the representative of each group 29
presents the case studied and discussed by the group
in the light of the importance of building positive and MEd_SB_G09_U00_EN.indb 29-30
supportive relationships for growth and wellbeing (5

minutes). The students then answer the questions.
Expected Answers: (7 minutes)
A- For Mohamed, who needed help in math: He can be
supported by providing him help in reviewing the
exercises and explain them to him during the break
- meeting with him after school at home to study
together - reassuring him by showing willingness
to help him study the lesson.
• For Jessica, who follows a diet to lose weight: She
can be supported by avoiding inviting her to eat fatty
foods such as sugars and fries, supporting her by
moral encouragement for her important attempt
to recover her grace, showing admiration for her
perseverance and the results she achieved.
• For Collins, who has a family problem that makes
him sad: Expressing empathy for him and willingness
to help, making him feel that we care for him and
are willing to help and relieve him, seeking to draw
a smile on his face and try to involve him in playing
constantly.
29

Teacher's Guide
How do you think Jessica feels?
..........................................................................................................................................................................................................
How can you help Jessica?
.......................................................................................................................................................................................................... Activity 4 (10 minutes)
This activity introduces students to the importance

of family relations, positive growth and well-being.
For a few days now, I have been feeling that there is something wrong with my friend Colin. He’s Students read the text on the role of the family and
stopped playing with us during the break and just sits by himself, refusing to talk to anybody. In the importance of family cohesion in the UAE.
class he seems distracted and the teachers have noticed his lack of focus, especially during group Allow three minutes for preparing questions. The
work. He won’t join in and the teachers are starting to get angry with him. Today I pushed him to teacher divides students into five different groups.
tell me what’s wrong and it soon became clear that he’s having problems at home. A - 5 minutes
They are asked to reflect on one of the pictures
How do you think Colin feels? relating to the family and consider how these things
..........................................................................................................................................................................................................
contribute to building positive family relationships.
Expected answers:
How can you help others?
Students can express examples.
..........................................................................................................................................................................................................
Communication: listening to family members with
openness
Passion: love, support and attention
4 Now that you have looked at examples of positive relationships with your classmates,
read the following text about the importance of family meetings. Then do the activities Respect: accepting differences, and understanding
that follow. and appreciating of family members
Sharing activities: spending time together in things
Psychologists say that families that spend time together have a much stronger bond. Family meetings teach children
listening skills and give family members a feeling of belonging and attachment. These meetings also create a positive
that are fun and entertaining, and sharing interests
family atmosphere that makes the family happy, helps deal with their daily concerns and strengthens the bonds Creating bonds: addressing difficulties together in a
between them. Medical studies show that strong family relationships enhance children’s self-confidence and relieve
their feelings of concern and anxiety. positive way, and maintaining family values and links
Edited
B- 2 minutes
Students discuss the importance of positive family
Introduction Unit Lesson 4 30 relationships. The teacher looks for common themes
within the students' answers, and draws attention
9/28/2017 2:29:41 PM
to the benefits in terms of emotional, mental and
physical health.
Expected answers:
Love - Happiness - Self Esteem - Immunity - Self
Confidence - Courage
C - 5 minutes
Students give their opinions on the idea that some
children use virtual communications as a substitute
for family. The teacher urges students to consider
whether this happens within their own family.
Students learn about the ethics of dialogue: each
student speaks and then listens while others speak
without interrupting. They then express constructive
opinions on what each other has said.
30

Moral Education
Grade 9
a. Work in groups. Discuss the behaviours shown in the pictures.

How do they strengthen family relationships? Write.
a. ............................................................................................. b. ............................................................................................
............................................................................................ ............................................................................................
c. ............................................................................................. d. ............................................................................................
............................................................................................ ............................................................................................
31
31

Teacher's Guide
b. What feeling does positive family relationships generate among family members? Activity 5 (Optional) (15 minutes)
...................................................................................................................................................................
This activity is aimed at emphasising the role
................................................................................................................................................................... of the school in supporting students, not only
c. Some children consider family meetings to be an old-fashioned habit that adds nothing academically but also socially, so that students
to their lives. As a result, they go online to look for solutions to their problems. What is are in a place where they feel safe and are able to
your opinion on this?
disclose their problems and seek help.
...................................................................................................................................................................
The students read the text on the students’ need
................................................................................................................................................................... to feel comfortable and secure in school, in order
Share your opinion with your classmates and listen to their opinions. Take part in the to find space to share their problems. The teacher
discussion. acknowledges the positive relationships that have
formed between class members and the greater
school community.
The teacher invites the students to discuss an incident
from school that caused them or someone else
5 Share with your colleagues a situation you have encountered at school, which have physical or psychological pain. The student can chose
caused bodily harm, such as bullying, beating, cursing, intolerance, or discrimination to to share in a written or dramatic form but are required
you or one of your colleagues. to consider the following:
• Give details about the incident: Offender, victim,
Express the following: problem and cause.
The details of the incident - The emotions you had at the time - The way you behaved then - How you would act, now • How did it make you feel: Worry, fear, sadness,
that you have learnt the significance of building positive relationships with your colleagues - People who you were
able to reach for assistance.
being marginalised...
In collaboration with your colleagues, you can act out the situation that shows some possible ways to avoid the • What was your reaction to the incident: Students
incident, or suggests people who you could reach for assistance.
recount how they reacted (the same, submission...)
• How would you act now after seeing the
importance of building positive relationships
with your classmates: Discover the reasons why,
communicate openly with each other. This response
depends on the nature of the incident and the
Introduction Unit Lesson 4 32 possibility of solving it amicably, as sometimes its
9/28/2017 2:29:44 PM
best to consult an adult.
• People from whom you could seek help (teacher,
school psychologist, or responsible person we
trust in school) or persons from outside, who then
cooperate with the school (parents, psychologist).
32

Moral Education
Introduction Unit Equality and Justice as

Fairness
Lesson 6
Lesson Objectives
Knowing the meaning of being responsible and its Responsibility and Learning Outcomes:
• Present and discuss ideas about the
importance in the life of the individual, the family, and Self-Esteem concept of identity and how other
people’s behaviours could have a
the society. And its relation with self-esteem. positive or negative effect on our
own self-esteem
Vocabulary
Required Materials responsibility identity
• Big white paper

self-esteem
• Pens
• Computer
This lesson will outline the basic responsibilities we share in class and at home, and discuss the
• Sticky notes motivations that drive us to be responsible. Students will read stories and real-life experiences
• 6 Hats: Green, white, red, yellow, black, blue about self-esteem and taking responsibility. The lesson concludes with a discussion on how self-
esteem is linked with responsibility in many common situations.
Learning Outcomes 1 Assigning responsibility in the classroom.

List daily tasks on a poster. Put the poster on the board.
Present and discuss ideas about the concept of
identity and how other people’s behaviours could have Main Classroom Tasks Students Responsible
a positive or negative effect on our own self-esteem
33
Performing tasks, participation, Introductory Activity 1 (10 Minutes)

cooperation and assisting
others in the family, school The teacher announces to the students that they will cooperate to complete the duties
and community. In addition, required daily in the classroom over a week. The teacher asks the students to work
Responsibility accepting the consequences
of mistakes i.e. recognition of, in groups of 5 students (4 to 5 groups) to list tasks they must do. Then, the teacher
apology for and withdraw of the assigns the tasks to the students in each group on a weekly schedule where each
committed mistake and work to student's name is determined each day.
find solutions to the problems
resulting from it. Teams work together to list the tasks. A large list of all tasks distributed to all teams is
created in such way that each student is responsible once a week for one specific task.
Identity Knowing who or what a person or The large list is to be posted on the classroom board so that the students can daily
a thing is.
verify that their colleagues who are named in that list are committed to perform their
Confidence in one’s self or tasks well.
Self-esteem abilities, self respect. Students discuss the consequences of a student’s failure to play his role. Students
conclude that this indicates a lack of commitment and that he committed an
irresponsible act.
During the following weeks, the teacher follows-up the students' commitment to the
tasks assigned to them and their effectiveness in implementing these tasks.
33

External motives are the tangible rewards granted to
us by others, such as thanking, praise or rewards. It
a. What would happen if someone didn’t carry out an assigned task? How would you
is called “external motives” because they are not the
categorise such behaviour? outcome of the work itself but they come from others
...................................................................................................................................................................... who determine their type, shape and size and whether
they should be granted or not. On the other hand,
2 Read about taking responsibility at an early age. Then answer the questions that follow. there are intrinsic motives, which are most important.
Intrinsic motives are psychological rewards that an
individual gets when he decides to take responsibility
My Responsibilities
and do useful work. This motive is reflected in a sense
• To follow rules at home, at school and in society because they protect me and preserve my rights and the rights
of others
of happiness and self-satisfaction.
c. (5 minutes) The teacher asks each student
• To fight as hard as I can for my rights and the rights of others
to remember an incident where he did not take
• To be well mannered responsibility for one reason or another. Students ask
• To take good care of my body question (c) to each other, answer it and discuss the
• To respect the rights of others and never cause them answers.
harm Possible Answers:
• To look after my personal property and respect the Responsibility gives me a feeling of happiness, self-
property of others
satisfaction, optimism and maturity. When I fail to take
• To be determined to achieve my ambitions responsibility, I will not be trustworthy. This makes
• To be caring for those who need it me feel bad about myself and that I have let down my
Towards sharing responsibilities!
small community. For example, when my mother asks
me to help my sister and I refuse, I feel bad. If this act
is repeated, I will lose her confidence. When I help my
a. Analyse why looking after your health is included in self-responsibility: sister I feel happy inside because I make others happy.
.......................................................................................................................................................................
Responsibility makes me a useful and productive
.......................................................................................................................................................................
person in my family and to be loved by my mother
b. Illustrate what makes you a responsible person: who will be satisfied with me and so I am.
.......................................................................................................................................................................
.......................................................................................................................................................................
C. Compare the feelings you have when you are responsible and those you have when Beginners: Highlight the works and roles they
you are irresponsible. Give examples. perform in their families and at school. Teacher
.......................................................................................................................................................................
asks them about the meaning and importance of
.......................................................................................................................................................................
responsibility.
Advanced Students: Determine the beneficiary of
the work they perform and the responsibilities they
9/28/2017 2:29:45 PM assume. Then, the teacher asks them to create ways to
encourage their colleagues to take responsibility.
Activity 2 (15 Minutes)
Students read the points of responsibility (3 minutes) and discuss them in their groups:
a. (Time: 2 minutes) In the course of discussion, students write their ideas on sticky
papers and show them at the end of time:
Body care is a self-responsibility because preservation of human’s body and health is a
top priority in life. A person must exert the utmost effort to take care of his body every
day in order to be protected from diseases. Self-care is the person’s care for his mental
and physical health, so it is a self-responsibility.
b. (5 minutes): The teacher asks the students to close their eyes, to think individually
about each incident in which they took responsibility, to explore the motive behind
that and to discuss this motive with his colleagues. Students write their own ideas and
show them in the class. The teacher focuses on the following ideas:
34

Moral Education

Students read the story (3 minutes), then in groups,
they answer questions through discussion and 3 How can we help other people without hurting their feelings?
participation. Read Noha’s story about her attempts to help her friend Sara. Then do the activities that
Exercise A: (3 Minutes) follow.
Noha has taken responsibility for helping her friend Noha is a kind-hearted and intelligent girl. She is generous and always willing to help others. One day, she noticed that her friend Sara was wearing a
pair of glasses that were broken and had been stuck together by her father. Most days Sara comes to school without any money, and if she gets any
by seeking to find a way that does not embarrass allowance, it is usually very little. Noha knows that Sara comes from a poor family. She wanted to help Sara but she couldn’t think of a good way to
her or hurt her feelings. On the other hand, Sami, go about it. She decided to ask her parents for advice. That evening, while everyone was sitting in the kitchen, Noha said, ‘Dad, I have friend at school
who doesn’t get much of an allowance from her family. I want to help her, but I don’t know how to. If I give her a present, she might feel she has to 4
in his point of view, is responsible for taking care of buy me something in return and she can’t really afford it. If I give her money, it might hurt her feelings. So, how shall I help her?’
Noha’s father was very pleased that his daughter was so considerate. He kissed her and said, ‘You are such a good girl, Noha! I am proud of you. Let’s
himself and not interfering in the affairs of others. think of how you can help your friend without hurting her feelings.’
Then Noha’s brother, Sami, said, ‘Why do you have to help her? You shouldn’t get
The father formed a model for parents who take the involved in other people’s lives! Everyone should live according to their means.’
Noha said, ‘Well, I don’t agree. I think we should all empathise with other people and
responsibility for supporting their children in their help them as much as we can in times of need.’
Sami said, ‘I don’t want to help anyone. Everyone is responsible for their own lives and
quest for charity when encouraging her daughter how they live them. I am only responsible for myself.’
Sami’s father looked at him and said, ‘No, you are wrong. We should be ready to
to help her friend and advising Sami as well as his help others. At the same time, helping other people makes us happy because we are
making them happy.’
initiative to be the first one who put money in the Suddenly Noha jumped up and said, ‘I’ve got it! I’ve got it! I’ve got a great idea! I’ll take
a box to school and make it into a coin box. Then I will ask Sara and my other friends to
money box. put some of their allowance in it. At the end of the week, we’ll share out all the money
between us. I’ll put a lot of money in every day so Sara gets a lot of money by the end
- Exercise B: (5 Minutes) of the week, without knowing where the money comes from. That way, we won’t hurt her feelings because she’ll put in a share of her own allowance
every day, even if it is not very much.’
If all people act like Noha, the good will prevail and no Noha’s father smiled and said, ‘That’s a great idea! You are a special girl because you think about other people and want to help them. I’ll help too,
by giving you some money to put in the piggy bank. Look, Sami, your sister is really happy because she is helping a friend. There’s a lesson for you
poor or needy remain without help. But if everyone to follow there, Sami!’
behaves like Sami, poverty and destitution will prevail.

Some people may beg for their daily bread, and some
people's life may become miserable if they do not find
help.
35
35

• When the discussion is over, each group submits
its report.
a. Work in groups. Compare the attitudes of Noha, Sami and their father. With whom do
• Discussions are to be held to produce
you agree? Why? recommendations, the most important of which
are:
b. What do you think society would be like if everyone acted like Noha? What would Self-esteem is an important thing that a human
society be like if everyone acted like Sami? being needs to be a positive individual in the
society. It is a value that is needed by both adults
and minors, parents and children as well as
4 The late Sheikh Zayed bin Sultan Al Nahyan (may God have mercy upon him) was a
role model for the values of self-esteem and responsibility. Read the article about his
teachers and students. Self-esteem is a value that
reflects what a person can achieve now and in the
achievements and discuss the points that follow.
future. The brief definition of self-esteem is “The
The most important rule learnt by people in the UAE from the great late way by which a person deals with himself”. This
Sheikh Zayed bin Sultan Al Nahyan (may God have mercy upon him) is
that we have to respect ourselves in order to be respected by others.
depends on the ideas, beliefs, values, feelings
Sheikh Zayed stressed the importance of this great value to UAE people. and experiences that a person have. If they are
This value is evident when we visit a foreign country and receive love
and respect wherever we go because of our commitment to his guidance. negative, he will wrong and belittle himself, while
He also cultivated a sense of responsibility in the people of the UAE
towards themselves and their state. This is the foundation of every
if they are positive, he will feel good and praise
nation’s success. This is what we learnt when we saw him standing on
sand heaps on work sites, spending his whole day out in the sun among
himself. When a person’s self-esteem is high, he
the workers and having his breakfast, lunch and dinner at the same place. feels that he is responsible for his behaviour and
This behaviour has taught us to assume responsibility, respect work and
insist on setting goals and achieving them. In addition to the attention acts, and that he assumes responsibility for his
that Sheikh Zayed dedicated to urban projects, he placed considerable
importance on people. This was obvious from his great efforts in this
words, actions, feelings and thoughts. This means
field, including his care for orphans and people of determination and that he is responsible for consequences of his
his establishment of the Zayed Higher Organization for Humanitarian
Care and Special Needs. Not only did he care for UAE orphans, but he positive or negative choices and decisions, rather
also cared for orphans from other Arab countries. This is a humanitarian
gesture that is difficult to find in other leaders. than blaming others.
b. If technology is available: The teacher divides
the students into pairs, then asks them to search
the Internet for the factors that negatively affect
a. Explain the importance of self-esteem and how it is related to responsibility towards self-esteem. The students search and write down
oneself and others? the concluded ideas; then, they present them in
the class for discussion.
b. List the factors that undermine self-esteem.
If technology is not available: The teacher
c. Look at the picture and analyse how the student is feeling. Find ways to help him to distributes information about factors that
appreciate and feel satisfied with himself. negatively affect self-esteem. Information is
available via the following link:
https://dspace.univ-ouargla.dz/jspui/
9/28/2017 2:29:47 PM
bitstream/123456789/8351/1/S1702.pdf
Activity 4 (15 Minutes) Beginners: The teacher helps students in reading
The students discuss the article about the achievements of the late Sheikh the text and reflecting on the meaning of self-
Zayed. esteem - the teacher gives simple information
a. - Thinking strategy of the six caps: The teacher explains the role of each about the factors that negatively affect self-
thinking hat: White cap: Neutral thinking / Red cap: Emotional thinking / esteem.
Yellow cap: Positive think-ing / Black cap: Critical thinking / Green cap: Creative Advanced Students: Students look for a tool
thinking / Blue cap: Comprehensive thinking. to measure self-esteem and cooperate with the
Working groups are to be formed, each of 6 students. academic advisor in the school to use it to find
• The teacher asks each of them to answer questions depending on the role of ways to raise the level of the student’s self-
each cap: esteem.
White: What are the facts related to self-esteem? c. Role-playing: In pairs, students play the role of
Red: What feelings do you have when you appreciate yourself? a student and school advisor. The student says:
Yellow: What a person gains from self-esteem? “I do not like to share my thoughts in class, as I
Black: What are the negative consequences of self-esteem? might be wrong. I do not play with others because
Green: What should we do to increase our self-esteem? they do not like me. I feel that I am ....”; and the
Blue: How does self-esteem affect undertaking responsibilities? other student, who plays the role of a school
36

Moral Education
advisor, helps him to improve his self-esteem,

then they exchange roles. After that, the topic is
discussed among the groups.
Possible Answers: The student has a feeling of 5
sadness, resentment, shyness, anxiety, fear, or
even depression.
Important Steps to Raise Self-esteem:
1. Identifying annoying cases or situations.
2. Be aware of your thoughts and believes:
Identify the annoying situations and pay attention
to how you think about them. This includes
self-talk - what you tell yourself - and your
interpretation of the situation. Your thoughts and
beliefs may be positive, negative or neutral, and
may be rational, according to reasons or facts, or
irrational, according to wrong ideas.
3. Identifying negative or inaccurate thinking:
Ask yourself whether your thoughts are
consistent with the facts and logic, or the other
interpretations of the situation are reasonable?
The student's Ways of
4. Also pay attention to the style of thinking feelings helping him
that weakens your self-esteem:
- Way of Thinking “All thing or Nothing”: For
example, you say to yourself: “If I fail in this task,
then I am totally loser”
- Mental Filtering: For example, you may
tell yourself: “I made a mistake in this report,
so everyone will now consider me as a non-
intelligent person”.
- Converting Positives to Negatives: For
example, you say: “I did good in the test just
because it is easy”.
- Concluding Negative Endings: For example:
“My friend did not reply to my e-mail, I must have
37
done something that angered him”.
- Converting feelings into facts: Where you mix MEd_SB_G09_U00_EN.indb 37-38
feelings and beliefs with facts. For ex-ample: “feel

like I am a failure, I must be so.” - Concentrate on what is positive: Think of good things in your life. Remind
- Talking bad about oneself: Where you yourself of things that have gone well recently. Think of skills you used to adapt
underestimate yourself or position or use to difficult situations.
self-deprecating jokes. This may result from an - Rename annoying thoughts: Ask yourself: “What can I think of and do to ease
exaggerated reaction towards a situation, such as this tension?”
an error. For example: “I deserve everything that - Encourage yourself: Enhance your self-confidence and ability to make
happens to me.” positive changes. For example, you can tell yourself: “My presentation may not
Modifying your thoughts and beliefs: Now replace have been excel-lent, but it aroused the interest of my colleagues because they
your negative or inaccurate thoughts with positive continued to ask questions and participate in the discussion, meaning that I
and accurate ones. achieved my goal.
Try the following strategies”
- Use hopeful phrases such as: “I can handle it,
though it is difficult.”
- Forgive yourself: Tell yourself: “It is true that I
made a mistake, but this does not make me a bad
person.”
37

Activity 5 (Optional) (20 Minutes)
Look at the pictures and complete the captions.
5 Work in pairs. Look at the pictures. Which pictures show self-responsibility? Which Picture 1: Self-responsibility
pictures show responsibility for other people? Do any of the pictures show a lack of - To be responsible during hardships and difficulties.
responsibility? Explain your answers. - To be self-capable and build self-confidence to
remain persistent and achieve success during
difficult times.
Picture 2: Self-responsibility
- To achieve the objective, i.e. success/excellence in
studying and work.
Picture 3: Social Responsibility
- To be responsible towards society by raising
awareness about the importance of protecting
resources, especially water conservation (teacher
a. Shows: b. Shows:
Explanation: Explanation:
to use the example of a parent running a bath and
how they are careful not to waste water).
Picture 4: Family Responsibility
- To be responsible towards your family, by helping
your mother with household chores or taking
care of your younger siblings. This will develop
willingness to participate, which is fundamental to
achieving success in working in teams, will develop
sympathy for others and initiative.
C. Shows: d. Shows:
Explanation: Explanation: Beginners: Deconstruct the pictures using guiding
questions or realistic examples.
Advanced Students: Give a more detailed
explanation and justify with examples from everyday
life.
Students discuss self, family and social responsibilities
as a whole and draw general objectives to be
developed by individuals:
- Self-responsibility is to achieve success and self-
realisation (to set the objectives in order to achieve
success and self-realisation in personal, educational
9/28/2017 2:29:52 PM and professional life and admit mistakes and correct
them).
- Family responsibility is to protect the rights of
your family (to perform your duties, help carry the
burdens they face and protect their rights).
- Social responsibility is to protect other citizens
and their rights and safeguard our homeland
(Environmental responsibility is to ensure living
in a clean environment - Cultural responsibility is
to support our homeland and foster the sense of
belonging).
38

Theme Personality and Morals
Subject 1: Personality and Morals Unit 1
Unit 1: Introduction to Global

Introduction to Global Ethics
Ethics
Lesson 1 Global Ethics in the Context of International Issues
Lesson 2 International Relations of the UAE
Unit Objective Lesson 3 Global Ethical Challenges
Lesson 4 Global Ethical Challenges (continued)

In this unit, students will learn about the most
Lesson 5 Dealing with Ethical Challenges Globally
important current issues related to global ethics
and the foreign relations of the state of the UAE, its
role in the region and in the different organisations
and international forums. They will also learn
about global ethical challenges and problems, and
ways of finding solutions to them through working
individually, locally and globally.
What are Global Ethics and the
Global Ethical Challenges?
39
MEd_SB_G09_U01_EN.indb All Pages
Unit Description The Central Question
The concepts of the unit are divided into five It is the question around which all the lessons are
lessons designed to answer the central question. centred, and about which students should think
throughout the unit. Throughout the unit, students
will have to understand the targeted concept in this
question.
39

Teacher's Guide
How can international relations continue for the benefit of humanity without
being governed by morals?
What is the external role of the UAE in the various international
organisations and forums?
What are the most important ethical challenges faced by the global Exploratory Questions
community?
How does the global community deal with the ethical challenges it is facing? These questions highlight the concepts that students
should learn in this unit.
How can I face global ethical challenges individually and through group work?
40
9/28/2017 2:31:21 PM
Learning Outcomes – Unit 1
CM13 - Individual Responsibilities, Duties and Moral Obligations
1. Explain what is meant by Ethics and Ethical Enquiry in the context of international
relations.
2. Discuss the UAE’s external relations and its role in various international
organisations and forums.
3. Name the key ethical challenges for humanity and describe how you could find out
more about them (using reliable sources on the Internet and elsewhere).
4. Outline some of the ways that people and other concerned parties (such as states,
regional and international organisations) can reduce the impact of some global
ethical problems, or to find solutions for them.
40

Unit 1 Introduction to Global Ethics
Lesson Objective Lesson 1

Make sure the students understand the following:
- Ethics are codes of practice that attempt to identify Global ethics in the Learning Outcomes:
context of global
what is best for individuals and society. • Explain what is meant by ethics and
- Ethics provide us with a code or a moral framework ethical enquiry in the context of
that we can use to identify how to deal with issues international relations.
problematic issues.
Vocabulary
Required Materials moral imperative malnutrition
famine water security

• Textbooks, iPAD, Projectors, copies of the
electronic links in case the technology is not
1 Read this quote by Ernest Hemingway and analyse the concept of an ethical action. Then
available, stickers, white papers. suggest some actions you have done or could do that are moral actions.
Learning Outcomes:
Explain what is meant by Ethics and Ethical “So far, about morals, I know only that
Enquiry in the context of international relations. what is moral is what you feel good after
and what is immoral is what you feel bad
after.”
Ernest Hemingway
2 Read the following passage about morality and discuss the points it makes.
Water Security The ability to have enough clean

water for human use. Morals are deep-rooted values that result in actions - they can be positive and result in a good action, or negative and result in
a bad action. Hence, morals play a significant role in building societies. They are the source of individuals' actions and they play
It is a sense of duty towards the a fundamental role in developing group empathy toward others and in regulating relationships among individuals. In turn, this
reinforces societal ties and increases familiarity, cooperation, solidarity and strength.
other person or the community,
innately or out of generosity,
without being compelled with 41
Moral laws and mandates. People

Imperative often feel that it is their duty MEd_SB_G09_U01_EN.indb 41-42
to help poor or needy people.
Therefore, among the most
important qualities of moral Introductory Activity 1 (5 Minutes)
imperative is willingness,
responsibility and freedom. The teacher reads the quote then asks the students to explain it and talk about the
feelings that results from the action, sense of comfort or feeling of discomfort.
Malnutrition is a serious health
condition that occurs when a What actions make one feel good? - Good deeds. What actions make one feel bad? - Bad
person does not get the right deeds.
Malnutrition amount of nutrients in their diet,
or if the nutrients are less than - Then, what is meant by moral action?
their needs or more than their Each action or behaviour beyond the circle of ego is a moral act, and every action or
needs, in case of obesity.
behaviour showing selflessness is a moral act. The criteria for being a moral act is a love
Famine A big shortage in food, that of others, and working to serve them and comfort them.
leads to high rise in mortality.
- And moral ambiguity? Moral ambiguity is contrary to moral action.
41

Teacher's Guide

Morals are also fundamental to society because laws and rules are based on them. This is the main element in creating upstanding
citizens, wholesome families, sophisticated societies and developed countries. Morals protect societies from destruction and The students silently read the text. The
dissolution. Morals also maintain civility and civilization, which makes morals so important to a nation’s development and teacher asks the student to present one
strength. They are also a prerequisite for the sustainability of nations. Nation’s morals minimise disputes and conflicts among
people, which helps to reinforce relationships and social ties between the individuals of a society. idea about ethics.
- The teacher stresses, through this
Such relationships were among the main reasons for establishing the United Nations Organisation, which works to spread peace
and solidarity among people. Currently all recognised countries of the world are members of the UN, and their members work statement, that ethics are fundamental
according to its founding principles. for building societies, as all laws and
regulations are based on ethics. This is the
a. The sovereign equality of all its members. main element in creating ideal individuals,
wholesome families, sophisticated
b. Goodwill towards the commitments made by members.
societies and developed countries,
c. Settle international disputes by peaceful means and enforcing the Universal Declaration of therefore morals play a critical role in
Human Rights. keeping societies in line.
d. Consult with the United Nations regarding any action countries intend to take.
2. A- This activity is to establish the
concept of morality and its various
a. Write about two ethical behaviours governing: aspects for the students.
children in a public football fans at the student in extra- parents behaviour in
- Working in pairs, the student should
park stadium curricular activities front of their children. discuss examples and present them in
class.
Children's behaviour in a public park
(maintaining hygiene, being careful
with the park properties); football
b. Imagine you are in a position where one of your classmates acts in an immoral manner. Write fans behaviour in the stadium (being
a ten-sentence dialogue illustrating the situation, and your reaction. sportsmanlike); Behaviour of students in
extra-curricular activities (commitment to
rules set by the teacher); and parents in
front of their children (not throwing trash
out of the car window)
2. B. This activity aims at connecting
ethics as a concept to daily lives of
students and introducing them to
appropriate reactions in different
situations.
UNICEF logo (United Nations International Children’s Emergency Fund)
Students write a dialogue for situations
they might find themselves in where
ethics are lacking and identify how they
Unit 1 Lesson 1 42 would react. The teacher should stress
that it is unwise to react to bad behaviour
9/28/2017 2:31:22 PM
with bad behaviours. It is an easy fix
that doesn’t require effort and rather
puts them through more uncalled for
difficulties; reacting with bad behaviour
will damage your morals, the essence
that sets you apart from others. Your bad
reaction will put you on equal grounds
with the first party. In addition, people
who react in a harsh, cruel and mean
way usually lack self-confidence and lose
people’s respect; then they compensate
these shortcomings by assaulting others.
42


3 Read and discuss a section of UNICEF's appeal regarding the most significant threats to 4
The students should read the text and discuss
the lives of millions of people in four different countries.
UNICEF's role in dealing with famine, and children
suffering in various countries of the world.
3. A- This activity is to introduce students to the
conditions children live in poor countries. Students On 28 March 2017, UNICEF (United Nations Children's Fund) launched an urgent appeal to raise $255 million dollars to respond
to the urgent needs of children in the northeastern areas of Nigeria, Somalia, southern Sudan and Yemen. The spokesperson
should research individually the situation of children clarified, “We need this money to provide those children with food, water, health, education and protection services, during the
next few months according to a new funding update.”
in one of the countries mentioned in the passage, they
also define the role that the UNICEF and the UAE play A big part of such funding will be allocated to nutrition programs, and to provide medical care to children suffering from
malnutrition, in addition to other health services, including vaccinations. The money will be also allocated to drinking water,
to help them in terms of: Health care, education and sanitation systems, and to promoting cleanliness and hygiene advice for the protection against potentially fatal diseases.
protection from danger.
UNICEF will work with partners in the four countries to respond to the threat of famine. In Northeast Nigeria, UNICEF will provide
Then they should present their findings. emergency primary health care to 3.9 million people this year and provide treatment for 220,000 children under the age of five
who suffer from acute malnutrition. It will also provide more than 2 million people access to safe drinking water.
3. B- This activity aims at introducing students In Somalia, UNICEF supports 1.7 million children under the age of five including treating around 227,000 cases of severe
to the role the UAE state plays in addressing malnutrition through health and nutrition services in health care facilities and mobile units.
international humanitarian problems and its moral In southern Sudan, UNICEF has provided, in collaboration with partners, life-saving aid for 145,000 people in areas affected or
duty towards all people of the world without threatened by famine, including 33,000children under the age of five.
discrimination. In Yemen, UNICEF expanded the scale of its malnutrition response activity through healthcare facilities and mobile teams, and by
deploying healthcare practitioners and volunteers who reach out to communities that are difficult to access.
UAE is the biggest supporter of programs that fight
hunger around the world UNICEF also supports children suffering from acute malnutrition and their families with cash assistance, water and sanitation
services, including the provision of safe water and supplies and promoting hygiene. UNICEF, as usual, calls for the support of
www.middle-east-online.com/?id=209407 children and human rights and respect thereof.
www.albayan.ae/…the-uae/news-and- UNICEF UN News Centre. "Famine, Drought and War Threaten Millions of People in Four States” 28 January 2017. (Edited)
reports/2015-10...
Read full article - UAE efforts in agriculture is a high 5
level unique model... a. Compare the situations of children in one of the countries mentioned in the text with the
www.alittihad.ae/…. situation of children in the UAE, in terms of the following three aspects: healthcare, education
php?id=27991&y=2014&article=full
and protection from danger.
The teacher shares the links with the students in pairs
b. UNICEF seeks funding for programs to fight hunger and malnutrition, considered an
and asks them to gather only 5 facts demonstrating
the UAE's initiatives in addressing hunger and international moral imperative. Carry out research about the UAE's contribution to the fight
malnutrition. Then each pair should present only one against hunger and malnutrition.
fact in rotation, provided that they won’t repeat any

information. The teacher asks the following: Name of
the initiative, where, when, the cause, its offerings.
Differentiated Learning 43
Beginners: The teacher discusses the concepts of

health care, education and protection from danger MEd_SB_G09_U01_EN.indb 43-44
verbally with the student or group of students, asking

for a comparison for children's living situation from
only two countries. The teacher goes to the link and
asks the student to do the assignment. The teacher
supervises the work of the student or group of
students.
Advanced Students: The teacher asks the students
to research the situation of children in countries from
all the five continents and present them in a table via
Prezi presentations.
43

Teacher's Guide
and upholding human dignity in various parts of the

world. He was able to do so thanks to the efforts
4 Read what was written in Al Ittihad newspaper about tolerance and peace in
that he and his fellow rulers of other Emirates of the
the UAE and then answer the questions that follow.
UAE at the time, made to position UAE society in a
state of communications and intellectual and cultural
The approach of tolerance, peacefulness, civil coexistence and respect of beliefs adopted by the UAE stems from the legacy of
its people. This approach contributed to establishing and strengthening its presence as a country that always seeks peace and interaction with other nations and cultures in record
supports efforts to reinforce and maintain peace. Tolerance, love and peace are principles upon which this approach depends. time.
They serve the good of nations and stability across the region and the world.
The UAE is currently working on boosting means for reinforcing and strengthening humanitarian values shared by nations of
the region based on tolerance, acceptance and respect of others, building and reinforcing trust, and maintaining the bonds of
4. b- The aim of this activity is for the student
brotherhood, friendship and human coexistence among all societal groups in an a friendly, tolerant and respectful environment to gain the concepts of values that facilitate the
Al Ittihad newspaper website 25 April 2017. (Edited) relationship between citizens and residents and
their importance in building a cohesive school
a. Write about the way Sheikh Zayed, may God have mercy upon him, ruled the country. Describe community.
his morals in dealing with citizens and residents and support your argument with examples. - The teacher will actively collect ideas about the
b. The value of tolerance builds community and protects people from extremism. Define concept of values shared between us. Values are
four values that facilitate the relationship between citizens and residents, showing their defined as a group of principles, teachings, ethics
importance in building a cohesive society. and morals directing the individual’s behaviour and
c. The Egyptian poet Ahmed Shawqi said, indicate the proper way to avoid making mistakes
“Nations live as long as they keep their morals. Once their morals cease, they cease to exist.” or acting contrary to their principles, teachings and
Paraphrase the lines and compare them to an essay in a newspaper. morals and also identifies individuals' roles in the
society they belong to by performing their duties
properly. The teacher focuses on human values
being the innate principles that determine the way
5 Read the passage about the National Program Award for tolerance and discuss the points an individual deals with others with good behaviour,
that follow. tactful style and brotherly love even in case of a
difference of opinions.
National Program Award for tolerance
The teacher distributes blank papers to the students
working in pairs and students fold the paper in
The United Nations General Assembly declared the year 1995 as a Year for Tolerance.
half. Student write four values that facilitate the
That Declaration stated, “The United Nations is committed to strengthening tolerance through reinforcing mutual understanding relationship between citizens and residents on one
between cultures and peoples. This need lies in the essence of the Charter of the United States and also in the Universal
Declaration of Human Rights.” side, and the importance of these values in the school
In light of this commitment and in the same year, 1995, the UNESCO Member States adopted the Declaration of Principles on
life on the other side of the paper. The students
Tolerance. exchange papers and discuss ideas.
-4. C- This activity is to identify the importance of
Unit 1 Lesson 1 44 ethics from Poet Laureate Ahmed Shawqi's point
of view.
9/28/2017 2:31:22 PM
- The teacher shows Ahmed Shawqi's picture and asks
the students to name and identify him. (An Egyptian
writer and poet who is one of the greatest Arab poets
in modern times, nicknamed "the Prince of Poets).
Activity 4 (10 Minutes) The teacher distributes stick-it notes to the students
and asks them to contemplate the saying: “Nations
live as long as they keep their morals... Once their
The students read the passage. Students to discuss the approach of tolerance,
morals cease, they cease to exist” and write the
peacefulness, social coexistence and respect for beliefs followed by UAE from what
meaning on stick-it notes. Students discuss in groups
they learnt from the passage.
and the teacher stresses the fact that nations decay
4. a- The aim of this activity is for the students to reflect on the late Sheikh
and cease to exist if they lose their morals, morals are
Zayed’s , may God have mercy on him, ethics in governance and leadership ethics
the language of nations and this is what expresses
governance and leadership by example in the world.
nations, their classiness and solidarity.
- The teacher starts brainstorming with children to quiz the children on general
If morals are no longer available, corruption, lies, fraud
information about Sheikh Zayed.
and societal disintegration prevails.
He then asks them to search about the way in which Sheikh Zayed, ruled the country:
His morality in dealing with citizens and residents. Students work in pairs to gather
information, then they present the information they gathered, and the students
discuss how Sheikh Zayed inculcated the values of love, collaboration among nations
44

Activity 5 (10 Minutes) The prize was inspired by the ideals mentioned in the UNESCO Constitution which states that "it is imperative that peace is based
on the intellectual and moral solidarity of mankind."
In the same year the UNESCO-Madanjeet Singh Prize was also established to reinforce tolerance and non-violence, and to mark
The students read the passage. The student circle the the United Nations Year for Tolerance and the 125th anniversary of the birth of Mahatma Gandhi.
piece of information they would like to learn about.
The award is given every two years during an official ceremony marking the International Day of Tolerance. It is given as a reward
The teacher discusses the principle of tolerance and to people, institutions or organisations that distinguished themselves by meritorious initiatives in particular, over the course of
its importance, given that international organisations several years, designed to enhance understanding and resolve international or national problems in a spirit of tolerance.
adopt this concept and give awards in its name. The Proceeding from that, in 1996 the General Assembly called on Member States to observe the International Day of Tolerance on 16
November, through appropriate activities directed towards both educational establishments and the wider public.
teacher also discusses the importance of tolerance in
the United Arab Emirates and how the country reflects That is what happened in past years with the United Nations. On 8 June 2016, the Cabinet, headed by His Highness Sheikh
Mohamed bin Rashid Al Maktoum, Vice President, Prime Minister and ruler of Dubai, adopted the National Tolerance Programme
its care for this principle. presented by Sheikha Lubna bint Khalid Al Quasimi, Minister of State for Tolerance, presenting “The Principles of Tolerance in
Emirati Community” based on seven pillars: Islam; the UAE's Constitution; Zayed's legacy and ethics of the UAE; international
- Then the teacher asks about the importance of toler- conventions; archaeology and history; humanity; and common values. The programme stresses that authentic Emirati society will
ance on the individual level, starting with the student continue through these solid foundations to reinforce the values of tolerance, multiculturalism and acceptance of others. Emirati
society will also continue to reject discrimination, hate and intolerance in ideology, education and behaviour.
and his or her classmates, and reaching the family and
The Emirati National Programme for Tolerance was launched on 26 October 2016, in response to the call by State Minister for
community. How it serves as a means to get people Tolerance to participate in the initiatives and events designed to highlight the global status of the UAE as a tolerant country. It
together and mitigate tension. aimed to shed light on the leading role of the State, in terms of its leadership, government and citizens, in reinforcing common
human values, on the local, regional and international arenas on the occasion of the International Day of Tolerance.
To elaborate, the National Tolerance Programme will work within five main subjects based on: strengthening the Government's
5.A. This activity is to introduce the children to the role as an incubator of tolerance; strengthening the role of the family in society and promoting tolerance among young people;
principle of tolerance as mentioned in the United preventing intolerance and extremism; enriching scientific and cultural content; and contributing to international efforts to
promote tolerance and highlighting the role of the State in this area.
Nations Charter, the Universal Declaration of Hu-
man Rights and the UNESCO declaration of guiding National Tolerance Programme supports the State in implementing the UAE Vision 2021, and the national agenda, so as to create
a cohesive society preserving its identity. This will launch targeted initiatives and national programmes in sequence, through
principles. the programme and working groups that will be formed in collaboration with the relevant main parties, such as celebrating the
Week of Tolerance, and establishing a Council of Intellectuals for Tolerance and the Emirates Centre for Tolerance, in addition to
Differentiated education: The teacher reads the launching the Cooperate Tolerance Responsibility programme and the UAE Charter of Tolerance Coexistence and Peace.
principle to the differentiated group and explain These many efforts, on many occasions and in various places that are different at the geographical level yet so close at the
it, then explains to the students how to compose intellectual and humanitarian levels, work together to spread the message of global tolerance to all, across generations in all
times and places.
6
five sentences about the importance of tolerance
starting with “Tolerance is...” – Tolerance provides Source: Al Khaleej newspaper website, National Programme for Tolerance Award, 15 November 2016.
opportunities for convergence between humans .

If the technological means are available: Students
should obtain information from more than one link.
Students should read the principle as contained in the
United Nations Charter and others. Then they gather
for a discussion about the role tolerance plays in facil-
itating international relations. The teacher moderates
the discussion and gives examples to indicate what 45
would happen if the principle was adopted and what

would happen if the principle was not adopted. What MEd_SB_G09_U01_EN.indb 45-46
might happen? issued by UNESCO on 16 November 1995 on the meaning of tolerance:

- If technological means are not available: The First: Respect and acceptance of diversity of our cultures and their variance. This is not
teacher distributes information to the students and just a moral duty but rather a political and legal necessity, which is a virtue that makes
asks them to read it and continue the same way. peace possible all over the world. Consequently it helps to establish a culture of peace.
- On the fiftieth anniversary of UNESCO, on 16 No- Second: Tolerance is not a form of concession or giving of favours to others; it is rather
vember 1995, Member States adopted a Declaration first and foremost a situation that is based on recognition of the international human
of Principles on Tolerance, confirming the group of rights of people and the fundamental freedoms of others. Therefore, tolerance should
principles that they support. Tolerance does not mean be applied by individuals, as well as communities and States.
leniency or indifference but rather respect and appre- http://arab-csr.org/2014/03/24/%D8%A7%D9%84%D8%AA%D8%B3%D8%A
ciation of the rich diversity in cultures in this world and 7%D9%85%D8%AD-%D9%88%D8%A7%D9%84%D8%AD%D8%B1%D9%8A
the ways and modes of life that people adopt. %D8%A9-%D9%88%D8%AD%D9%82%D9%88%D9%82-%D8%A7%D9%84%-
http://www.unesco.org/new/ar/social-and-hu- D8%A7%D9%86%D8%B3%D8%A7%D9%86/ [in Arabic only]
man-sciences/themes/fight-against-discrimination/ 5. B. This activity aims at discovering the extent of the students’ understanding
promoting-tolerance/ and conviction of the concept of tolerance, in addition to giving them a space to
- The United Nations speech about tolerance is based express, in an artistic manner, a social-ethical topic to contribute to the spread
on the principles of international human rights, as of the culture of tolerance.
stated in article one of the Declaration of Principles on
Tolerance. (Déclaration de principe sur la tolérance)
45

Teacher's Guide
The teacher poses a group of questions, aiming at

focusing on the importance of applying ethics to
international relations: Countries should perform their
moral imperative towards the people of the world
that suffer from social and humanitarian problems.
The teacher stresses the importance of tolerance as a
value and principle governing international relations.
- This activity is to encourage students to use social
Tolerance
networking to complete their assignment.
Through the use of technology, the students should
post this hashtag on social media platforms. The
students should start to comment and ask their
a. The United Nations Charter, the Universal Declaration of Human Rights, and UNESCO
Declaration of Principles on Tolerance all called for tolerance among peoples. friends, family and teachers to post their comments.
- Write a research paper concerning tolerance as mentioned in each of them and # Dealing with international humanitarian problems is
present it to your class.
an international moral imperative.
- Analyse the role of tolerance in facilitating international relations.
b. Study the National Programme for Tolerance in the UAE. Prepare a collage of items of your
choice.
6 #Dealing with international humane problems is an international moral imperative.

Launch this as a hashtag# on one of the social media platforms and ask your classmates
and teachers to leave their comments after you post your comment on the subject.
Unit 1 Lesson 1 46
9/28/2017 2:31:23 PM
Beginners: Work individually, if they have an artistic sense. The teacher should offer
all necessary assistance. Or students may participate in a group where each student is
assigned a role that suits his or her abilities.
Advanced Students: Research a national tolerance programme in another country or
come up with a new tolerance programme to be applied in the school.
- Students work in multiple groups to make collages and the collages should be hung
in the school corridors and playgrounds and on the gates to be a message to parents
as well.
- Please Note: It is possible for the teacher to coordinate with the administration
to award a prize for the best collage.
46

Lesson Objective
This lesson aims to introduce the role of the UAE in
Lesson 2 2
the region, its diplomatic relations with neighbouring
and other countries, its membership in international International Learning Outcome:
Relations of the UAE

• Discuss the foreign relations of
organisations and international forums, and “with
the UAE and its role in various
international relations” in a local context through
international organisations and
trade agreements (knowing the State imports and forums
exports).
Vocabulary
moral rules globalisation

Required Materials
1 Look at the logos of the organisations and read their names. To which of those
• Organisations’ logos from the book or elsewhere, if organisations do you think that the UAE belongs?
available.
• A projector, if available.
• Six caps: White, red, yellow, black, green, blue.
• Large, wide piece of paper attached to the class
board.
• Papers, card, colours
• Computer
Logo of the Gulf Cooperation Council Logo of the United Nations
Learning Outcomes:
Discussing the UAE’s foreign relations and its role in

different international organisations and forums
Logo of the European Union Logo of the Arab League
47
Is the set of principles that

are recognized by people in a Introductory Activity 1 (5 minutes)
particular society. Abiding by
Moral Rules those principles assure the If technology is available: -The teacher presents the logos of the mentioned
community’s help and respect
to each other, mainly supporting organisations in the student’s book and of other organisations (PowerPoint) and the
the vulnerable, being truthful. students try to find out which of these organisations the United Arab Emirates belongs
Globalization in its ideal concept
is the building of one standard to.
world. Its foundation is the If technology is not available: The work should be done from the book. (The teacher
standardization of principles,
and the liberalization of political can bring other logos)
Globalisation and economic relations all over The teacher asks why the international and regional institutions were founded.
the world. Globalization also
includes translation of cultures, - To positively facilitate communication between states and their people in
freedom of broadcasting addition to supporting one another.
information, spreading and
sharing products, technology,
and media.
47

Teacher's Guide
After silently reading the text, The teacher asks each

2 Read the statements of Sheikh Zayed bin Sultan Al Nahyan, may God have mercy upon student to present one idea that demonstrates their
him, and President Jimmy Carter regarding international relations and then answer the knowledge of the content of the text. Then he asks the
questions that follow. first question and the students answer together.
The policy of the UAE internationally consolidates its relations with all states in the world according to Sheikh Zayed (may God have mercy upon him)
the principles of equality, justice, mutual respect and love of good for all without exception. said: “The UAE is keen on developing friendly
Sheikh Zayed (may God have mercy upon him) said: “The UAE is keen on developing friendly relations relations with all countries of the world, as this
with all countries of the world, as this benefits both the people of the UAE and the wider world.” benefits both the people of the UAE and the world
The UAE supported the issues of rights and justice in the UN and other international institutions,
population.” President Carter stated: “Human
which enabled it to assume an important role in establishing international relations that are based on
peace and stability. Sheikh Zayed expressed that by saying: “The UAE’s leading position in international
rights are the essence of our foreign policy, for
organisations is the result of a moderate foreign policy that advocates truth and justice, adopts dialogue they are equal to the essence of nation itself.” The
and understanding between brothers and friends, respects international conventions and laws, abides teacher stresses the keenness of Sheikh Zayed
by the Charter of the United Nations, respects the rules of good neighbourliness, sovereignty and and President Carter to foster good relations with
territorial integrity, does not interfere in the internal affairs of other nations, and endeavours to resolve other countries in the interest of the people.
disputes peacefully.” B- If technology is available: Students are put
In 1978, during a meeting that took place in the White House to commemorate the 30th anniversary of into pairs. The teacher asks them to conduct online
the signing of the Universal Declaration of Human Rights, US President Jimmy Carter stated: “Human research on the rights that the UN member states can
rights are the essence of our foreign policy, for they are equal to the essence of the nation itself.” claim and the students present their ideas in class and
a. Compare Sheikh Zayed’s words with what President Carter said about foreign policy.
discuss them.
b. In your group, discuss the rights that you could claim as a member of the UN. Check your
If technology is not available: The teacher
information online, and support your answer with examples.
distributes the information on the rights that the UN
member states can claim. The information is found via
the following link:
http://www.icj-cij.org/en/charter-of-the-united-
nations
Beginners: The teacher helps students read the
text and think about the meaning of foreign policy.
The teacher distributes information about the rights
that the UN member states can claim in a simplified
manner.
Advanced Students: Look for the necessary steps
that states must take to join the United Nations.
Sheikh Zayed bin Al Nahyan, President Jimmy Carter
(may God have mercy upon him)
Unit 1 Lesson 2 48
9/28/2017 2:31:26 PM
48


3 Read about the collaboration between Japan and the UAE as an example of collaboration
The activity starts by reading the text, silently or between countries. And then answer the questions that follow.
out loud, according to what the teacher feels is
appropriate. He then asks the first question, and the The Masdar Institute of Science and Technology and the University of Tokyo signed an agreement for academic and research
collaboration, paving the way for many fruitful partnerships between the two parties.
students answer together.
A- The students are free to answer. The areas of the agreement include the exchange of researchers from among faculty members and graduate students, the
conduct of joint research and seminars and the exchange of publications, information and research materials, as well as lectures
Lesson Objective: Acquiring knowledge; learning and courses run by researchers and academics. The Masdar Institute in 2014 hosted three PhD students from the University of
about new topics; discovering another civilisation; Tokyo.
acquiring new friends. The agreement with the University of Tokyo follows a number of cooperation projects established by the Masdar Institute
B- The teacher asks the following: Four points of throughout Asia, including the cooperation agreement with the Japan International Cooperation Center on its annual summer
training programme and research cooperation agreements with Mitsubishi Heavy Industries.
comparison between pre-technology education in the
UAE and later; determine the benefit students gain Many leading Japanese companies participate in the summer training programme with the Masdar Institute. The Institute
continues to play a vital role in supporting Masdar’s vision and helping it achieve its objectives of helping the UAE and Abu
from technology in learning. Dhabi transform into a knowledge-based economy, as well as finding effective solutions to the most difficult challenges facing
humanity, primarily climate change.
- Thinking strategy of the six caps The Masdar Institute of Science and Technology and the Japan International Cooperation Center also signed an agreement setting
• Explain the role of the thinking caps: White cap: out the framework of cooperation in annual training programmes and other collaborative activities at the World Future Energy
Summit 2014 hosted by Abu Dhabi. The agreement, with all its articles, seeks to enhance cooperation between the Masdar Institute
Neutral thinking/Red cap: Emotional thinking/
Yellow cap: Positive thinking/Black cap: Critical
and the Center to implement the annual training programme and ensure that training programmes will include introductory
courses on Japanese culture and language, while the final presentations will be given to students in Abu Dhabi.
4
thinking/Green cap: Creative thinking/Blue cap: As of 2014, faculty staff will be appointed to work with specialised companies to achieve the training objectives of each student in
Comprehensive thinking and thinking about thinking. each category. This will enable students to work in companies related to their fields of research, directly benefitting their research
activities at the Masdar Institute. In accordance with the agreement, many Japanese companies, in cooperation with faculty staff,
• Form working groups of six will receive applications from students, prepare and schedule interviews and make final selections. Next year, more than one
• Each person is asked to answer questions depending application is expected for each course. The companies will select the students who will participate in the training programme.
on the cap they have: The years 2012 and 2013 witnessed effective cooperation between the Masdar Institute and the Japan International Cooperation
White cap: What are the facts about the introduction Center in their summer training programmes, which are supported by the Ministry of Economy, Trade and Industry of Japan.
of technology into the scope of education? Emirates News Agency website, “Report: UAE–Japan relations undergo qualitative leap”, 25 February 2014. (Cited)
Red cap: What are your feelings about this integration?
Yellow cap: What does the student acquire from the
education programme through the technology used?
Black cap: What are the negative consequences of this
integration?
Green cap: What can be changed to make this
integration more meaningful? 49
Blue cap: How does this integration affect youth

culture in general? MEd_SB_G09_U01_EN.indb 49-50
• When the discussion is over, each group submits its

report.
• The findings are discussed, with recommendations ways to deliver lessons can be varied, so the learner does not get bored.
being made as a result, the most important of which Before the introduction of technology:
are: - Educational process based on books and courses
There are benefits to using technology in education: - The teacher is the only source of information
The ability to follow the learner/the ability to access - Parents follow the student through school visits
the electronic library/the ability to partake in distance - Student assessment is carried out in writing and takes considerable time to correct
learning/strengthening the learner’s ability to solve After the introduction of technology:
problems. Technology makes it easy to write tests and - The educational process is interesting and the student performs self-learning most of
correct them, and can be used in educational games the time
for children. It is important for those with disabilities -The teacher is not the only source of information: the Internet is full of information.
as different programmes can be designed tailored Important to pay attention to how information sources are selected
to particular disabilities. Technology increases the - Parents can follow the progress and activities of the student daily online and
efficiency of teachers, and saves time and effort communicate with the teachers
in education; classroom lessons can be stored and - Assessment using technology is easy and simulates different students’ levels
provided to the student for review for years, and the
49

Teacher's Guide
that these countries obtain especially in facing any

potential risks, whether political or economical or
military. In brief, any union done develops a strong and
capable entity to face any external challenge.
Academic cooperation with Japan
a. If you had the chance, would you have been interested in participating in a two-month training
programme in Japan? Give reasons.
b. Suggest four points on which to compare education in the UAE before and after the introduction
of technology in the classroom, determining how students benefit from technology in learning.
4 What is the nature of EU foreign policy? Read the following text, and then answer
the questions.
The EU is considered a key player on the global scene and it has security interests and responsibilities at both regional and global
levels. Via its common foreign policy, the EU speaks in a unified voice with regards to the main international issues.
The EU plays a key role in world peace operations. It has soldiers, police officers and judges to help save lives, stabilise conflict-
stricken countries and regions around the world, and provide emergency relief in the aftermath of disasters.
A common foreign and security policy has been adopted by the EU in light of several meetings and treaties that led to an
agreement between the concerned countries on establishing a common European Council.
On 1 December 2009 the European Council appointed Catherine Ashton as the highest representative of the European Union’s
Security and Foreign Affairs Policy. She became the president of the European Council on Foreign Affairs and assumed
Unit 1 Lesson 2 50
9/28/2017 2:31:27 PM
- Silently read the text. The teacher asks the students to describe what the text
tackles. Quick discussion of the benefits of the Union of States and its impact on
international relations, and then ask students to answer question a.
Suggested answers:
Gulf Cooperation Council (GCC).
European Union.
Among the benefits of the Union of States:
- Strengthen its position internationally and regionally.
- Solidarity to face internal economic and political risks.
- Help each other in all aspects: employment, health,
living...
The Union’s influence on foreign relations is in the benefit of the solidarity
50


responsibility for the Department of Foreign Affairs and Joint Security Policy until 2014. After its establishment in 2011, the
- This activity aims to identify the role played by European Office of Foreign Services became an essential agency in helping the High Representative perform her tasks.
customs in the economic cycle. The goals of the common foreign policy include:
The students read the text silently or out loud,
according to what the teacher feels is appropriate. - Preserving the values of the EU, its basic and security interests, its independence and its integrity
A- Open-ended questions: The teacher asks the - Promoting and supporting democracy, the rule of the law, human rights and the principles of the international law
students to consider together these questions:
- Maintaining peace, avoiding conflicts and strengthening international security
“What do you think of customs?” “Why do you
think it was founded?” “How do you think it - Helping citizens, countries and regions facing natural and man-made disasters
happened?” “What do you think would happen if Quoting from www.eupolcopps.eu website (cited)
we no longer had customs?” “Is there anything
else we can use to replace customs?” “What makes
you think that customs is related to the economy?”
“What further questions can you ask about
customs?”
The teacher then gives the students five minutes
to answer the question. The teacher focuses on
the following ideas:
•Customs is an economic and security authority
charged with monitoring cross-border trading and
collecting taxes imposed on imports
• Customs policy is a set of legal procedures that Flag of the United Nations and European Union
imposes certain duties or taxes on imports, exports or
a. Within the group, choose an example of an international union in the world, and list the benefits
people in transit. These procedures may be exempt,
of this union and its impact on the foreign relations of countries. Then present your research to
temporary or otherwise
your classmates.
• Customs plays an important role in supporting 5 Read about customs agreements between two countries. And then answer the questions
the local economy, in terms of attracting investors, that follow.
protecting local products and dealing with smuggling
operations at land, sea and air ports Bilateral agreements on customs, and technical and administrative cooperation represent one of the core elements in the
regional and international brief of the Federal Customs Authority (FCA). Regarding this brief, the FCA works from the basis
that it is the official federal customs authority concerned with customs affairs. It also has international obligations as an active
• Facilitating international trade and overcoming member in the World Customs Organisation, the World Trade Organisation and the international community.
barriers against the international trade. Trade is the

engine of growth 51
• Promoting investment and enhancing the
competitiveness of industry to raise the efficiency of so that local goods can compete with these commodities due to the cost differential.
the national economy Encouraging exports by exempting many of the exported materials from all customs
taxes and duties. This aims to help exports to find external markets, which will positively
This is achieved by: affect the balance of trade and improve the balance of payments.
• Encouraging investment by stimulating Arab B- If technology is available: The teacher asks the students in pairs to conduct online
and foreign capital to establish projects aimed at research on four countries with which the UAE has a trade agreement and asks them to
developing the national economy in all fields This is identify the most important exports and imports with these countries. Students give a
done by giving investors facilities in accordance with presentation of their ideas.
customs laws, investment promotion, international - If technology is not available: The teacher distributes collected articles or
conventions and decisions of the Cabinet of information to the students, in order to extract the required tasks and display it through
Ministers. a presentation board. Some information can be found at the following link:
Protecting national production and encouraging local https://www.abudhabi.ae/portal/public/en/business/international-trade/import-and-
industry. This is achieved by exempting or reducing export/free-trade-agreements-of-the-uae
customs duties and taxes on raw materials in national http://www.economy.gov.ae/PublicationsArabic/Trading-study%20(2).pdf [in Arabic
industries, production machinery and devices used in only]
the manufacturing process according to certain rules
and regulations. Customs duties are also levied on
imported and similar goods for domestic production,
51

Teacher's Guide
Agreements on mutual technical and administrative cooperation in customs affairs are considered among the most important
conventions underlined by the World Customs Organisation for several reasons:
• Effective agreements contribute to reduction of customs legislative violations that cause disruption of economic, commercial,
financial, social and cultural interests of the two countries
• Its role in ensuring the exact calculation and collection of custom duties and other taxes and dues on exported and imported
goods, as well as implementation of judgements related to prohibition, restriction and control
• Enforcement of actions against customs violations, in close cooperation between the two countries
• Putting an end to the increasing volume of illicit trafficking in narcotic drugs and psychotropic substances, which are a threat
to public health and society
• Taking into account relevant international conventions that encourage bilateral mutual assistance, as well as the
recommendations of the World Customs Organisation
• Enforcing customs cooperation in a way that serves the common interest and preparing an appropriate climate to facilitate and
encourage trade exchange and economic relations in general between the two countries
• Consequent exchange of experiences and expertise between customs administrations of the two countries, especially in
technical and administrative fields
• The need for international cooperation in matters relating to the management and application of the customs legislation of the
two countries
The authority also seeks, through bilateral

agreements, to embody and transform the goal that
it has adopted as a motto since the beginning of its
work: “Towards a secure society and fair trade”. It
seeks to make this a reality on the ground, through
protecting the local community from the negative
economic, social and health impacts of forged,
counterfeit goods and others. Furthermore, the
authority seeks to facilitate the movement of trade
between the UAE and its trading partners around
the world. International bilateral agreements aim
to achieve both sides of the targeted customs
equation.
Customs protects the community
a. What’s the role of customs in the economic cycle?
b. Conduct research with your colleague about four countries that have a trade agreement with
UAE. What are the most important exports and imports with these countries?
Unit 1 Lesson 2 52
9/28/2017 2:31:28 PM
Beginners: The teacher gives the students a simple table about the role played by
customs in the economic cycle to help them participate in the brainstorming session.
The teacher asks the students to prepare one country with which the UAE has a trade
agreement.
Advanced Students: The teacher asks the students to present their research via a
map of the world where the students show the exports and imports. The focus is on
writing the source of information within the research.
52

Lesson Objective Lesson 3

2
This lesson aims to bring the attention of
Global Ethical
Learning Outcomes:
the students to reading, thinking about and • Name the key ethical challenges that
Challenges
discussing global challenges and ethical issues humanity faces and master the methods
(especially the issues of climate change, of searching for advanced information
terrorism and weapons of mass destruction) about them (use reliable sources on the
and methods of reaching solutions for these Internet or elsewhere)
problems through collective human work at the
national and global/international level.
Required Materials 1 What are the challenges for global communities in the 21st century? Look at each of the
three pictures and think about the saying that accompanies each one. How does each one
make you feel? What do you think is the lesson or message?
• A map of the Mediterranean Sea and the three
continents
• Smart Tablet, if available
• Coloured cardboards
• Crayons
• Technological means for searching and
displaying, if available
“Climate change does not respect “Every positive value has its price “When the well is dry, we know
borders; it does not respect who in negative terms... The genius the worth of water.”
Learning Outcomes: you are - rich and poor, small of Einstein lead to the tragedy of Benjamin Franklin, one of the
and big. Therefore, this is what Hiroshima.” Founding Fathers of the United
we call ‘global challenges,’ which Pablo Picasso, a Spanish painter, States of America
Name the key ethical challenges for humanity
require global solidarity.” (1881–1973)
and know how to find out more about them Ban Ki-moon, Secretary-General
(using reliable sources on the Internet or of the United Nations, from

2007–2016
elsewhere)
53
Introductory Activity 1 (5 Minutes)

The teacher draws three columns on the board, one column for each of the three
pictures, and asks the students to think for a minute about how each picture makes
them feel, then gives them the option to write in each column the negative effects of
the crises appearing in the pictures. Answers include: Famine, increasing pollution,
natural disasters, loss of lives, disfigurement, orphanhood, spread of epidemics...
53

Teacher's Guide

After the students read the text silently, the teacher
2 Environmental problems - and global warming, in particular - are among the “global asks the following question: Are you supposed to,
challenges” that the former Secretary-General of the United Nations, Mr. Ban Ki-moon, since you live in the United Arab Emirates, (to clarify:
was talking about. Read the text about polar bears feeding on dolphins in the North Pole. This is very far away from the North Pole) take an
Then complete the activity that follows. interest in this issue?
The students answer Yes or No. The teacher
demonstrates the activity for the students (A public
debate between two students who presented two
opposite answers,Yes versus No) and chooses two
students who want to discuss and present their
ideas and arguments out loud for the rest of the
students.
The presented arguments:
Yes, I am supposed to take an interest:
-Argument with Ban Ki-moon’s saying below the
During research in the Svalbard archipelago in Norway in April 2014, 1000 km from the North Pole, Jon Aars (from the Norwegian
Polar Institute) monitored and photographed a bear feeding on white-beaked dolphins. This species of dolphins is not usually part
first picture in activity 1 (Climate change does not
of the diet of polar bears, which feed mainly on seals. Aars explained to Agence France-Presse that these dolphins are becoming respect boundaries; it affects everyone—the rich
part of the diet of the polar bears because of climate change. This is because, as the waters warm, new species are finding their
way north. Despite the fact that the white-beaked dolphins swim in these northern waters during the summer after the melting
and the poor, the old and the young, the strong and
of the ice, there are no previous records of these animals being in these areas during the winter. the weak...)
According to the researchers, the significant reduction of sea ice—to the extent that it disappears from the areas where it is
- The increasing melting of ice causes floods and
typically found in previous seasons—could be the reason why these dolphins were drawn to the area. As the waters cool and ice natural disasters.
forms, the dolphins find themselves trapped under ice, with only small openings from which they can breathe.
- The Polar Bear is one of the food web’s
Aars noted that the bear, which was apparently a hungry old male, most likely hunted the two dolphins when they surfaced to components, and therefore harming it will certainly
breathe through a tiny hole in the ice.
be reflected on other components of the web...
After these first observations, a further five cases of dolphins stranded or captured and then eaten by bears have been reported. No, I am not supposed to take an interest:
Aars added, “I don't think that this signifies a great change in the diet of this kind of animal. It's just that polar bears are coming - It takes decades for these effects to happen and
into contact with species they have not been used to meeting until now." some may take hundreds of years, so how can I
Oslo (AFP) benefit from taking an interest in these issues as
long as it will take place after I pass away.
a. The North Pole is far from the United Arab Emirates. Are you supposed to be interested in this
issue? Conduct thorough research into the effects of the reduction of sea ice on the ecosystem.
- Even if I took an interest in this issue, how can I
Then write a dialogue with a classmate who disagrees with you. Then present your dialogue to stop what is happening while I am just a student?
the class.
It is better to use my energy and mental power
to look after my personal affairs and to do my
Unit 1 Lesson 3 54
homework and hobbies.
9/28/2017 2:31:30 PM
54

3 Why is climate change considered an ethical dilemma at the level of international 4
a. The students read the text out loud or silently, relations? Read the text to learn more. Then complete the activity that follows.
as the teacher sees fit.
The teacher explains the meaning of the “the
Climate change causes ethical challenges in the international community for three reasons. First, it is a distinctively global
prisoner’s dilemma”, which is a situation in which phenomenon. As soon as greenhouse gases spread through the air, their impact on the climate of any place on Earth can no longer
be prevented. Consequently, international positions arise indicating what is known as the ‘Prisoner’s Dilemma’. It is true that all
there is agreement between those involved in a countries, collectively, are keen to reduce the emissions of greenhouse gases with the aim of mitigating the risk of their impacts,
but each country individually prefers to keep emitting the gases unconditionally and without restriction. At the same time, those
particular matter but each individual chooses the affected by these gases are not equally affected. In the short- and the medium-term, most of the severely affected countries and
peoples are those who, historically, emitted and are still emitting the least percentage of the greenhouse gases.
most appropriate option to achieve its personal
Second, current emissions have a distinctively trans-generational impact. The most prevalent gas of all of the greenhouse gases,
objectives And thus the agreement can not be carbon dioxide, remains in the air for long periods contributing to negative effects on climate over hundreds, if not thousands,
realised. of years. The present generation is responsible for preventing environmental harm in the future because it is unfair to ask future
generations to bear the burden of their ancestors’ emissions. It is also unfair to ask the present generations, especially those
The teacher divides the students into groups that did not until now contribute to greenhouse gas emissions, not to conduct economic activities that are beneficial for these
generations just because it will further worsen the ecological imbalance in the future.
and asks each group to make a list of procedures
Third, there are theoretical tools that we can use to decide with great clarity some of the under-addressed problems in several
(at home and at school) that would help to limit areas, such as international justice, trans-generational ethics and environmental justice, which consider matters to do with the
relationships between humanity and other elements of nature.
global garming Examples: -Lowering the air
conditioning or increasing its temperature a. With your group, suggest actions that you and your classmates could do at home and at school
to limit global warming.
- Rationalizing electricity consumption (Turning b. Conduct research with your group about the most notable convention that the international
the lights off when leaving the room, Limit community has established to limit the factors causing climate change. Identify one or more
obstacles, which match the reasons given in this text, to the signing of this convention.
the use of lights in the morning, Unplugging
electrical devices during sleep and when we
stop using them in the morning...)
- Rationalizing water consumption
- Waste sorting
At the end of the activity, one of the members
of each group reads the list out loud for the rest
of the students.
b. If technology is available: Students are divided
into groups.
They are asked to search the Web for the 55
most notable convention that the international MEd_SB_G09_U01_EN.indb 55-56
community has established to limit the factors

affecting climate changes. The expected answers:
- If technology is not available: the teacher asks The Paris convention is the one that seeks to reducing the earth’s temperature by
students more than 2 degrees Celsius. This a goal required strong will from the global society
look for the information needed as a homework, and hundreds of billions of dollars. And the best process for this to happen is the
or he can distribute in class some images and transition from sources of energy that are polluting the world, such as oil and coal,
text related to the subject and have the students into clean solar and wind energy sources.
deduce the answers. The students then state one or two reasons why this agreement will not be realised.
One of the reasons is the of “the Prisoner’s dilemma” which was explained earlier
during the reading.
The teacher can have a discussion among the students after they reply to this
question.
55

Teacher's Guide

4 Read the text. Then complete the activity that follows.
a. The teacher divides the students into groups and
assign them the task of making a poster at home
showing, in pictures and text, the negative effects of Acti
the shortage of freshwater and safe drinking water
The
on the health of humans in general (transmission
to an
of infections and diseases due to not washing the
Do y
hands, not taking a shower regularly, insufficient
Have
cleaning of houses, public utilities, institutions and
Gene
schools and not washing vegetables properly...)
stati
of m
b. The teacher divides the students into groups and
Wish
asks them to work, at home (a group homework
weap
assignment), on conducting research about simple
methods for water purification using easily accessed
materials, then executing one of these methods as
an experiment and bringing their work to class at the
next session.
The reduction of freshwater in the Middle East and North Africa constitutes a grave danger to economic growth, social cohesion, In this research, the students identify the required
peace and political stability. This situation has been getting worse in recent years on account of rapid climate change that greatly
affects water resources, including water’s quantity, timing, change, form and deposition. materials for the experiment and they try to choose
The Middle East, and in particular North Africa, are the most vulnerable to the negative impacts of climate change because the suitable materials based on how easily accessible
countries in this area suffer most severely from water shortages. This is because water availability per capita is much less than the
normal range. While some countries in the Middle East, like the Countries of the Arabian Peninsula, have almost no fresh water
these materials are (sand, rocks, plastic cups...)
resources, they are not dependent on agriculture, like those in the Levant and North Africa.
In addition, countries of the Middle East and North Africa are facing a critical situation, which is low precipitation rates and very
variable rainfall ratios regarding place and time. Lebanon is the best in terms of precipitation, and Qatar is the worst in terms of
change in precipitation rates.
Unit 1 Lesson 3 56
9/28/2017 2:31:31 PM
56

How climate change affects water resources?
High temperatures increase water vapour in the atmosphere, which in turn increase the amount of water carried by the
atmosphere. This leads to early and short flow seasons and an increase in the dry seasons frequency. Additionally, increased
evaporation reduces soil moisture levels, a matter with which the area may face the danger of droughts again, and thus the
desertification probabilities.
Climate change also affects sea levels. Sea level rise may lead to a decline in the fresh groundwater nature and abundance in
coastal areas. This in turn adversely affects the groundwater quality due to saltwater intrusion, leading to a decline in freshwater
flow and reduction of freshwater bodies.
Sea level is expected to rise by about 19 to 58 cm at the end of the 21st century. This rise will affect 12 out of the 19 MENA
countries. There is no doubt that these reductions in water resources will have costly social and economic consequences.
a. What is the ethical problem of water desalination? Explain this, guided by the definition of
“moral dilemma”
b. search on the web for water filtration methods, then chose one and perform it (homework).
Students regain the definition of moral dilemma

in their minds in order to determine the ethical
5 Read the text on water desalination and its economic and environmental outcomes, then
problem posed by a desalination process of sea discuss the following points.
water.
The teacher divides students into groups of three Transformation of seawater into freshwater is the lifeline for the countries with limited freshwater resources in this part of the
world. For the UAE in particular, almost all of the Country’s drinking water is desalinated. However, desalination needs high
students.
energy and is not cost-effective, especially with rising oil and gas prices. The Gulf region alone produces about 50% of the
Each group prepares a short theatrical scene. They desalinated water in the world. In the UAE, seawater desalination requires about 10 times more energy than fresh surface water
production. Desalination costs are expected to increase by 300%. In addition, like all industrial processes, seawater desalination
should have 3 parties in their scene: has a negative impact on the environment, and thus on marine life. The most important reasons for this process’s negative impact
1. A representatives on the environment are summarised in the steady increase in seawater salinity. Salinity of the water returned to the sea after
desalination is twice as high as the basic salinity. Moreover, the situation is likely to be more and more complicated if we take
of the State (Minister for Environmental Affairs) into account the high evaporation rate due to climate quality in the UAE. This process also adversely contributes to the long-term
2. An active person in environmental affairs impact of global warming.
3. A technical person who works in a company Hence, decreasing the demand for energy, mitigation of environmental impact and reduction of the cost of water desalination,
which is essential, is required. To this end, Masdar (Abu Dhabi’s Multifaceted Renewable Energy Initiative) has launched a pilot
that deals with new healthy technology for water
programme to test and develop advanced and highly efficient energy technologies for seawater desalination using renewable
desalination. energy sources. The long-term objectives of the Programme are to establish renewable energy desalination plants in the UAE, so
that a commercially operational plant will be completed by 2020. The Programme aims to significantly reduce energy consumption
The scene should have the following ideas:
by combining advanced and highly efficient desalination technologies with renewable energy sources. The Programme contributes
The activist is in the position of the critic:
The steady increasing of the process of desalination 57
of sea water is causing damage to marine life. along
with a drain in the economy of the state. MEd_SB_G09_U01_EN.indb 57-58
The State representative is in the position of the

defender:
There are no other solutions at the time being.
Especially with the increase of dry seasons and the
depletion of the water. We would do a research and a
study to find ways of treating this issue.
The technical person:
There are new ways for desalinating of sea water,
as Pumping it and desalinating it by using solar
energy, the way you can see it in Dubai at the Sheikh
Mohammed bin Rashed al Maktoum complex.
57

Teacher's Guide
to create a link between promising desalination technologies being developed at universities and research centres around the
world, and large-scale and renewable energy plants.
a. What is the ethical problem resulting from desalination? Explain this using the definition of
“ethical problem”. Express your answer by performing an acting scene with two colleagues.
One of you will play the role of a state that desalinates water, the other one will play the role of
an activist in an environmental society and the third colleague will play the role of a scientist in
modern techniques for seawater desalination using renewable energy.
Unit 1 Lesson 3 58
9/28/2017 2:31:31 PM
58

Grade 9
Moral Education
Lesson Objective
Lesson 4
2
This lesson aims to highlight global moral challenges
and to encourage students to search, think and Global Ethical Learning Outcomes:
• Identify the key moral challenges to
Challenges
find a variety of ways to reduce and eliminate these
problems by all available means, and encourage them humanity and find out more about
to think about new solutions, developing their skills them (by using reliable sources on the
internet and elsewhere)
and broadening their knowledge to build up good
human societies that respect moral issues.
Required Materials Vocabulary

treaty controversial
• Cardboard
propaganda genetic map
• Crayons
• Projectors for student work
• Computers with Internet access
1 Express your opinion on the moral challenges represented in the two pictures below, and
• Large sheets of paper to prepare posters then answer the questions that follow.
• Copies of the online content if technology is not
available
Learning Outcomes:
Name the key ethical challenges for humanity and

understand how to find out more about them (by
using reliable sources on the Internet and elsewhere).
a. Are we entitled to revive animal species?
b. Are we entitled to change our genetic map so that future generations do not inherit diseases or
disabilities?
59
An agreement between two
Treaty or more states, or two or more MEd_SB_G09_U01_EN.indb 59-60
parties, which regulates certain

relations between them.
Introductory Activity 1 (5 minutes)
Controversial An issue that creates discussion.
The dissemination of The teacher raises the dialectic of “genetic change” and asks the following questions:
information with a one-sided A-Do we have the right to revive extinct species of animals?
Propaganda perspective and directing a B-Do we have the right to change our genetic map so that future generations will not
focused group of messages to
influence the views or behaviour inherit diseases or disabilities?
of the largest number of people. The answers to the previous questions are: “Yes” or “No”. The class is divided into two
groups according to the answers. The teacher asks each group to show its position,
Genetic Map Biological legacies.
explain and support it with real-life examples.
59

Teacher's Guide
raise the issue of the theft of ideas (a real problem),

then search for ways to protect these ideas, and the
2 Read about the international organisations working to protect ideas from piracy,
definition of WIPO’s Madrid Scheme, how it works and
and then complete the activity that follows.
its importance.
B- Exercise B aims to classify the process of
making use of the ideas of others without
their permission, as theft and an immoral act.
International Design System The International Trademark System The teacher discusses the goal of the exercise with
Industrial design is the decorative or aesthetic appearance A brand is a mark distinguishing the goods or services of a the students collectively, and gives everyone the
of a piece consisting of two-dimensional elements, such as
drawings, lines or colours. In terms of principle, the owner of
company from the goods or services of other companies.
Trademarks are protected by intellectual property laws at
opportunity to express their opinion.
the registered industrial design or registered patent owner national and regional level, where the trademark can be Piracy of ideas is a moral problem: Theft of an idea
shall be entitled to prevent others from manufacturing, protected by registration through filing the appropriate
selling or importing products that are designed or embody application form at the national/regional trademark office or design is considered the same as the theft of
a design that is a copy of the protected design, when he and paying the required fees. At international level, you money or property, and may have greater impact on
undertakes such business for commercial purposes. have two choices: either file a trademark application at
the trademark office of the country in which you wish to the owner of the idea or design, because it is a theft
The laws of the majority of countries require that the obtain protection, or use the World Intellectual Property
industrial design shall be registered and protected under Organization’s (WIPO) Madrid System.
of their time and effort
the Industrial Design Act as a “registered design”. Some C- Exercise C aims to highlight the concept of the
countries ensure protection of industrial designs under The periods of the protection vary, but trademark registration
patent law as “design patents”. can be renewed without a time limit for an additional fee. mark and its areas of usages.
Trademark protection is enforced by courts, which in most
In some countries, industrial design laws stipulate that countries have the power to prevent trademark infringement. The teacher defines the term “mark” by showing
what are known as “unregistered industrial designs” have
to be granted fixed term protection and scope, without A trademark can be a single word or a combination of words,
examples that we see in daily life: clothing
registration. letters and numbers. It may consist of three-dimensional trademarks or the brands of pens and other classroom
marks, symbols and signals, such as the shape and packaging
The industrial designs considered artworks under copyright of goods, or sound signals such as music, oral sounds, smells equipment. The teacher then gives a global definition:
law may also be protected under the concerned national law
and according to the type of design.
or colours used as distinctive features. Friedman defines it as a process of marking
WIPO-administered treaties, together with national and something on websites like an article within a blog, a
WIPO-administered treaties, together with national and regional laws, constitute the international legal framework
regional laws, constitute the international legal framework for trademarks. particular image, a video, etc.
for industrial designs. http://alterazi2.blogspot.com/ [in Arabic only]
Later, the teacher asks the students to form groups
a. Explain why pirating ideas is a moral challenge, and the importance of intellectual protection in to plan and implement a new mark for their school so
combatting piracy. that it can become a global name through which they
b. Logos are of fundamental importance in developing and exploiting a brand globally. Draw a new
will introduce their school around the world.
mark for your school to introduce it to students from Western countries. The teacher asks the students to focus on the most
important features and objectives of the school during
c. Protect your intellectual product (your school’s logo) by researching necessary steps in the UAE.
the preparation and implementation of the mark.
If technology is available: Students implement their
ideas by using appropriate software.
Unit 1 Lesson 4 60
If technology is not available: The students develop
9/28/2017 2:31:32 PM
their ideas by using card, crayons and whatever
else is available in class (there may be a musical
Activity 2 (10 minutes) instrument that allows for a musical mark to be
created).
The teacher begins the lesson by presenting a new ethical problem that has not yet
Students conduct research on UAE laws that protect
been raised in this unit, which is the problem of pirating ideas. The question is: What is
intellectual property, such as the following link,
your attitude towards those who take your answers in the classroom and present them
available in Arabic:
as their own ideas?
https://www.dxbpp.gov.ae/Law_Page.aspx?Law_
The teacher then asks the students to read the two documents attached to the activity
ID=14&Grand_ID=14
silently to start answering the activity questions.
This activity aims to educate students first about the importance of protecting
ideas from piracy and theft, defending our intellectual products, and then
Beginners:
learning how to do this through the application of the international laws.
- The teacher provides the students with a model for a
A- Exercise A highlights the existence of institutions that protect intellectual
design of a mark for the school and other schools.
property, and highlights how these institutions work and their importance.
Advanced Students:
Students are encouraged to conduct research (in pairs) on the Internet to identify
- Draw a company mark of their choice.
institutions that protect ideas. In the event that technology is not available, teachers
- Conduct research into the steps needed to protect
must prepare relevant articles.
intellectual property in the UAE and another Arab
The teacher must urge students to provide their answers in an interesting way: Firstly,
country of their choice.
60

Grade 9
Moral Education
The objective of Activity 3 is to introduce the

3 Let’s learn about the measures the UAE is taking in its efforts to face climate change 4
and the global challenges that hamper sustainable development. Read the article about
students to a new ethical problem, but of a Masdar City.
different kind, namely environmental ethical
problems, how to prevent them from happening
Masdar has committed more than US$ 1.7 billion to renewable energy projects. Its projects are responsible for the generation of
and how to deal with them in the event they do nearly one gigawatt of clean power both inside and outside of the UAE. Masdar’s projects in the UAE include:
happen. • The 100-megawatt Shams 1 solar power station project with Total, which stretches over 2.5 square kilometres in western Abu
The teacher asks the students to search for a definition Dhabi
of the sustainable environment, in pairs, after reading • The 10-megawatt solar photovoltaic plant in Abu Dhabi
the text attached to the activity. • The city’s 1-megawatt solar photovoltaic rooftop installations
A- Exercise A highlights the environmental issue • The Carbon Capture and sequestration projects in the UAE, which seek to add value to the national economy while also reducing
of rationalisation of energy use and the use of industrial carbon emissions
renewable energy sources. Internationally, Masdar Clean Energy has invested in high profile, utility-scale renewable energy projects like:
The Sustainable Environment • Torresol Energy, a joint venture in Spain with SENER that builds and operates 120-megawatt concentrated solar power plants
The development of the sustainable environment for • London Array, a 650-megawatt offshore wind farm in the Thames Estuary
rich countries is summarised in continuous reductions Now complete the activity that follows.
in energy and natural resource consumption by a. Define the term sustainable environment. Compare how the UAE, France and India work to
improving efficiency and radically changing lifestyles. accomplish the objective of sustaining the environment.
Source link: https://hrdiscussion.com/hr10618.html [in b. Design a poster to introduce classmates to different types of renewable resources.
Arabic only] c. Prepare a report on the most important environmental and health indicators adopted in
The students then identify the countries that apply this studying global environment and health status. Use these indicators to study the environmental
system, and compare how it is applied and its benefits. and health status of your neighbourhood.
B- Exercise B aims to help students recognise the
importance of spreading awareness and bearing
moral responsibility towards others in terms of
awareness and guidance.
The students create a poster through which
primary school students will learn about the various
types of renewable sources and display the poster
in their classrooms to emphasise the importance of
spreading awareness.
The teacher asks the students, in groups, to play
this role towards the students in the primary
section.
The poster must contain a definition of renewable and
alternative resources, and be presented in an easy-to-
understand way that allows for the use of information,
as well as practical guidelines for daily behaviour that
protects the environment. 61
In co-operation with the school administration and the
primary section, the posters will later be displayed MEd_SB_G09_U01_EN.indb 61-62
in the corridors of the primary school section and its

playground.
C- Exercise C aims to introduce the students to
the scientific basics used in the study of the indicators
environmental reality. - Students must use the information and indicators they have obtained to apply
The students prepare a report on the most them to the study of the environmental situation of the neighbourhood in which
important environmental and health indicators they live (with their limited capacity if possible) to benefit from learning It is
adopted globally to study environmental and possible for the school administration to co-ordinate with district department
health realities. The teacher asks students, in small officials to give thanks for a particular piece of good performance, or to file a
groups, (not exceeding three students) to prepare complaint for a particular shortcoming.
a report on the most important environmental and
health indicators adopted globally to study the Differentiated Learning
environmental reality of a specific place. Beginners:
Some references can be used: United Nations reports - Present a scene that deals with a situation from the daily life of the neighbourhood
on economic indicators that the health indicators are (the method of collecting waste, types of energy used and how to rationalise its use,
part thereof, WHO reports on global health statistics etc.).
The report must include the following basic points: Advanced Students:
- Indicators to help in environmental study - Organise a play to explain renewable resources to primary school students.
- How to apply these indicators - Clarify the most important environmental and health indicators that are adopted
- Analysis of the results of the application of the globally.
61

Teacher's Guide
the subsequent consequences of this action:

The students determine the seriousness of this
issue and its effect on humanity, and shed light
4 Read the report about the contribution of morals to public health in the WHO bulletin, on the greed of some drug companies and their
and then complete the activity that follows. indifference to the lives of people.
- Use of chemical weapons: This is defined as
the deliberate use of germs, viruses or other
organisms and their toxins that lead to epidemics.
- The ethical health issue that will be posed to
be the subject of research: The teacher asks
the students to choose an ethical health issue to
discuss their implications in the classroom after
preparing the relevant information in group work.
B- Exercise B aims to train students to obtain
information from valid sources, as well as to
The World Health Organisation’s emblem identify the most important health laws and
ethics in the UAE.
Although the issue of health ethics dates back to the times of Hippocrates, San Si Miao and Ibn Sina, the field of bioethics emerged Browse the UAE Health Authority website for
only after World War II. In recent years, efforts have been made to broaden ethical analysis in health care to increase direct focus
on public health issues. Unlike bioethics, which have traditionally focused on the physician–patient relationship, public health health laws in the UAE.
ethics focus on designing, implementing and improving measures to monitor the health of the population. The perspective of
public health ethics goes beyond health care to include the country-specific economic and social structural factors that contribute
to or prevent the creation of healthy societies. The scope of such ethics generally covers the following main issues:
Beginners:
- Differences in the health status of different social groups, and their opportunities to access health care and benefit from medical
research: Decisions on the allocation of resources in a health field depend largely on the importance that officials attach to the - The teacher helps the students read the text, then
impact of simple improvements affecting the quality of life of a large segment of people, in relation to the impact of life-saving
medical operations that serve only a small proportion of people. the student will discuss one issue of a health or
- Addressing the risk of infectious diseases: Efforts to contain infectious diseases raise complex questions about the viability of
moral nature.
limiting the choices of individuals to safeguard the health of other people. Examples include the use of isolation and quarantine Advanced Students:
to stop the uncontrolled spread of tuberculosis and influenza.
- Communicate with an official of the World Health
Organisation to discuss the issues raised in this
lesson.
- Present the laws on health ethics in the United
Arab Emirates and countries of the world of their
choice.
Unit 1 Lesson 4 62
9/28/2017 2:31:34 PM
The fourth activity aims to educate the students about ethical health problems and
how to protect this field from ideals that are destructive to people’s lives.
A- Exercise A aims to raise the student’s sense of responsibility and to discover
the ability to change, especially in the case of assuming responsible
positions.
- Adopt a responsible role in the World Health Organisation. The exercise aims to
motivate the students to assume ethical responsibilities and train on how to work
in responsible positions. The teacher asks the students, collectively, to discuss the
following points in the discussion of morals (listening to others, presenting views
in a calm voice, supporting ideas with proof and evidence, etc.).
- Using individuals to conduct medical experiments: Students are divided into
supporters and opponents. The teacher must allow anybody who wants to defend
his ideas in a scientific and civilised manner to do so, and intervene only to correct
the course of the debate in case of digression.
- Contaminating residential areas with viruses in order to sell medicine and
62

Grade 9
Moral Education
- Exploitation of individuals in low-income countries: Current medical research practices are likely to expose participants to
significant risks without benefiting them or their communities. Therefore, limiting the obligations of foreign entities, sponsoring
research activities for participants in medical experiments at the local level, is crucially ethical. In the area of organ transplantation,
the growing phenomenon of “tourism for organ transplants” is one of the issues that may expose the poor to serious health risks,
Activity 5 (10 minutes) and at the same time raise many questions about the exploitation of the human body for commercial purposes.
- Health awareness: The growing risk of non-communicable and imminent public health diseases, including those caused in part
by unhealthy behaviours such as smoking, unhealthy diets or lack of physical activity, raises the question of the powers of public
The purpose of this activity is to verify the sources health authorities to intervene in personal health issues.
of information before taking any action that we may - Participation, transparency and accountability: The process by which decisions are taken is morally the same as the outcome
regret later, whether at individual, community or of those decisions. In medical research in recent years, the strengthening of pre-informed consent and community-based
surveillance systems has been given considerable attention. The next step is to develop mechanisms to assess their effectiveness.
state levels. It also aims to explain that rumours
Since the founding of the World Health Organisation (WHO) 60 years ago, the question of ethics has been at the core of the
and false propaganda must not be exploited for organisation mission to globally protect and promote the health of societies. Many programmes and departments, as well
illegal purposes. as regional offices, have undertaken ethics activities. In 1994, for example, the Regional Office of the Americas developed a
programme on bioethics. In 2002, the Director-General, Dr. Gro Harlem Brundtland, launched an initiative in the field of ethics
The teacher and students read the text out loud. The and health. The identification of ethical and evidence-based policy choices is one of the six core functions of the WHO. The
Organisation’s 60th anniversary and the 30th anniversary of the Declaration of Alma-Ata provide an opportunity to reflect on the
teacher then begins asking the activity questions and moral values and dilemmas that arise in the field of public health.
discussing the answers with the students:
- The teacher presents some ideas in order to illustrate
a. Take the role of an official at the WHO, and then discuss with your classmates the following
the quantity of public information ethical health issues:
- Then he displays the activity idea and its purpose to - Using individuals to conduct medical experiments
start answering the activity questions - Use of chemical weapons
A- Exercise A aims to highlight the importance of b. What ethical health issue is set to be the subject of research?
Browse the website of the UAE’s Ministry of Health, and then make a presentation on the laws
laws that protect journalism from the impurities concerning health morals.
of false and untrue news.
Present a report explaining how the United Arab
Emirates is correcting the work of journalism 5 Read about the ethical problems in the field of journalism around the world and how to
so that it remains a cornerstone of truth, not reduce them. Then complete the activity that follows. 6
falsehood: The students must link the global
information they learnt to real life, how it is applied A new report from the Ethical Journalism Network tackled the challenges that journalists face in the “post-truth era”,
where facts and enlightened opinion have been replaced by propaganda and misinformation.
in their country and the importance of the laws on
The report consists of a series of articles by journalists and academics, and presents aspects of the challenges faced
journalism that maintain it as a honest profession that by the media in the United States, the United Kingdom, India, Turkey and elsewhere.
tells the truth, proselytising and educating without
The report defines ‘hate speech’ as statements calling for discrimination and violence, which differ from controversial
attempting to use them for illegal purposes. Introduce statements that others or other societies may consider offensive. Journalists face the task of distinguishing between
various laws applied in the United Arab Emirates to them in order to avoid censoring speech at the risk of being offensive. This is compounded by the problem of reporting
correct the work of journalism, with the assistance of

classmates (paired groups).
63
Helpful references for research:
UAE Press Law MEd_SB_G09_U01_EN.indb 63-64
http://www.menassat.com/?q=en/news-articles/7321-
emirates-media-law-ambiguities C- Exercise C highlights the global term “propaganda” in the field of false
Press freedom in the UAE advertising: Propaganda and the consequences of this type of advertisement.
www.alittihad.ae/investigations_details.php?id=309 Global propaganda and its consequences: The teacher explains the meaning of the
[in Arabic only] term “propaganda”: Advertising and Promotion; propaganda war.
B- Exercise B aims to underline the importance http://www.almaany.com/en/dict/ar-en/propaganda/
of ensuring sources of information are valid Students are then asked to conduct research on a global propaganda campaign and
in order to avoid incorrect judgements and report their findings through group work.
results that may lead to many problems. Possible consequences: Loss of confidence in the absolute authority of advertising/
Demonstrate the importance of verifying sources lack of acceptance of real information in the field of advertising
of information before making judgements: Differentiated Learning
Clarifying the seriousness of decisions and Beginners:
judgements based on incorrect information from - Ask them to present in a manner of their choosing an example of global
unreliable sources, whether at the level of individuals propaganda that their classmates found: Acting/stand-up comedy/signing rap, etc.
and the problems that may result from it, or at the Advanced Students:
level of societies, governments, wars and political - Perform a representative scene showing the importance of verifying the source of
crises accompanying such situations, during a class information before making judgements.
discussion.
63

Teacher's Guide
on officials who advocate intolerance. Media coverage of these controversial statements may raise viewing figures of
television channels or attract more readers, but it may also inflate these statements and thus give them legitimacy
that they do not deserve.
The Ethical Journalism Network has published a list to guide journalists during this process, which includes “pre-
publication”, if the speech is fact-based, or “beyond the limits and unpublishable”. The report provides a detailed guide
on how journalists can best deal with their sources of information. When they try to establish a good relationship with
a source, the guide urges journalists to consider some of the following issues:
• Journalists must have very honest and transparent intent, and make sure that the source understands the
circumstances of the interview
• If the interview is with a person at risk, the journalist must ensure that the source understands the consequences
of disseminating the information provided
• The guide also includes questions that journalists must ask themselves when they deal with an anonymous
source, as well as advice on what to do if they are pressured to reveal their sources or to share the content of
their articles before publication
• Since journalists are now using social media as a source of information, the report includes a guide containing
tips for verifying publications, videos, photos, etc.
• It is important to check that the image or video taken from social media has not been edited or distorted (e.g.
using Photoshop)
• Journalists should communicate with the original source of the social media content in order to verify its
accuracy, reliability and credibility
a. Write a report explaining how the United Arab Emirates regulates journalism so that it remains
a cornerstone of truth, not falsehood.
b. Show the importance of verifying the source of information before making judgements.
c. Look for an example of global propaganda and explain its consequences.
6 With a classmate, choose one global ethical challenge. Make your classmates aware of its
seriousness and suggest ways in which to overcome it.
Unit 1 Lesson 4 64
9/28/2017 2:31:34 PM
Activity 6 Summary and Continuity of Work (5 minutes)
With a classmate, choose one of the global ethical challenges and work to make
all of the school’s students aware of the seriousness of the issue and how it can be
reduced in the next school year.
The teacher puts the students in pairs after reviewing the ideas and summarising the
main points of the lesson. They are asked to choose a specific ethical problem about
which to raise awareness in order to reduce the seriousness of their consequences,
with an action plan explaining the required steps and identifying the parties to be
contacted to gather information and target audiences for help.
64

Lesson Objective
The lesson aims at teaching students how to deal with Lesson 5
ethical challenges at the global level by letting them
know the most important universal moral problems in Learning Outcomes:
various fields, discussing these problems, and working Dealing with Global • Outline some ways in which people 2
and interested parties (such
Ethical Challenges
to find ways to reduce and eliminate these problems at
as countries and regional and
both local and global levels, in order to create a global international organisations) might find
citizen capable of confronting ethical challenges a solution to alleviate a specific global
armed with knowledge and science. ethical challenge.
Vocabulary:
Required Materials
technology mother language
• Recorder
disability logistic processes
• Screens to display the students work
• Computers equipped with internet access People of Determination
• Copies of the content of electronic links in case of
lack of technology
1 So far, you have discussed examples of global challenges. Define what can hinder
dealing with these challenges by reading the words of Her Highness Sheikha Jawaher
Learning Outcomes: Mohammed Al Qasimi. Then discuss the points that follow.
Outline some ways in which people and interested
parties (such as countries, regional and international "... It is a sad fact that the issue of financing humanitarian assistance, although governments quickly agree that it is
organisations) might go about alleviating a specific necessary to ensure the well-being of our global community, is often a thorny issue. To address this challenge, I think
global ethical challenge and find a solution for them. we need to start by accepting that we all have a responsibility to others. This may sound like a mere concept, but
without being prepared to take on this responsibility, any solutions will be short-term solutions."
a. In your opinion, why is funding aid often a “thorny issue”?
b. Think of the saying "We have to take on responsibility for others."
A comprehensive process that

systematically employs science
Technology and knowledge in many fields;
for purposes of achieving
practical value for society.
65
Mother Language of country of origin.
Language MEd_SB_G09_U01_EN.indb 65-66
A management art that aims at

following a range of processes Introductory Activity 1 (10 Minutes)
Logistic by providing them with
Processes appropriate information until The teacher begins the lesson by starting a discussion about Her Highness Sheikha
they are done correctly. Jawaher Mohammed Al Qasimi, and introduces her:
People of A term given to people with A- She is the wife of His Highness Sheikh Dr. Sultan bin Mohammed Al Qasimi, Ruler
determination disabilities in the United Arab of Sharjah and President of Supreme Council of Family Affairs in Sharjah, United
Emirates.
Arab Emirates. Her role in humanitarian and philanthropic activities has emerged
An injury which affects a person in many areas such as cancer patients care, and care and protection of refugee
Disability resulting in an impairment of children.
an organ, or in a total or partial
inability. Then teacher gives the students the opportunity to express and clarify their opinions
by quoting examples from everyday life, and expressing their own view of social
responsibility and the obstacles facing funding humanitarian projects.
a. fund raising is a complicated task because asking for money from people is a
difficult job and it needs legalized explanation and strong persuasion.
b. Being responsible towards other means that the person must be compassionate and
should try his best to help others.
65

Teacher's Guide
of their different cultures, and that country-building

starts with citizen-building. This citizen preparation
defines the future of the country.
.Students focus on the education sector in the UAE
and how the UAE has made great achievements in
2 Read about the education sector in the world and the challenges it faces, and how to deal
establishing a highly developed education system
with these challenges at the global level. Then discuss the points that follow.
so that it is accessible to all and in different domains.
All of this was done in a short period of time. It has
There is an urgent need for greater progress in education. Based on current trends, primary education in both Africa been based on the wise vision of Sheikh Zayed - may
and West Asia will be mainstream by 2048, and preparatory and secondary education will be mainstream by 2062
and 2082, respectively. It is worth mentioning that these dates are God have mercy on him - who realized since the dawn
significantly later than the year 2030, the deadline for achieving
the Sustainable Development Goals. UNESCO Director-General
of the Union that science and knowledge are the
Irina Bokova said, "A fundamental change must be made in our cornerstone of growth and progress.
view of the role of education in global development because of its
great impact on the well-being of individuals on the one hand, and B- The purpose of this exercise is to link the
the future of our societies on the other." She added, "More than
ever, education has a responsibility to meet the challenges and educational reality of countries to the progress of their
aspirations of the 21st century, as well as to promote the values development and its impact on the daily life of the
and skills necessary to achieve both sustainable and inclusive
growth, and peaceful coexistence." population and its scientific, cultural, economic and
06.09.2016 - Edited from UNESCO Press
political achievements resulting from this educational
In Sweden, the Swedish Education Minister Gustav Fridolin said that reality.
students leaving before completing high school is one of the most
important problems the Education Ministry and the government are The teacher asks students to continue working with
trying to resolve. He also said that it is the ministry's task to set the rules their groups to look at the educational reality in these
of the educational policy, which is based on granting teachers more time
for their students, and providing the necessary study materials for the countries.
student. Here we see that students should not graduate from preparatory
school without getting what is needed to be ready for secondary school, Swedish Minister of Education Gustav Fridolin
The teacher should draw the attention of the students
especially since some of them are newcomers or students whose native to the importance of the following points during
language is not Swedish.
research:
Sweden aims to increase the number of teachers and encourage them to stay in the teaching profession by increasing
their salaries. It is also working to provide a high level of education for those who want to practice teaching and those - Setting the objectives of education in each country.
whose mother tongue is not Swedish.
- Available educational resources (components of
educational production).
a. Write a paragraph outlining the importance of the education sector in developing the future of
nations, determining the UAE's place in this global development. - The possibility of investing in brains.
b. With a classmate, reserach the reality of education in Finland and Algeria, and then link the
elements of this educational reality to the extent of the country's progress and its impact on Differentiated Learning
the population's daily lives.
Beginners: The teacher helps students read the text
Unit 1 Lesson 5
and research the reality of education either in Finland
66
or in Algeria.
9/28/2017 2:31:34 PM
Advanced students: Research how international
exams determine the extent of scientific development
Activity 2 (20 Minutes) of countries, and present the research results in the
The aim of this activity is to emphasize the importance of education in societies of classroom.
different cultures for their continuity and development, and to reach a prestigious
position among nations.
A- Exercise A highlights the importance of the components of cognitive production
in creating a new, intellectually advanced generation that is conscious of its future
goals and capable of achieving them. Therefore, every country and society must
monitor the moral challenges facing the educational sector to overcome them and
work to reduce them, in order to elevate the members of these societies at the
intellectual and humanitarian levels.
The teacher asks students to form small groups to discuss moral challenges in
education in the world as well as in Sweden.
Based on their discussions, the teacher asks them to determine the importance of
education in building developed nations by defining goals and needs, and planning to
reach the desired results, stressing the importance of this to all societies regardless
66


The aim of this activity is to highlight a global
moral problem related to the situation of people
of determination in the global community and 3 What challenges do children in the world today face? To learn about how the world is working to 4
how to deal with the difficulties they face in order meet these challenges, read this report issued by the United Nations and then discuss the points that
to improve their standard of living and to provide follow.
them with what makes them live a good life.Focus
on the fact that this group consists of our sisters,
brothers and friends, as reflected in the statement The UN Children's Fund (UNICEF) report on "The State of the World’s
on the Rights of Persons with Special Needs in Children 2013" is the first global study on people of determination.
The main message of the report stresses that people of determination
United Nations reports. are “not problems” but they are our sisters, brothers, daughters, sons
The teacher asks students to read the documents and friends.
In his introduction to the report, UNICEF Executive Director Anthony
attached to the activity, individually and silently. Lake wrote that the inclusion people of determination into society
Then answer, individually, the exercise A questions. is not impossible, but requires a change in perception and vision. UNICEF Executive Director Anthony Lake
He added, "It is a recognition that people of determination have the
A- The purpose of exercise A is to refer to ethical same rights as others; that they can be agents of change and self-determination. They are not just beneficiaries of
practices that we can do that may have a significant charity. And their voices must be heard in the development of our policies and programs." The report recommends
impact on others despite their simplicity. that people of determination must be encouraged and given access to participate in activities alongside their peers.
For example, through the use of universal designs that can be found in the form of custom ramps instead of stairs,
Students' answers should include the following: audio books, Velcro fastenings, cabinets with pull-out shelves, automatic doors and low-floor buses.
* In April 18th 2017, His Highness Sheikh Mohammed The Emirate of Abu Dhabi is keen to provide all forms of support to all segments of society to achieve comprehensive
bin Rashid al Maktoum- may God protect him-

care for all its members in the fields of education, employment, healthcare and social development, and to build
a confident, balanced and cohesive society that can meet the various social challenges. In particular, people of 5
launched the National Strategy for Empowering determination get strong support from good leadership to enable them to overcome disability in various forms and
take up their role in society as active and productive individuals.
People with Disabilities, designating them using The Khalifa Award For Education offers a financial reward of AED 200,000 to people of determination and centres for
the term “People of Determination” instead of people of determination, and to local community institutions working in the field of special education. There are also
projects that take into account the rights of this group in order to improve the field of education locally and in the rest
the frowned-upon term “People With Disabilities”. of the Arab world. Abu Dhabi also adopts many projects that respect the rights of people of determination.
“Disability is people’s inability to develop. It’s when
16 May 2017
they remain in their place, unable to make any
accomplishments. What people of determination
have achieved over the past years in all fields proves
that purposefulness and willpower help accomplish
the impossible and push people to confront all a. With a classmate, research other projects sponsored by the United Arab Emirates
dedicated to people with special needs, and compare these projects to relevant United
circumstances and challenges with unwavering
Nations reports.
determination in order to reach their goals”, said His b. Write a short biography of an Emirati person of determination and of an American
Highness Sheikh Mohammed bin Rashid al Maktoum. person of determination. Focus on elements that can inspire achievements in the UAE.
“Today, our institutions will begin reflecting our
great and unwavering interest in this category, where
a special official will be assigned to take on the 67
responsibility of facilitating services for people of
determination. An Advisory Council, including federal MEd_SB_G09_U01_EN.indb 67-68
and local government institutions and community

members, will also be established to offer counsel, in Challenge Championship: The Center for Capacity Development organizes the
order to reach a continuous development of services Challenge Championships for people of determination.
and find solutions to the challenges that prevent the This annual tournament is being organized since January 2010 in conjunction with the
integration of this category in the community”, His UAE National Day celebrations,
Highness added. And with the participation of more than 1500 sportsmen from different centers of
a- This exercise highlights the projects set up by people of determination and autism. The competitions include:
the UAE to facilitate the lives of the people of swimming, running, basketball, basketball and others.
determinationand overcome the obstacles they face. Free entry to the zoo:
‘Aoun’ Community Service Programme Children of determination benefit from free entry to the zoo. Moreover, all the
Which organizes a number of community events and entrances of the zoo are equipped to facilitate the movement of wheel chairs.
projects aimed at supporting people of determination. b - This exercise aims to emphasize the importance of educating and take care of
‘Kafa'a’ Programme people of determination for them to become active participants in the society after
‘Kafa'a’ Programme is an annual programme for being passive participants.
professional development organized by the Zayed The teacher asks each two students to present a biography of a male or female Emirati
Higher Foundation for humanitarian care and people people of determination who has made a significant contribution to the UAE.
of determinationto meet the growing need for Including: Omaima Abdel Aziz
competencies and expertise in the field of private Safia al-Zafari
education.
67

Teacher's Guide

The purpose of this activity is to highlight and
4 Did you know that promoting respect for human rights is one of the objectives of the address a number of global and moral challenges
United Nations? Read the text and discuss the points that follow. and challenges related to human rights at the
individual and collective levels.
Promoting respect for human rights is one of the goals of the United Nations and one of its distinguishing factors as an The teacher asks students to read the text attached to
organisation that cares for people all over the world. In November 2013, the Secretary-General of the United Nations
renewed the commitment of the Secretariat, its funds and programs, to uphold human rights. Events over the past the activity silently, and then asks them to form small
years attest to the need for the work of the organisation to complement human rights.
groups to begin exercise A.
The task of early warning may be one of the most important roles of the organisation in its conflict-prevention efforts,
which would liberate it from the responsibilities that fall upon the organisation’s residing coordinators. A-The aim of this exercise is to provide students
a. Conduct research on local and international government bodies showing ways in which
with training on electronic research for official
they work to protect human rights (ministries/courts/international laws, etc.). entities, in addition to explaining how to protect
b. Explain the importance of social responsibility towards the members of the UAE human rights through government channels
society and the global community by researching local human rights associations and (ministries/courts/international and universal
highlighting the role played by them in this field. laws etc...) in order to educate students about
their rights and how to protect them legally.
5 Read the text highlighting China’s industrial challenges and the corresponding
technological thinking of the UAE. Then discuss the points that follow. Each group should search for a single governmental
channel (local or global) and learn about its work in
Challenges facing China's industrial sector the field of human rights protection and present its
A recent report by the Organisation of Economic Co-operation findings to the class.
and Development (OECD), a Paris-based intergovernmental
economic organisation, said that China's economy is about to The aim of this exercise is to link what students have
move from a system driven by investment and low-cost items
researched in Exercise A by encouraging bearing of
to a system ever more driven by innovation. The nature of this
transformation is surrounded by many challenges, which is why social responsibility towards UAE society and the
the government is investing huge sums of money to meet them OECD global community.
by doubling its expenditure on research and development. This
expenditure from Gross Domestic Product during the period from 1995 to 2005 reached $30 billion. China The teacher asks the students to research in their
became the sixth-largest country in global expenditures in these areas.
small groups about local human rights organisations
In 2015, the Chinese government announced a plan to make Chinese society a society driven by technological
and clarify the importance of assuming social
innovation by 2020.
responsibility in all its forms and types, as this reflects
Unit 1 Lesson 5 68 ethics and community service improvement and
development.
9/28/2017 2:31:35 PM
Beginners:
The aim of exercise 5 is to illuminate Abu Dhabi's future vision for dealing with
industrial and technological challenges and to protect the country from electronic - Teachers should integrate them into groups of
piracy by building on solid foundations and keeping abreast of developments in students containing advanced research students to
this field in order to preserve and use them in their right fields. encourage peer learning.
The teacher defines the meaning of technology and shows the areas of use, then - The teacher helps students find the appropriate
moves on to exercise A and asks students to read the two articles attached to the
website and asks them to search through it for a local
activity in two large groups.
human rights association.
Then the teacher asks them to form pairs (one student from the first group and
another from the other group) to prepare a report showing the UAE's global status in Advanced Students:
technology compared to a major European industrialized country of their choice. - Visit a local association, prepare questions,
A- Exercise A highlights the importance of the technological industries in coordinate the visit, and invite the class.
our time, the importance of producing them ourselves and not relying
on importing it from others. This motivates the student to work toward
educational attainment and to process what he has learned in order to
68

rely on himself and enhance his spirit of

entrepreneurship and innovation.
The teacher asks two students to write a comparative Although the report concluded that China had made great strides in its science and technology development
article that includes the following points: at an unprecedented rate, it points out that these achievements had not yet translated into a corresponding 6
increase in innovative performance.
- The most important objectives of Abu Dhabi's future
vision in the modern electronics industry.
- Link these objectives to the qualities of a successful Inaugural Global Manufacturing and Industrial Summit Session
self-dependent citizen.
Executive officials participating in the events of the "Global
Manufacturing and Industrialisation Summit", held in Abu
- Explain the importance of these objectives for the Dhabi, confirmed that the choice of the Emirate of Abu Dhabi to
development of the country at present and in the hold the inaugural session of the Global Summit reaffirms the
UAE’s commitment towards the development and support of
7
future. the industrial sector to keep abreast of the latest international
The inaugural session of the World Summit on Industrialization
and Manufacturing (GMIS)
industrial technologies.
- Determine the importance of attracting the countries
The discussions of the first round of the Summit will work to formulate a global vision for this industry sector,
of the world to the United Arab Emirates. based on a knowledge economy, starting from the capital of Abu Dhabi, which began to take a growing and
significant role in the operation of the industrial process and logistics operations and their management. This
- Explain the importance of making the UAE a centre highlights that Abu Dhabi has become an ideal destination for the launch of international events, becoming a
for the launch of modern industries. global platform for announcing specialised international visions and strategies across all economic sectors.
Regarding the most important characteristics of the industrial sector in the UAE, the Secretary General of the
- Compare of all previous points with the industrial Gulf Organisation for Industrial Consulting said that the UAE’s diversification of industrial activities across
technological objectives of a major industrialized industries including the food, pharmaceutical and metal industries enabled the country's recent access to more
advanced industrial activities such as manufacturing ships and some aircraft parts, which confirms that the UAE
European country. has a basis upon which it can build, and enables the country to interact with the rapid developments witnessed
by the digital world.
- Highlight the differences between the UAE industrial
development which occurred in a short period of
time compared to the age of European industries.
The teacher then moves on to exercise B. He asks each a. With classmates, discuss the importance of working to develop innovative technological
thinking to meet the major challenges in the field of competitive industrial development
student to work individually to record a voice message among nations. Prepare a report showing the UAE's global standing in this field compared
for a maximum of one minute to express how Abu to a major European industrial country. Support your report with examples.
Dhabi's future vision can be achieved at a personal b. In a one-minute recorded voice message, to be published through social media, state
how will you play an active role in realising Abu Dhabi's universal vision of the industrial
level, based on the fact that he is a citizen who loves
revolution of technology.
his country and does his best to serve it. These
recordings, afterwards, will be shared on websites
(Youtube, WhatsApp,...).
B- Exercise B aims at enhancing the spirit of
individual national social responsibility of each 69
student (citizen of the future) by urging him to

discover his abilities and develop them for the MEd_SB_G09_U01_EN.indb 69-70
benefit of the country. Differentiated Learning

Each student should work on creating a short voice Beginners:
message that calls on the new generation to work
toward technological industrial development and its - Compare only between Abu Dhabi and the European country, that is, relying solely on
benefit to society and all its segments. what is stated in the book to avoid advanced research.
Innovation in the message lies in: - Involve a student in the preparation of the message text, or the teacher personally
helps in arranging the ideas of the message text, giving them the opportunity to
- Short message length (where the student must express their aspirations freely.
deliver the desired goal of the message in a short
time). Advanced Students:
- Selecting the text of the message (preferably -Write the requires message and record it. Then broadcast it through social media
containing fun words, i.e. not official words). taking into consideration the given restrictions.
- Proficiency in reading the message text in a way that
attracts the listener.
69

Teacher's Guide

6 Socrates said, "Moral education is more important than food and dress."
This activity aims to summarize the lesson through
a. Discuss the philosopher Socrates’s saying, bearing in mind what you have learned about
meeting global ethical challenges. a quick and lively discussion of quote from the
b. Write your own saying about global ethical challenges as a motto for your future life and the
philosopher Socrates, "Moral education is more
lives of your classmates. important than food and dress" and to educate
students about the dangers of global ethical
challenges discussed over the three previous
7 With your classmates, prepare and implement the following project. educational lessons.
Remember that you can challenge many ethical problems, even with limited abilities. To complete this project, Then the teacher asks each student to work
you will work with other members of your team to put a smile on the faces of others, and to alleviate their
suffering in all forms.
individually to write his own saying on this topic to
This project may become the first steps in your future path in cooperating with local and global communities. offer a method for himself and others to follow.
You may improve, and perhaps change, the living conditions of the needy and the poor, through either financial
or moral support. Therefore, the assistance of others should not be limited to giving them money and in-kind
assistance.

The second project aims at indicating that assistance
is not limited to money but can also include time and
effort.
Free teaching class:
Students should recognize the importance of
spending time and effort to solve the problems of
others as being humanitarian ethical initiatives. This
can be done in their own small community (school),by
Unit 1 Lesson 5 70
monitoring the educational needs of younger
9/28/2017 2:31:36 PM students, and helping them to overcome obstacles,
according to their specific areas.
With the help of the school administration, students
allocate some time for a weekly learning class to
address academic shortcomings of primary school
students as a form of bearing moral responsibility
towards the school community and to encourage
students to do the work that helps others.
70

Glossary
Acts of compassion: Actions by individuals, associations or countries to relieve the
suffering of others, such as feeding the hungry, giving charity to the poor, visiting the
sick, giving condolences in death, sheltering the homeless, providing financial and
emotional care for orphans and so on
Belonging: The sense that a person has of belonging to a community
Community: A group of people who live and interact with one another in a specific
place and in accordance with specific regulations
Compassion: An individual’s ability to feel what others are feeling and understand their
suffering. In other words, to imagine yourself in their places for a moment, and then to
appropriately respond to that feeling by trying to reduce such suffering by doing what
you can to help
Components of cognitive production: Elements of academic achievement
Controversial: Likely to provoke debate and discussion
Customs: The government agency that has the authority to implement the laws for the
protection of exports and imports, and the regulation of the entry and exit of goods, as
defined as a tax imposed on imported products
Disability: An injury that affects a person and leads to an impairment of an organ, or in

a total or partial inability
Discrimination: Actions and attitudes that show intolerance and disrespect towards
people of different social, religious, economic or ethnic groups
Distributive justice: The fair distribution of services, resources and assets to everyone
according to their own needs
Duty: The moral obligation of the individual, which can lead to corruption if not met
Economic cycle: Regular and frequent periodic fluctuations in the level of economic
activity, varying in timing and length
71
MEd_TG_G09_EM_EN.indb 71 9/27/2017 11:26:43 AM

Equality: Treating others equally without prejudice, hatred or discrimination regardless
of colour, gender, religion, sect or race
Equity: Justice; giving people their rights
Famine: A significant food shortage leading to a significant rise in mortality rates; a

sudden and acute shortage of food supply causing widespread hunger; a sudden
breakdown in the level of food consumption by a large number of people; or a combination
of circumstances that prevent a large number of people from receiving enough food,
leading to widespread malnutrition
Genetic map: A chart or document showing biological legacies
Globalisation: The ideal of building a unified world based on unified standards, liberated
international political and economic relations, interpreted cultures, freely shared
information, globalised mutual production, shared advanced technologies and
globalised media
Ground: Basis
Happiness: A feeling of joy, contentment and reassurance
Identity: A set of attributes that give the person (or group) elements that distinguish
him or her from others. Identity can involve features such as national, religious,
linguistic, racial, historical, civil, cultural and other identities
Justice: A key social pillar that is essential for permanent co-existence between people;
it is based on fairness, equality, balance, non-infringement and protection of both
private and public interests
Local community: A group of more than three members who gather to share their
values and interests
Logistics operations: A management process that aims to examine a range of processes

by providing them with appropriate information until they are done correctly
Luxury: Enjoying comfort, good health and happiness
72

Malnutrition: A serious health condition that occurs when people do not get the right
amount of nutrients in their diet, or if the nutrients are less than their needs (or more
than their needs, in the case of obesity). Although malnutrition is usually referred to as
lack of nutrients, such as vitamins and minerals, "too much of anything is good for
nothing”. For example, eating large amounts of calories leads to fat storage, which can
lead to obesity
Moral act: Each action or behaviour beyond the egotistic or selfish needs of the individual
is a moral act; any action or behaviour showing selflessness is a moral act. The criteria
for being a moral act is a love of others, and working to serve them and comfort them
Moral duty: A sense of responsibility towards the other person or the community,
without being compelled with laws and mandates. For example, people often feel that
it is their duty to help poor or needy people. Therefore, among the most important
qualities of moral imperative is willingness, responsibility and freedom
Moral rules: A set of principles agreed upon in society aimed at achieving higher morals
in the community, such as helping the poor and advising against lying
Moral values: The beliefs we hold for virtuous behaviour. Culture is a source of
measures, standards, means, goals, objectives and forms of behaviour that are
considered virtuous. Those who have these values show characteristics such as
patience, self-confidence, courage, wisdom, honesty and truthfulness
Morality: Morality, is a mannerism and inherent nature, resulting in a person’s tendency

to act in a certain way. A mannerism, on the other hand, is an adjustment that occurs
when a person forces himself or herself to act in a certain way, and gets used to it over
time. When a person’s behaviour is good, it is called good morality, such as honesty,
honouring parents, offering help and altruism. Bad behaviour is called bad morality,
such as lying
Mother language: Language of country of origin
People of determination: An honorary designation for “People With Special Needs”,

instead of the term “People With Disabilities” which is frowned upon, that aims to
highlight their abilities and skills, making them active members in all social sectors
and capable of accomplishing tasks and being productive within a friendly environment.
Positive growth: A person’s physical and mental growth in a proper, healthy and decent
way, while taking advantage of learning and skill development opportunities
Positive relationship: Developing effective and clear communication with others and
understanding them well
73

Propaganda: False information designed to publicise just one point of view
Renewable energy: The non-traditional sustainable energy obtained from natural

resources that are renewable and inexhaustible
Respect for others: To communicate and talk with others politely, treat others the way
that we like to be treated and accept all differences (in terms of gender, age, race,
religion, social class and so on)
Responsibility: Undertaking duties, participation, cooperation and helping others in

the family, school and society. It also involves assuming responsibility for your errors,
acknowledging your mistakes, apologising for them and trying to fix any damage they
might have caused
Right: A firm and certain duty. It is an interest that entitles its holder to take necessary
actions to achieve this interest. The right is the evidence of a certain value for the
benefit of a particular person under the law. The right is what Sharia has granted to all
individuals, and they are committed to respect it. It is a mean to achieve common
interest, where the law decides such interest. And it is an entitlement to something
recognised and protected by law. The right entitles the individual to act according to the
so-called legality
Self-esteem: Knowing one's own value and self-image
Self-respect: Self-acceptance and self-preservation without any physical, psychological

or social harm through acts committed by others. It also enables you to appreciate the
positive qualities and skills that you have
Social values: The desirable characteristics or qualities of a community defined by the

existing culture. These characteristics include tolerance, rights and power. This makes
them a social tool to maintain social order and stability. They are expressed through
people’s care for other people and their tendency to willingly help others. People who
have this value are compassionate, kind and love serving others
Sustainability: Continuation; unlikely to run out
Sympathy: Being prepared to help others, alleviate their suffering and let them know
that there are people who are willing to stand by their side
Technological revolution: The huge progress in information and communication

technology, which has enabled information sharing at the global level to overcome
barriers between nations
74

Technology: A comprehensive process that systematically employs science and
knowledge in many fields, for the purposes of achieving practical value for society
Tolerance: Appreciating diversity and showing respect to others without discrimination

based on race, religion, age or gender
Treaty: An agreement between two or more countries or parties, regulating certain

relations between them
Values: A set of mental judgements that guide us to our desires and trends, and affect
our behaviours. People acquire their values from the society they live in. They also
acquire values from their life experience and the challenges they face. This in turn
creates a set of rules that govern a person’s actions, thoughts and behaviours. Also,
they refer to the inner personality of humans
Volunteer work: One of the means used to advance societies. This work is becoming
increasingly important, as the governments want to involve community members in
providing support to those in need. Moreover, volunteer work is not a profit-making
profession, nor is it a mandatory profession. Anyone can participate in such work
because it is based on linking the interests of volunteers with the interests of other
individuals in society
Water security: The average per capita share in a country, annually, of renewable and
fresh water resources available to meet the need for water in agriculture, industry and
household consumption
75

76

References
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Moral

Pilot Edition 2017 - 2018

MEd_TG_G09_FM_EN.indd 1 10/4/2017 1:56:27 PM

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

MEd_TG_G09_FM_EN.indd 2 10/4/2017 1:56:27 PM

MEd_TG_G09_FM_EN.indd 4 10/4/2017 1:56:27 PM

Values of the Moral Education Course

MEd_TG_G09_FM_EN.indd 5 10/4/2017 1:56:29 PM

pillars is constructed around a series of Learning Outcomes.

Teaching universal The development Concentrating on Focusing on local

MEd_TG_G09_FM_EN.indd 6 10/4/2017 1:56:29 PM

Dealing with complexity

Communication Critical thinking Taking action

MEd_TG_G09_FM_EN.indd 7 10/4/2017 1:56:29 PM

Teaching and Learning – A Pedagogical Approach

MEd_TG_G09_FM_EN.indd 8 10/4/2017 1:56:29 PM

Lesson Objectives Introduction Unit

• Identify tolerant individuals or • Discuss situations where students have shown or

integral part of respecting others • Understand why self-respect is an integral part of

William Faulkner (American novelist, Nobel Prize winner in 1949)

compassion suffering of others. For example,

MEd_SB_G09_U00_L01_EN.indd 3 9/27/2017 11:11:55 AM

Student Book Teacher Guide

The Themes Character and Morality- Individual and Community

Objectives of the Unit

MEd_SB_G09_U00_PA_EN.indd 73 9/27/2017 11:11:25 AM

Parent Guide Digital Resources

MEd_TG_G09_FM_EN.indd 9 10/4/2017 1:56:30 PM

The cover draws inspiration from the flower

The intersecting circles are a key element in

The intersections represent the complexity of

MEd_TG_G09_FM_EN.indd 10 10/4/2017 1:56:30 PM

MEd_TG_G09_FM_EN.indd 11 10/4/2017 1:56:30 PM

(CM 7,11,13,15 & IC 7,9)

Moral Rules and

How is self-esteem related to assuming responsibility towards oneself

Lesson 3 Moral Rules

Lesson 4 Our Duties Towards the Communities we Belong to

Lesson 6 Assuming Responsibility and Self-esteem

MEd_SB_G09_U00_UO_EN.indd All Pages 9/27/2017 11:10:24 AM

1 Respect Is the Basis of Good Treatment ������������������������������������������������������������� P� 3

2 Aspects of Equality Among People ����������������������������������������������������������������������������������� P� 9

4 Our Duty Towards Communities We Belong To ��������������������������������� P� 21

5 Establishing Positive Relationships �������������������������������������������������������������������������� P� 27

6 Assuming Responsibility and Self-Esteem �������������������������������������������������� P� 33

MEd_TG_G09_TOC.indd 12 9/27/2017 6:26:33 PM

Lesson 1 Global Ethics in the Context of International Issues

Lesson 3 Global Ethical Challenges

Lesson 4 Global Ethical Challenges (continued)

Lesson 5 Dealing with Ethical Challenges Globally

What are Global Ethics and the

9/27/2017 11:10:24 AM MEd_SB_G09_U01_UO_EN.indd All Pages 9/27/2017 11:10:47 AM

1 Global Ethics in the Context of Global Issues ������������������������������������������ P� 41

2 International Relations of the UAE ����������������������������������������������������������������������������� P� 47

4 World Moral Challenges (continued) ����������������������������������������������������������������������� P� 59

5 Dealing With Global Ethical Challenges ������������������������������������������������������������ P� 65

MEd_TG_G09_TOC.indd 13 9/27/2017 6:26:35 PM

MEd_TG_G09_TOC.indd 14 9/27/2017 6:26:35 PM

MEd_TG_G09_TOC.indd 15 9/27/2017 6:26:35 PM

Theme Personality and Morals –

Theme One: Character and Morals

Unit Zero: Moral Rules and

is important to build positive relationships with their

1 Respect Is the Basis of Good Treatment �� P� 3

2 Aspects of Equality Among People �� P� 9

4 Our Duty Towards Communities We Belong To �� P� 21

5 Establishing Positive Relationships �� P� 27

6 Assuming Responsibility and Self-Esteem �� P� 33

1 Global Ethics in the Context of Global Issues �� P� 41

2 International Relations of the UAE �� P� 47

4 World Moral Challenges (continued) �� P� 59

5 Dealing With Global Ethical Challenges �� P� 65