Moral Education: Teacher'S Guide

MORAL
EDUCATION
TEACHER’S GUIDE
GRADE 10
MORAL
EDUCATION
Grade 10
2018–2019
Ministry of education – Call Centre
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2018–2019
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"Extensive knowledge and modern science must be acquired. The
educational process we see today is in an ongoing and escalating
challenge which requires hard work.
We succeeded in entering the third millennium, while we are more
confident in ourselves."
H. H. Sheikh Khalifa Bin Zayed Al Nahyan

President of the United Arab Emirates
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 nation's stability, and the spirit of its
laws.Without values, a country has no security, stability or continuity.
H.H. 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.
H.H. 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.
H.H. Sheikh Mohamed Bin Zayed Al Nahyan

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 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

progress through the course, working their way through four key pillars of
learning. Each of the four pillars is constructed around a series of learning
out comes .
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.
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.
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:
U N I T C M18
Ethics and the

Global Economy Lesson 1
Lesson 1 What is meant by the Terms ‘Economy’ and ‘Globalisation’?
Lesson 2 What are the Benefits and Costs of Globalisation?
Lesson 3 What is meant by the term ‘Inequality’?
WHAT IS MEANT BY THE TERMS
‘ECONOMY’ AND ‘GLOBALISATION’?
Lesson 4 What is Fair Trade?
Lesson 5 What are the Ethical Consequences of our own The terms ‘economy’ and ‘globalisation’ are used in everyday conversation but
Consumer Choices? few students will have stopped to consider the precise meaning of these terms.
This could be ascertained early in the lesson by asking students to write their own
Lesson 6 What is ‘Socially Responsible Investing’? definitions of the two terms to see the extent of the knowledge and understanding
as part of early formative assessment. Assuming that most students will not have
any developed understanding, the aim in the first part of the lesson is to cement
the understanding of these two terms. The second part of the lesson explores the
nature of globalisation covering some of its key features including the reasons for
globalisation, barriers to globalisation and trade agreements between countries.
Learning Outcomes
Learning Objectives
At the end of this unit, you should be able to:
At the end of the lesson, students should be able to:
1. Give a definition of the terms ‘global economy’ and ‘globalisation’.
➤ Give a written or verbal definition of the terms ‘economy’ and ‘globalisation’.
2. Outline the effect of globalisation on income inequality within and
➤ Classify examples of trade into ‘imports’ and ‘exports’.
between countries.
➤ Describe at least two features of globalisation.
3. Provide a well-reasoned and well-justified view on the value of fair
trade as a way of reforming trade in order to promote justice.
Lesson Objectives 4. Give an account of the possible ethical consequences of your own
Distinguish some different forms of traditional
consumer choices.
storytelling.
5. Explain what is meant by ‘socially responsible investing’.
of the way in which the stories that are handed
down from generation to generation inform our
knowledge of the past.
Unit 1 5 Unit 1 7
Required Materials
•
• pens
Learning Outcomes
• Identify different forms of traditional
storytelling.
Student Book Teacher Guide

•
stories handed down from generation to
generation inform our knowledge of the
past.
A book specifically for students with a The Teacher Guide takes teachers
range of illustrations, images, texts and through the course, highlighting learning
activities to engage and support students outcomes for the unit, learning objectives
in their learning. for each lesson and suggested lesson
ideas and tasks with approximate timings.
Many of these activities incorporate
differentiation to help support learners
with a range of abilities skills and needs.
Digital Resource
Where appropriate, learners will have
opportunities to use digital technologies,
such as eBooks and digital objects, to
support and extend their learning about
aspects of moral education across each
unit of the Moral Education course.
ix
Key Pillars of Learning
A design that evokes local culture, contemporary society

and global citizenship
The cover draws inspiration from the

Louvre Abu Dhabi Museum, which was
opened in a historical ceremony by His
Highness Sheikh Mohammed bin Rashid,
Vice President and Prime Minister of the
UAE and Ruler of Dubai, His Highness
Sheikh Mohammed bin Zayed, Crown
Prince of Abu Dhabi and Deputy Supreme
Commander of the UAE Armed Forces,
French president Emmanuel Macron
and other leaders and heads of states in
November of 2017.
The Louvre Abu Dhabi is noted as a cultural beacon which aims to

bring people of different cultures together to help visitors understand
the universality of humanity. This reflects the aims of the Grades 10–12
course in showcasing and celebrating cultural diversity to help build
understanding and foster positive behaviour.
One of the aims of the Louvre Abu Dhabi is to induce respect, curiosity,
learning and self-reflection. It is hoped that the Grades 10–12 books will
also serve to reflect and build these important values.
The covers are based on the design by French Architect, Jean Nouvel.
The roof of the dome incorporates 8000 overlapping metal stars. Each
star can be thought of as an individual who is part of a complex society
full of different cultures. Nouvel notes that the dome is a major symbol
of Arab architecture and the roof of the Louvre Abu Dhabi a move to a
modern interpretation of that tradition. The content of the books seeks
to reflect that unity of tradition and modernity by encouraging students
to recognise the strengths of the history of the UAE with its vibrant
modern and outward looking approach, which will help develop the
country in the future.
x
xi
Introduction
This Guide outlines the nature of the content to be covered in each

unit for each grade and the learning outcomes for each unit. The
guide provides suggestions for activities and ways to plan your
lessons to cover the requirements of the MEP. Each lesson is prefaced
by a set of short, concise learning objectives which provide a focus
for what students are expected to be able to do by the end of the
lesson.
Please note, that the activities and plans are for guidance only and
you are encouraged to use your own experience, resources and
activities to plan your lessons according to the ability levels and
nature of the students you teach, and of course, your own teaching
and learning styles.
xiii
The Structure of the Student Book
The Student Book covers all the units which are stipulated by the MEP Curriculum
Document. The Document notes that each unit “requires six, or in some cases
twelve, hours of teaching time during the course of half a term or across two half-
terms”. In Grades 10 and 11, there are six units. In any academic year, the number
of weeks available in each half term might vary and as such, it will be necessary to
review timing and in some cases, will require some judgement as to what topics to
cover and what might have to be left out. This is assumed to be a decision made
using the professional judgement of the individual teacher.
Each unit contains six lessons which have been written to reflect the content
required by the Curriculum Document. The Student Book is what it says – it is a
book for students. As students work through the MEP, they will build up their skills
and knowledge and in many cases, can use this accumulated knowledge to help
them progress through Grades 10 to 12.
The units are arranged for each grade as follows:
Grade Term 1 (A) Term 1 (B) Term 2 (A) Term 2 (B) Term 3 (A) Term 3 (B)
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Ethics and the Living a Intercultural Being a Being a Being an Active

10 Global Economy Moderate Life Relationships Responsible Responsible Citizen
Adult (1) Adult (2)
Peace and Reflection and Universal Global Global Developing a

11
Conflict Studies Transition Culture Citizenship (1) Citizenship (2) Global Outlook
Managing Real- Ethics in Real Project – Living Project – Living Project – Living Project – Living
World Finances Life a Moral Life a Moral Life a Moral Life a Moral Life
12
and Morality in and Morality in and Morality in and Morality in
Practice Practice Practice Practice
The content included in the Student Books for Grades 10 to 12 has been deliberately
written to include a rich content base. It must be remembered that the Student
Book is not a template for teaching. The amount of content in the Student Book is
far greater than could be covered in any one-hour lesson.
The Student Book deliberately provides a richness of content to help students build
their knowledge and understanding and to provide them with a reference source
which can be used throughout their lessons in the MEP and beyond.
At the start of each lesson, there are suggested learning objectives for the lesson.
These have been designed to be quite specific and provide a basis on which you
can plan your teaching. Teachers can use these learning objectives as a focus for
the lesson but also provide a degree of flexibility around how the lesson is planned
and the teaching and learning which takes place. This allows teachers with different
teaching styles to plan accordingly. It is recommended, therefore, that you are highly
selective in the way in which you use the Student Book as part of your teaching.
xiv Introduction
Lesson Timing This Guide provides suggested lesson plans breaking down the
lesson into different activities. Many of these activities are student-centred and
active. Each activity is accompanied by a suggested timing for the activity. This
timing is a suggestion only and it may be that you wish to devote more time to
some tasks than others. This is left to your discretion and professional judgement,
and your knowledge of your own students.
Unit Themes The Guide focuses on key themes in each unit which it is suggested
could be covered in the space of a one-hour lesson. These key themes in each
lesson have been drawn from the range of unit content provided by the Curriculum
Document and guided by the Learning Outcomes specified for each unit in that
Document. You may wish to focus on other themes provided in the Student Book
which you think are important for your students. This is perfectly acceptable and is
again left to the professional judgement of the individual teacher.
The Tasks and Activities in the Student Book

There are a number of tasks and activities provided in the Student Book which you
can, if you wish, use as part of your teaching. However, some teachers may wish
to use their own tasks and activities and not use those in the Student Book. This is
perfectly acceptable.
Alternatively, you may wish to use the tasks and activities suggested in this Guide.
You may find that some of the tasks and activities in the Student Book which are
not mentioned in this Guide are more suitable or appropriate for your students;
again, it is perfectly acceptable to use any of the tasks and activities provided in
the Student Book in your teaching.
Pedagogical Approach
The suggestions in the Teacher’s Guide are based on sound pedagogical principles.
Lessons are divided into different tasks and activities, many of which are not
teacher-led but student-centred. The aim is to inspire and excite students by
encouraging them to be involved, engaged and active. Typically, the lesson
begins with a short five to ten-minute introductory task which serves to introduce
students to the topics to be covered or remind them of prior learning. The lessons
are then broken down into tasks and activities which take differing amounts of
time; some will be ten minutes, some fifteen to twenty minutes and others longer.
As noted, many of the tasks and activities are based around pair-work and small
groups. It is recommended that when pairing students or putting them into groups,
that different abilities of students in your class are taken into consideration. A task
requiring a group of four, for example, might include students with a range of
abilities. The teacher can take charge of how groups or pairs are put together and
can be based on your personal knowledge of your students and their needs. It is
xv
advisable to ensure that pairs and groups are changed regularly to ensure a mix of
ideas, abilities and to retain the interest and motivation of all students in the class.
Differentiation
There are a range of activities provided in the Teacher’s Guides. Many of these
activities provide the opportunity for differentiation. It is not the case that
differentiation must be simply providing more able students with more challenging
tasks than weaker students, although this may be something you might wish to
provide in some circumstances.
Pair work, for example, might be a way tasks can be differentiated, especially if the
pair includes a weaker student and a stronger student. The stronger student can
not only support the weaker student but also strengthens their own understanding
and range of skills by having to think differently. Similarly, group work can be an
excellent source of differentiation because it takes pressure off some students and
allows them to be more comfortable with their peers and work more at their own
pace.
Other suggested activities which promote differentiation include questioning
activities, ‘hot seat’ tasks, serial questioning, task choices, choosing different
outcomes, for example cartoons, artwork, drama, poems and so on, which may be
more appropriate for students with different learning styles or abilities.
For example, Hot Seat activities are excellent as a differentiator as the questions
asked are put in the hands of students and the student in the hot seat feels under
less pressure to respond to questions by their peers rather than from the teacher.
Serial and stepped questioning is designed to build the level and complexity of
questions so that weaker students can take part, answer questions at a simple
level, achieve, and feel they are making progress, whereas stronger students can
tackle questions which provide stretch and challenge.
In some cases, it is suggested that a range of tasks be placed around the classroom
and students choose which they want to tackle. Weaker students may choose
simpler tasks but ones in which they will be able to complete and achieve without
the pressure to keep up with their peers or attempt to do the same things as their
peers and failing.
Differentiation by outcome may include the requirement to work on a task which is
common to all students but to be willing to accept different outcomes as evidence
of learning and progression. For example, there are a number of tasks included
in the Teacher’s Guide which suggest allowing students to produce poems, draw
cartoons or other forms of artwork, develop role plays or a simple piece of drama
as well as written outcomes. Such tasks are excellent sources of differentiation as
they permit students of all abilities and skills to take part, to produce outcomes,
and achieve.
xvi Introduction
The Use of Videos
There are a number of suggested videos to use with students in the lessons. Many
of these are videos provided on the YouTube platform. It may be that you wish
to find a way of downloading these videos to show students in class rather than
allowing the student to access the videos themselves. When students access
YouTube videos, there is a temptation for them to begin to wander off-task and
look at other videos suggested by the platform.
If you are using YouTube, there is an option to change language settings for Arabic.
1. Go to YouTube.com https://www.youtube.com/
2. Find the ‘Settings’ link in the menu bar.
3. Scroll to find the ‘Language’ link and select the link.
4. From the list, choose your language (Arabic).
Using Kahoot
Kahoot is an educational resource which is an excellent way of allowing students
to participate in the lesson and for differentiation. A number of the lessons in the
Teacher’s Guide suggest using Kahoot.
Kahoot is a game-based platform based on ‘voting’. Teachers can create multiple
choice questions related to the subject matter being taught and show these
questions on a central presentation device to students. Students can then use their
own devices, which may be a laptop in a learning resources centre or even their
smartphone (if these are allowed in class), to ‘vote’ their answer. The teacher can
see the individual and class responses to the questions in real-time.
The tool can be used as part of formative assessment to check on student progress
or as a means of soliciting students’ opinions on a topic. For the student, the tool
means they can all participate anonymously without fear of retribution or ridicule.
This is, therefore, excellent for differentiation.
The main Kahoot website can be found at:
https://kahoot.com
A guide to how to use Kahoot in schools can be found at:
https://kahoot.com/what-is-kahoot/
A guide to using Kahoot in Arabic can be found in different ways including:
http://www.mohamedansary.com/2015/11/how-to-use-kahoot-in-arabic-cla.html
https://itunes.apple.com/us/book/engage-your-students-with-technology-
kahoot-arabic/id1111213236?mt=11
https://www.youtube.com/watch?v=KjQEIeN3EA4
xvii
The Nature of the Moral Education Programme
You will notice that each lesson in each unit is framed in the form of a question.
This is deliberate. In Grades 10 – 12, students are expected to be increasing in their
maturity and level of awareness and understanding. As part of the preparation of
students for the world of work and higher education, it is assumed that students will
begin to develop more critical thinking skills. By framing each lesson as a question,
we are sending a signal to students that moral education is about questions.
These questions are invariably open-ended questions which require thought,
consideration, balance and critical awareness. The questions framed also reflect the
underpinning foundations of the MEP including respect, thoughtfulness, thinking,
learning and communication skills, handling and understanding information,
solving problems, decision making, being creative, working with others, and
managing oneself.
It is important to remember that whilst we wish to instil a sense of purpose,
respect, an understanding of civic responsibilities and respect for law and order,
in many of the topic covered in Grades 10 – 12, there are often no specific ‘right’ or
‘wrong’ answers to the questions or issues raised. The aim is to encourage students
to recognise that in some cases, there are ‘grey areas’ where decision-making can
be difficult. These grey areas may require leaders to be decisive, to show leadership
and make difficult decisions. They may also require students to take responsibility,
to be courageous, determined, show discipline, wisdom, and generosity, again
underpinning foundations of the MEP. Helping students recognise the challenges
faced in understanding moral education will be a crucial part of the teaching
process.
The Pedagogical Structure of the Lessons in the

Student Book
The structure of the lessons includes content related to the curriculum for the
unit, along with a number of pedagogical features. As noted, these pedagogical
features can be used by the teacher as part of lesson planning. Many of the task
boxes in the Student Book include some lines to allow students to write down their
idea, thoughts, or answers. The main features are:
Key Terms Boxes
Key terms boxes are provided in the margins of the text. They will provide a
definition of a key term used in the text. The key term will be emboldened and
in blue in the text to alert students that the definition will be given in a box in
the margin. You may wish to encourage students to learn these key terms as they
provide important building blocks to understanding the content and context of
the issues being considered. Assessment on the key terms provides an opportunity
to test basic knowledge recall which reflects lower order skills in the Bloom
xviii Introduction
Taxonomy, and as noted above, tools like Kahoot are a useful way to do this. To test
understanding of the key terms, which reflect higher skill levels, it is good practice
to ask students to use the terms in different contexts within sentences and short
paragraphs so that they are not simply repeating phrases without considering the
meaning. Assessment of understanding of key terms can also be useful as a means
of differentiation, through, for example, hot seating.
Discussion Point Boxes
Discussion Point boxes provide a topic, issue or question which encourage
discussion with classmates or with family. Teachers can use these Discussion
Points as part of the lesson with whole group interaction, paired work or small-
group work. The use of Discussion Points is meant to help students explore what
can be complex issues; to learn to develop their own views and opinions but to
be respectful of others’ views and opinions, and be prepared to listen as well as
contribute.
Thinking Task Boxes
Thinking task boxes tend to be an individual task, but not exclusively so. They
require students to set aside some time to think carefully about the issue or
question in the box. These are designed to challenge thinking and consider both
sides of the issue. Thinking Tasks can be used in lessons as a chance to get students
to spend a few minutes contemplating, before being prepared to share their
thinking with the rest of the class.
Action Task Boxes
Action Task boxes contain tasks that require action! The Action Task boxes may
require students to carry out some written work, complete a table, find out
some information, note something they may need and use in the lesson, or do
some task outside the classroom. These can be used for classwork or homework
as appropriate. There will be some Action Task boxes in the Student Book which
enable students to complete tasks in the book itself, if desired, or could be
completed in other ways, for example, through laptops, tablets, audio recording,
video recording and so on.
Research Task Boxes
Research task boxes require students to go and find out some additional
information to that provided in the Student Book. This could be as part of their
own learning development but could also be a requirement of part of the lesson.
The research task may involve students doing some desk research, secondary
research or online research.
Self-Assessment Questions
At the end of most of the lessons, there is a set of Self-Assessment Questions. These
questions could be tackled by students for their own learning development but
could equally be set as part of classwork, homework (if appropriate) and/or used
for formative or summative assessment purposes.
xix
Checkpoint
These are generally short questions which appear throughout the lesson and
require students to provide a quick answer to the Checkpoint question. This is
designed to help students check understanding of key issues before moving on to
the next topic.
Questioning Task
A Questioning Task requires students to ask questions and seek answers. This may
mean they must ask friends, family, teachers or other people who may be in a
position to provide them with information to help them construct an answer and
gather more information.
The Teacher’s Guide as a Tool

This guide has been produced to provide you with the primary tool for your
teaching of the programme. Please note that the Student Book is not the
curriculum, it merely reflects the curriculum as laid down by the Moral Education
Programme. This guide should be your primary source of reference to help you
plan and devise your teaching and learning strategies. Best practice suggests that
teachers should use a textbook as an aid to teaching, and not as a replacement. It
is highly recommended, therefore, that you do not rely on the Student Book as the
main tool for your teaching but focus on the suggestions outlined in this Teacher’s
Guide as being the key source of ideas and plans for your teaching.
xx Introduction
INTRODUCTION
This Teacher Guide is designed to be complementary to the Student Book for this
unit. The Student Book contains a range of content and tasks which are based on
the Moral Education Programme (MEP) Curriculum Document. This document
outlines the nature of the content to be covered in each unit and the learning
objectives for each unit.
The Student Books each contain 6 ‘Lessons’ which will reflect the 6 one hour
lessons available for each unit. It is worth noting that the amount of content in
each lesson in the book is not expected to all be covered in each lesson. It is likely
that there will be too much content to cover in a one hour lesson. However, at the
start of each lesson, students have been given some learning objectives for the
lesson. Teachers can use these learning objectives as a focus for the lesson but can
also have a degree of flexibility around how the lesson is planned and the teaching
and learning which takes place. This helps to allow teachers with different teaching
styles to plan accordingly.
It is important that the MEP inspires and excites students. The hope is that students
will leave the lessons thinking about the issues which have been covered and
reflecting on their own behaviour, views and opinions. In Unit 1 of Grade 10 for
example, if just one student reflects about a fashion purchase they make given
what they come to know about trade and ethics, then the Programme will be
starting to have a positive effect.
1
THE PEDAGOGICAL
STRUCTURE OF THE LESSONS
IN THE STUDENT BOOK
The structure of the lessons includes content related to the curriculum for the unit,
along with a number of pedagogical features. These pedagogical features can be
used by the teacher as part of lesson planning. The main features are:
Key Terms Boxes

Key Terms
Key Terms boxes are provided in the margins of the text. They will provide a
definition of a key term used in the text. The key term will be highlighted in the
text to alert students that the definition will be given in a box. At the end of the
book there is a glossary which will include all the key terms used throughout the
book. Teachers may require students to learn these key terms as they provide
important building blocks to understanding the content and context of the issues
being considered. Assessment on the key terms provides an opportunity to test
basic knowledge recall. To test understanding of the key terms, however, it is
good practice to ask students to use the terms in different contexts so that they
are not simply repeating phrases without considering the meaning. Assessment
of understanding of key terms can also be useful as a means of differentiation
through, for example, Hot Seating.
Discussion Point Boxes

Discussion Point boxes provide a topic, issue or question which encourage
discussion with classmates or with family. Teachers can use these discussion
points as part of the lesson with whole group interaction, paired work or small
group work. The use of Discussion Points is meant to help students explore what
can be complex issues; to learn to develop their own views and opinions but to
be respectful of others’ views and opinions, and be prepared to listen as well as
contribute.
Thinking Task Boxes

Thinking Task boxes are an individual task. They require students to set aside some
time to think carefully about the issue or question in the box. These are designed
2
to challenge thinking and consider both sides of the issue. Thinking Tasks can be
used in lessons as a chance to get students to spend a few minutes contemplating
before being prepared to share their thinking with the rest of the class.
Action Task Boxes

Action Task boxes contain tasks that require action! The Action Task boxes may
require students to carry out some written work, complete a table, find out
some information, note something they may need and use in the lesson, or do
some task outside the classroom. These can be used for homework or classwork
as appropriate. There will be some Action Task boxes in the Student Book which
enable students to complete tasks in the book itself, if desired, or could be
completed in other ways, for example, through laptops, tablets, audio recording,
video recording and so on.
Research Task Boxes

Research Task boxes require students to go and find out some additional
information to that provided in the Student Book. This could be as part of their
own learning development but could also be a requirement of part of the lesson.
The Research Task may involve students doing some desk research, secondary
research or online research.
Self-Assessment Questions
At the end of each lesson there is a set of Self-Assessment Questions. These
questions could be tackled by students for their own learning development
but could equally be set for homework and used for formative or summative
assessment purposes.
Checkpoint
These are short questions which will appear throughout the lesson and expect
students to provide a quick answer to the Checkpoint question. This is designed
to help students check understanding of key issues before moving on to the next
topic.
Questioning Task
A Questioning Task requires you to ask questions and seek answers. This may mean
you have to ask friends, family, teachers or other people who may be in a position
to provide you with information to help you construct an answer and gather
more information.
In each lesson, there will be far more of these features than can be used in one
lesson but the aim is to provide teachers with a selection of options to use and to
encourage more self-directed learning by students themselves.
3
4
U N I T C M18
Ethics and the

Global Economy
Lesson 1 What is meant by the Terms ‘Economy’ and ‘Globalisation’?
Lesson 2 What are the Benefits and Costs of Globalisation?
Lesson 3 What is Meant by the term ‘Inequality’?
Lesson 4 What is Fair Trade?
Lesson 5 What are the Ethical Consequences of our own Consumer Choices?
Lesson 6 What is ‘Socially Responsible Investing’?
Learning Outcomes
At the end of this unit, students should be able to:
1. Give a definition of the terms ‘global economy’ and ‘globalisation’.

2. Outline the effect of globalisation on income inequality within and between
countries.
3. Provide a well-reasoned and well-justified view on the value of fair trade as a way
of reforming trade in order to promote justice.
4. Give an account of the possible ethical consequences of your own consumer choices.
5. Explain what is meant by ‘socially responsible investing’.
Unit 1 5
Introduction
This unit covers some complex issues and concepts. To build the students’
understanding, the initial lessons introduce some key terms and concepts which
will form building blocks for later development. Below is a summary of the
elements of each lesson:
➤ Lesson 1 focuses on the terms ‘economy’ and ‘globalisation’ so that students are familiar
with their meaning. Most will have heard the two terms mentioned and used a great deal
but may not have a full understanding of what the terms mean or how they can be used
in different contexts.
➤ Lesson 2 uses the understanding of the terms from Lesson 1 and begins to explore some
of the advantages/benefits of globalisation and the disadvantages/costs. It is important
to keep in mind throughout that the aim is not to make judgements about the issues in
this Unit but to provide a balanced view which helps students to critically think about
the issues. If one student thinks more carefully about the amount of water they use to
brush their teeth, or whether they buy a particular item of clothing because of its origin,
then the lessons will have begun to do their job of helping students think and be more
responsible citizens.
➤ Lesson 3 introduces the concept of inequality. It begins by exploring what is meant
by the term ‘inequality’ and the different types of inequality that can be used. The lesson
moves on to look at ways of measuring inequality and this creates an opportunity to
carry out a practical activity on dividing populations into deciles and quintiles. The lesson
finishes by presenting a balanced look at the effects of globalisation in inequality both
between and within countries.
➤ Lesson 4 is focused on fair trade. Again, we begin by exploring some key terms, specifi-
cally, the idea of ‘trade’ and the meaning of ‘fair trade’. There are a number of organisations
that promote fair trade and some of these are looked at along with some of the arguments
which have been put forward which criticise fair trade movements. The aim is to explore
why fair trade is desirable but to put it into the context of a balanced argument which
allows students to arrive at a judgement at the end of the lesson.
➤ Lesson 5 draws together much of what has been covered in the unit so far into a focus
on the role of consumers. First, we introduce the idea that the term ‘consumers’ includes
not only individuals but also businesses and governments. Then we explore the idea that
as individuals, we can have some control over our own consumption choices and we
might choose to amend those choices in the light of knowledge about where the goods
and services we buy every day come from. The clothing industry is used as the basis for
this lesson but the food industry could equally be a focus of the teaching.
➤ Lesson 6 covers the idea of socially responsible investing. This is a very complex area and
many students will be unaware of the size and complexity of global investment markets.
However, the lesson aims to simplify as much as possible and classify different types of
investment – by individuals, governments and businesses. It then looks at some of the
ethical issues which might arise as a result of investment decisions and provides some
examples for students to think about and discuss.
6
Lesson 1

‘ECONOMY’ AND ‘GLOBALISATION’?
The terms ‘economy’ and ‘globalisation’ are used in everyday conversation but
few students will have stopped to consider the precise meaning of these terms.
This could be ascertained early in the lesson by asking students to write their own
definitions of the two terms to see the extent of the knowledge and understanding
as part of early formative assessment. Assuming that most students will not have
any developed understanding, the aim in the first part of the lesson is to cement
the understanding of these two terms. The second part of the lesson explores the
nature of globalisation covering some of its key features including the reasons for
globalisation, barriers to globalisation and trade agreements between countries.
Learning Objectives
➤ Give a written or verbal definition of the terms ‘economy’ and ‘globalisation’.

Unit 1 7
Suggested Lesson Structure
1. Lesson Starter (5 minutes)
The lesson can begin by handing out brand snippet sheets and asking students
to complete them. This should be timed to take no more than 5 minutes. A brand
snippet is easily produced – find an image of the brand you wish to use, and copy
it to a slide presentation software such as PowerPoint. You can then use the ‘draw’
function to ‘hide’ the brand in some way so that only a small part is visible to
the students. Using the ‘shapes’ options in the ‘draw function’ in PowerPoint, for
example, is one way in which you can create these brand snippets. When you have
finished creating your snippet, copy it and paste it onto a sheet. You can re-size the
snippets to ensure you get around ten on a sheet of A4 paper. This can be done
as an individual task or as a small group task with no more than four students in a
group. It is suggested that those used should be examples of global brands which
students are likely to be familiar with. If appropriate, this task can be presented in
the form of a quiz competition and a small prize given to the winner.
2. Follow up Activity (5–7 minutes)
To follow up this activity, ask what connects each of the examples given? This is
likely to be primarily a questioning session. The questioning can be designed to
encourage students to think about the nature of the brands, who the companies
are, and where they come from. The questions asked can help to bring out these
key features. For example, you can ask:
• ‘What do BMW produce?’
• ‘Does anybody know what BMW stands for?’
• ‘Does anybody know which country BMW originates?’ etc.
Ultimately, we are looking to get students to recognise that the brands are owned
by companies which are not originally from the UAE but have headquarters
elsewhere. This point could be posted on the board or revealed as a pre-prepared
‘key term poster’ on the wall of the classroom. This section and the questions can
help to introduce the idea of the global nature of business.
8 Lesson 1
3. Identifying Imports and Exports (15 minutes)
This next activity builds on the last task and considers the idea of imports and
exports. Students can get confused with the concepts of imports and exports so
it is essential to ensure they think about payment flows rather than the direction of
physical goods. This is important when considering the trade in services where it is
more difficult for students to imagine the trade.
If, in the last activity, it has been established that BMW is a German company, for
example, and that BMW cars are manufactured in Germany and then sold to the
UAE, you can ask students what happens to the good and the payment flow and
see if anyone knows that this an example of an import to the UAE. You can then
present other examples and see if students can identify an export for the UAE.
This activity can also be carried out as a matching exercise. Put a list of goods and
services which the UAE imports and exports on the cards and ask students to go
to a desk which has the sign ‘Imports’ and ‘Exports’ on it. You can then discuss with
students how many they got right, identify reasons why they may have got answers
wrong and clarify the misunderstanding as a piece of formative assessment.
Other options in exploring the idea of imports and exports is to give students
a ‘shopping list’ of typical goods and services needed each week for typical
families. Divide students into groups of four or five and ask each group to think
about where the goods and services on the list might come from – are they
produced in the UAE or do they come from outside the UAE? (Fuel for cars, for
example, will be produced within the UAE but bananas are likely to come from
countries outside the UAE such as India, China, Brazil and Ecuador). Each group
can read out their list categorisations to see the extent of the agreement in the
class. The group can then be asked to write the list of goods on a post-it note or
similar and decide whether they represent imports or exports by posting their
good onto a board or flip chart in the room. The teacher can then summarise the
activity by looking at the extent to which the groups have agreed on which are
‘imports’ which are ‘exports’.
A short plenary can then be held with either a written or verbal task which asks
students to decide which of another short list of five goods are imports and which
are exports and a very brief sentence to say why. Students can also be asked to
complete the Checkpoint question on page 9 in their Student Book. Ensure that
there is a focus on the direction of the flows of money in payment for the imports
and exports as opposed to the direction of the flow of the physical item. This is
where many students get confused and class tourism as an ‘import’ because
people (the physical unit), for example, from Russia visit the UAE. The key is that
they are using money from their earnings in Russia and spending it in the UAE so
it represents a flow of money to the UAE in payment for a service (tourism) and is
classified as an export for the UAE.
Unit 1 9
4. The Idea of an ‘Economy’ (15 minutes)
The word ‘economy’ is used in everyday speech frequently and it is likely that
its meaning is not fully understood. The purpose of this section of the lesson is
to explore the meaning of the word and to help students to use it in different
contexts. An economy consists of all the exchange activity that tales place over
a period of time in a particular location. The location is important as it helps to
understand what we mean by terms like ‘local economy’, the ‘economy of a town or
city’, the economy of a country’, ‘the economy of a region’ and ultimately ‘the global
economy’.
One way of exploring the meaning of the term is to carry out a stimulus observation
exercise. Depending on where your school is located, it might be possible to take
students out to a local area and simply observe what is going on – people and
businesses all going about their daily lives and being part of the economy.
Another option might be to show a video clip, for example, there are several video
clips of shopping malls in the UAE on YouTube.
Having used a stimulus of some kind, students can then work in small groups to
think about what the stimulus means or can be given a series of questions to help
them think through the stimulus. For the video, for example, students might be
asked ‘What is going on in this video?’ Students will observe that there are lots of
people walking about and adverts, shops etc. Further questioning can help them
to think more deeply about what they are observing than they have probably ever
done before. People in the video, for example, may be walking round, but what are
they walking around for? Where are they going? What is their purpose? These sorts
of serial questions help students build their understanding and go deeper into
the issue. They are likely to be at the mall because they are going to buy things.
Other questions might be:
• What are they buying things with?
• How might they make the decision to buy?
• Why might they decide not to buy something?
• Staff in the shop are working there – they are selling their labour for a wage which
they then use to acquire the things they want and need to live. What do the jobs
of people working in shops depend on?
• When shop assistants earn wages in return for their work, what do they then do
with their wages?
10 Lesson 1
You can then point students to other aspects of the video. The adverts have been
designed by someone, produced and shown using the technology which in turn
has also been designed, planned and constructed. The actual fabric of the mall
has all been produced by businesses – the walls, floors, windows, escalators etc.
– everything they see has been produced by a business and sold – even what
the people are wearing. The intention here is to get students to recognise that
everything they see has had to be produced by some business using people, and
that everything has been exchanged.
By exploring the microcosm of the mall, the aim is to bring out the idea that
everything around us has been the subject of production and exchange. All this
production and exchange is part of what we describe as an ‘economy’.
The activity can be rounded off with a plenary to check understanding. For
example, students could be asked to write a short answer to the Self-Assessment
Questions at the end of lesson 1 in the Student Book.
Note, a plenary could take place during the lesson, or at the end of the lesson. It is
designed to be a short session to pull together the learning in the lesson and can
be linked back to the learning outcomes given at the start of the lesson in the book.
The idea is that the teacher can assess the extent to which the learning objectives
have been achieved by the students in the group and allow you to be able to identify
students who may need further help or those who need stretch and challenge.
5. Exploring Globalisation (20 minutes)
Having explored the term ‘economy’, the last part of the lesson can look at the
term ‘globalisation’. The basis of this section could be a questioning session, using
serial questioning with the whole group.
It might also be useful to have a ‘Wonder Wall’ available in the class to encourage
students to write down questions they have about globalisation which they post
on the wall. These questions can then be taken by the teacher and used as the
basis for exploring the nature and meaning of globalisation. A ‘Wonder Wall’ is a
useful means of differentiating as it allows students of all abilities the chance to
post a question and to be challenged to think of a question in the first instance
without fear or threat. The teacher can choose a selection of questions which cover
the ability ranges and levels of challenge.
In exploring globalisation, another option is to go back to the brand snippets used
at the start of the lesson – students could be asked to do some online research
to identify where the headquarters of each of the companies is located and how
many countries the company operates in. This task could be shared between three
students in a group with each group choosing a different company and then
reporting back at the end of the time period for this task. The aim is to show how
far the global business world is interconnected and interdependent as the basis for
establishing a definition of ‘globalisation’.
Unit 1 11
Another option would be to ask students to check the labels in their trainers, tee-
shirts, school bags and so on and note on a map of the world where the product
was made. The chances are that many students will have branded items. For
example, Nike trainers. Ask students if they think that the company actually owns
manufacturing facilities in the country of origin or whether the shoes/clothes/bags
etc. have been manufactured by another company? This can lead into a discussion
about outsourcing:
• Why source manufacturing operations to an outside business?
• What issues might a firm face in outsourcing production elsewhere in the world?
• Can a business simply set up in another country or do they have to go through
lots of different processes?
A plenary option at the end of this task might include a Hot Seat activity. Here,
students are invited to the front of the class and sit in the ‘Hot Seat’. They are the
asked questions about the lesson topics by their peers and do their best to answer
the questions. This is a useful differentiator because all students can take part over
the course of the Programme and is less threatening than the teacher asking the
questions. Those students who are not strong can feel more comfortable asking
questions of their peers than asking the teacher and the language and phrasing
used is more likely to be understood and accessed by students than if the teacher
is asking the questions.
12 Lesson 1
Lesson 2
WHAT ARE THE BENEFITS AND COSTS

OF GLOBALISATION?
Introduction
The aim of this lesson is to explore some of the advantages and disadvantages of
globalisation. Having introduced the idea of globalisation as being the increased
connectedness of economies around the world, we now want students to explore
some of the benefits and costs this brings. As part of the exploration we introduce
the idea of a multinational company which draws on the work done in the first
lesson.
Learning Objectives
➤ State at least two advantages of globalisation and two disadvantages of

globalisation.
➤ Give a definition of a multinational business and give at least four examples of
multinational businesses operating in the UAE.
Unit 1 13
A useful way to start the lesson and reinforce the learning from the last lesson is
to carry out a practical exercise. On the wall of your classroom, post a map of the
world. It should be large enough to enable students to pin ‘flags’ to it. In the last
lesson, you may have asked students to note the country of manufacture of clothes
items, food, bags etc. If so then use the information from that for the task and if you
did not do this in the first lesson, then you can ask students to carry out this task.
Having identified the good and the country of manufacture, students go to the
map and pin these two pieces of information to the map via a ‘flag’ (see the sample
in Appendix 1, which you can copy, cut out and use).Then ask students to identify
the brand associated with the product and put a flag where they think (or know)
the headquarters of the company is. For example, Nike’s world headquarters is in
Oregon in the United States. If you used the snippets task in the last lesson, this
could help reinforce and refresh that learning.
When this has been completed, put students into groups of three or four and ask
them to think about what they see and whether they can identify any connections
or patterns which might emerge. For example, they might see that clothing and
shoe manufacturing seems to take place in Asia – Thailand, Indonesia, Vietnam,
Malaysia, etc. Students can then be asked what the connections might be (they are
emerging economies, they have supplies of cheap labour, some students might
comment on working conditions, and so on).
A plenary can be used to summarise the learning about globalisation relating
to the increase in the number of connections between economies of the world.
Students might be asked to write a short sentence summarising the key points
they have learned from the exercise.
2. Exploring Advantages and Disadvantages (40 minutes)
Now that the idea of globalisation has been explored and reinforced, the next
stage is to look at some of the advantages and disadvantages.
The Student Book provides an outline of the advantages and disadvantages.
Possible Activity 1: A Socratic Exercise
Prepare a series of cards each with one advantage and one disadvantage written
on each. Put students into pairs and give one student a card. You can have more
than one pair covering a particular advantage or disadvantage. Students sit in their
pairs and the student with the card reads out their disadvantage and then gives
a short justification for it with an example, where appropriate. The other student
14 Lesson 2
then has to think of a counterpoint to the advantage/disadvantage along with a
similar short justification. The first student then has to counter this. The second
student then provides a further counter to this second point. It is suggested that a
maximum of three points and counterpoints are made. At the end of the ‘dialogue’,
each pair writes a short summary of the ‘argument’ they have had and presents it to
the rest of the class. When all pairs have reported back, the teacher can summarise
the key advantages and disadvantages which arise from globalisation.
Possible Activity 2: A Stepped Activity
Prepare a series of tasks, with each one being a little more challenging than the
last. The tasks can be written out in advance and presented on the board using
a presentation programme such as PowerPoint or similar. Students are instructed
to work through the tasks as best they can. This is a good task for differentiation
because it allows students to work at their own pace and to achieve success at
each stage as they work through the tasks. Some weaker students might only get
through three tasks, for example, but in doing so they will have achieved success in
moving from task 1 to task 3 – it is not a competition to see who can do the most
tasks. Stronger students can access the higher-level tasks which provide them with
some stretch and challenge.
The tasks could be something like the following:
• Write a letter to a friend telling them about the work you have been doing on
globalisation, explaining in your own words what you think ‘globalisation’ means.
• Draw a diagram or cartoon to show the meaning of globalisation.
• Write down three advantages of globalisation and give an example to highlight
each advantage.
• Write down three disadvantages of globalisation and give an example to
highlight each disadvantage.
• Explain in your own words, how the ‘trickle-down’ effect is supposed to work and
try and give an example to highlight this idea.
• (For this next task, you will need to find a piece of stimulus material which could
be a news article, a blog, a short video or similar, which provides either a view in
favour of globalisation or a view against). Read/look/listen to the source provided.
Try and summarise the arguments being put forward in the source. What are your
views on the content of the source?
• Globalisation has advantages and disadvantages. To what extent do you think a
country like the UAE benefits overall from globalisation? Justify your argument.
Possible Activity 3: Poster Presentation

Put students into groups of three or four. Their task is to produce a poster which
outlines the advantages and disadvantages of globalisation with particular
reference to the UAE. The poster should be a large enough size to be easily read
by other students. There are a number of templates which can be downloaded and
used on the web – type “poster presentations” into a search engine. The students
Unit 1 15
spend 20 minutes putting together their poster. These will then need to be
displayed around the classroom. Once the display is complete, at least one student
from each group take it in turns to be with their poster to answer questions whilst
the other students move around looking at the other posters and asking questions
of the student/s who did the poster. The whole activity might take around 40
minutes.
In addition to the suggested activities above, you can also use the feature boxes
in the Student Book as a source of in-lesson activity. For example, there is a
Questioning Task on page 25 which could be a useful way of students sharing
narratives from their family.
The Checkpoint on page 25 could be set after the starter activity where students
will have been looking at multinational companies. You can relate the specific
term ‘multinational’ to the work being done and check the learning by setting the
Checkpoint at this stage.
There are also some Thinking Tasks and Discussion Points which could form the
basis of class activities if a different route is chosen through the lesson from that
which has been suggested here.
The Quotes that are included in the lesson could also be used as a stimulus. They
can be presented on the board or screen and students asked to think about what
the quote says, what it means for the way in which globalisation is developing, and
how it is affecting the UAE. This type of activity can be individual, done in pairs or
small groups and then getting students to feedback following their thinking or
discussion time.
3. Plenary (10 minutes)
Depending on the activity used, it is important to pull together the learning in the
lesson with regard to the learning outcomes. The Self-Assessment Questions at the
end of lesson 2 could be a way in which the learning is checked, specifically the
second bulleted task.
Other options are also possible, including a brief question and answer session with
the students as a group, asking students to write down answers to the points in the
learning outcomes at the start of this lesson or even using an interactive software
to enable students to answer pre-prepared questions based on the learning
outcomes. One such piece of software is Kahoot (https://kahoot.com/). Further
details of how to access and use this software is available at https://kahoot.com/
what-is-kahoot/. Note, there is no charge for the basic version of Kahoot.
16 Lesson 2
APPENDIX 1
Item:
Country of Manufacture:
Item:
Brand:
Unit 1 17
Lesson 3
WHAT IS MEANT BY THE TERM

‘INEQUALITY’?
Introduction
In this lesson, we want students to explore the meaning of the term inequality
and how inequality is measured. This helps provide the basis for understanding
different types of inequality, both within and between countries.
Learning Objectives
➤ Write a short explanation of the difference between income and wealth.

➤ Give a definition of the term ‘inequality’.
➤ Give and briefly explain three different ways of measuring inequality.
18 Lesson 3
1. Introductory Activity (10 minutes)
Begin the lesson by discussing the relative terms ‘rich’ and ‘poor’. This could be
done through simply asking students to write down or say what they think the
words ‘rich’ and ‘poor’ mean and then sharing their views allowing you to arrive
at an agreed definition. It can also be useful to show students, or ask them to
research for themselves, the top paid ‘celebrities’ and draw a contrast between the
highest paid and the lowest paid and see if students think that the lowest paid on
the ranking could be considered ‘poor’. You could also use web sites which list the
richest business people – the principles will be the same.
These lists vary because they are measuring different values – some might be
measuring total wealth whereas others might measure income earned in the
previous year. The aim here is to draw a distinction between ‘wealth’ and ‘income’.
Use a plenary to reinforce the idea that the terms ‘rich’ and ‘poor’ are relative terms
and depend on how and what we are comparing.
2. Activity 2: Measuring a Country’s Wealth or Income’

(25 minutes)
The next stage is to ask how we might measure how ‘rich’ a country is. You could
ask some open questions such as ‘Is the UAE a rich or poor country?’ and get
students to justify their answers. You can ask students what they think would be
an example of a poor country and again ask them to justify their answer.
Ask students questions to encourage them to think about how we might measure
how rich a country is. Your questioning should aim to get students to recognise that
one way is to add up the incomes of people in that country over a period of time.
This gives a measure of ‘national income’ and provides a means of comparing how
‘rich’ countries are. You can use the information in the student book to reinforce
the learning here and use some examples. You will also need to get students to
understand the principle of GDP per capita or per head. Again, the student book
can be used to help cover this material.
Then ask students to go to a website and find the GDP per capita of 10 different
countries. Get students to rank the list in order of ‘rich’ to ‘poor’. You can utilise
students’ numeracy skills to ask questions about how much richer the number one
county is in their list compared to the number 10 country. You can also use the
‘Research Task’ in the Student Book on page 37 for this task.
Unit 1 19
As a precursor for the next task you can ask students if they think that looking at
GDP per capita is a fair way of measuring how rich and poor countries are and if
this means that people living in rich countries, for example, are more equal than
those in poor countries. To help stimulate some thinking on this, it can be helpful
to find an image such as the one in the student book on pages 33 and 34 or similar,
which shows areas of wealth next to areas of poverty. Ask students to think aloud
about what they see, what thoughts they have and what questions they might
want to ask as a result of what they are seeing.
3. Activity 3 (20 minutes)
Having looked at GDP and GDP per capita as a way of measuring how rich or poor a
country is, the lesson can conclude with an active task. To do this task you will need
two baskets or tubs which contain pieces of paper with different monetary values
written on them. For illustration, we are going to assume there are 30 students in
the class but the details of the task can be adjusted according to the class size.
You will need to have some templates on the board or presentation software to
record figures. A sample template is given in Appendix 1. In one of the tubs (Tub A)
put pieces of paper which amount to a total value of 3 trillion AED and in the other
(Tub B), pieces of paper with a total value of 5 trillion AED. It is important to ensure
that the amounts you write on the pieces of paper vary so that in the tub with 5 tn
AED, there will be a less equal distribution of ‘income’ than in the tub with a total
value of 3tn AED. For example, in Tub A, you might have 30 pieces of paper with 5
pieces having values on them which total 1.5tn AED and the remaining 25 pieces
having smaller values which total 1.5tn AED. In Tub B, you might have 25 pieces of
paper which have values on them totalling 4 trillion AED and the remainder totalling
1 trillion AED.
Students are then invited to take one piece of paper from Tub A and then organise
themselves to stand in a line with the students who have picked out the highest
value pieces of paper at one end and gradually going down the line to the students
with the lowest value pieces of paper. Ask students to read out the amounts on the
pieces of paper they have and get them to add the sums together until they arrive
at the total value of 3tn AED.
Then ask students to ‘divide’ into ten equal groups – there will be three students
in each group. You can ask students what proportion of the total number of
students each group represents. This is a way of using cross-curricular skills in
the lesson as students will have to use their numerical literacy skills to recognise
that they have been split into groups representing 10% of the whole. You can tell
students, once they have recognised this, that each group is called a ‘decile’ from
the Greek word deka meaning ‘ten’. (You might extend this by asking students to
divide themselves into five equal groups and look at the distribution of income by
quintile (derived from the Latin word quintus meaning ‘fifth’))
20 Lesson 3
Ask students to add up the total ‘income’ in their decile and insert the amounts onto
the template. The outcome should be that in this ‘country’ income is distributed
relatively equally – the income of each group does not differ by a large amount.
Now repeat the activity using Tub B. The outcome now should be that in Tub B
the total ‘income’ of the class is higher at 5tn AED but the distribution of income is
more unequal with a small number of students having a large amount of ‘income’
and the majority having far lower ‘incomes’. Record the figures again so that the
differences between the two outcomes are clearly visible to students.
You can then ask students which of the two ‘countries’ is the richer. (Their
conclusion should be Tub B country). Then ask which country they would prefer
to live in and why? The likely outcome of the discussion here is that students will
feel that it would be better to live in Tub A country because even though it is not
as rich as Tub B country, income is distributed more equally and the country seems
to be ‘fairer’. Of course, it is possible that students will not arrive at this conclusion
but the main point is to get them to think about what they have experienced in the
activity and the implications.
At the end of the lesson, you can use some of the Self-Assessment Questions at the
end of the lesson in the student book to review the learning which has taken place.
Some of the questions here could also be set as homework to further reinforce the
learning. There are some other tasks in the student book which you can also use as
part of the plenary or for homework, such as the Action Task on page 39.
APPENDIX 2
Tub A
1 2 3 4 5 6 7 8 9 10
Tub B
1 2 3 4 5 6 7 8 9 10
Unit 1 21
Lesson 4
WHAT IS FAIR TRADE?

Introduction
In this lesson, students will explore the nature of trade and what is meant by the
term ‘fair trade’. There is a good opportunity here to make the lesson quite active
but this does require instructions to be clear in the minds of students (and so clear
in your own mind at the outset).
Learning Objectives
➤ Explain what the word ‘fair’ means in the context of ‘fair trade’.
➤ Outline at least two features of fair trade organisations.
➤ Present a view on the value of fair trade.
22 Lesson 4
This activity is designed to introduce the idea of trade and what trade means.
It provides a means of reinforcing the work on measuring a nation’s income in
the last lesson and takes this one step further to look at what we mean by the
subjective term ‘fair’.
1. The Trading Game (15 minutes)
This is a simple game designed to introduce students to the idea of trade. You will
need to make available a small ‘gift’, one for each student in the class. This might be
a mini-chocolate bar, a small toy, a key fob – anything small which students might
feel have some different value to them.
Give out the ‘gift’ to each student randomly – the intention is that some students
will have a gift which they really do not want or value, whereas others will. Once
the students have received their gift, ask them to rank the value of their gift, to
them, on a scale of 0 – 10, with 10 being the highest and 0 being the lowest. Record
these values using a pre-prepared spreadsheet or on a flip chart etc. and total all
the scores to give a crude measure of the welfare of the class.
Now give students five minutes to go around the class and see if they can arrange
to exchange their gift with another. The exchange must be voluntary and no
coercion is allowed. The expectation is that students will look to exchange a gift
they think is of limited value to them to one which they would have preferred.
Not every student will want to trade but that is to be expected. When the five
minutes is over, call time and ask students to re-rank the gift they now have in their
possession. Record the values again.
It is highly likely that the scores on the second round will be higher than those of
the first round. This provides one indication of a benefit of trade.
Now ask the students what they have been doing – the aim is to get them to
recognise that they have been engaging in trade and that a trade involves an
exchange. Ensure that the word ‘exchange’ is clearly noted. You can then explain
that what they have been doing is taking part in a mini economy. They were all
individuals seeking to improve their situation by engaging in trade by exchanging
one thing for another. This helps to reinforce the learning about the meaning of
‘economy’ in the first lesson.
The last five minutes of the game should be used to summarise the learning. Ask
students, either verbally through questions, or via a written task, to identify two
benefits of trade to a country.
Unit 1 23
2. Exploring the Meaning of the Term ‘Fair’ in Fair Trade
(10 minutes)
The next stage is to ask students about the trades that they made. They can be put
in groups of four and asked to discuss what they thought about their trades and
how happy they were with the outcomes.
Each group then feeds back their thoughts to the rest of the class. Note the key
points being feedback on the board or other suitable presentation device. As a brief
plenary to this task, ask students to write down in no more than 140 characters,
how they would define a trade being ‘fair’. (This is a ‘Twitter’ type activity and a
template for using with students is provided in Appendix 3 and there is also a
template in the student book which can be used).
3. Research Activity (15 minutes)
To follow up, students can be asked to do some research to find out how ‘fair trade’
is defined globally. There are some useful websites which students can be directed
for this purpose (these sites are also listed in the student book which can also be
used for this task):
• The Fairtrade Foundation http://www.fairtrade.org.uk/
• The World Fair Trade Organisation https://wfto.com/
• Fairtrade International
https://www.fairtrade.net/about-fairtrade/what-is-fairtrade.html
4. Creative Activity (10 minutes)
Having identified the main characteristics or principles of fair trade, students could
be asked to present these as a poster, as a cartoon strip or similar for display in the
classroom.
5. Lesson Summary (10 minutes)
The final part of the lesson makes use of tasks from the Student Book. Students
could write their answers to the tasks in the Student Book in the spaces provided
or you can provide templates or similar to enable the tasks to be completed.
These tasks are designed to enable students to complete the required assessment
of learning outcome for this unit as specified in the MEP Curriculum Document:
‘Provide a well-reasoned and well-justified view on the value of fair trade as a
way of reforming trade in order to promote justice’.
24 Lesson 4
• Task 1 – students provide an outline of the main features of fair trade (they are
helped in this task by the work done earlier in the lesson).
• Task 2 – students outline the main benefits of fair trade to small farmers and
workers.
• Task 3 – this task provides an opportunity for students to recognise that there are
criticisms of fair trade.
• Task 4 – the final task is to present the student’s personal view of what they think
of fair trade and is intended to allow you to assess against the learning outcome.
APPENDIX 3
Unit 1 25
Lesson 5
WHAT ARE THE ETHICAL CONSEQUENCES

OF OUR OWN CONSUMER CHOICES?
Introduction
In this lesson, students will look at what we mean by the term ‘consumers’ and to
reflect on their own consumption choices.
Learning Objectives
➤ Describe three different types of consumers.

➤ Identify at least three ethical factors in making consumption decisions.
➤ Explain at least two factors that you will personally consider in future
consumption choices.
26 Lesson 5
1. Observation Exercise (10 minutes)
To introduce the lesson, it is suggested you use the facilities around the school to
identify different types of consumers and different types of consumption goods
and services. Students are at school ‘consuming’ education and as part of the
provision of the service will be the land, labour and capital that surrounds them.
The school buys labour services in the form of you, the teacher, administration and
support staff, estates staff and so on, will also be part of the service provision.
The aim should be to get students to recognise that all these people have to be
‘bought’ and that the buyer is as much a consumer as when we all go shopping
for food, clothing, and entertainment etc. The consumer in this case might be a
private school or the government depending on the type of school.
In addition, there will be many other consumption items in the school; ICT
equipment, desks, chairs, furniture, the fabric of the building itself, carpets, curtains,
air conditioning equipment, possibly vending machines, kitchens, display boards
and so on. All these items must be bought by someone or some organisation and
these people and organisations are all consumers – they buy goods and services.
There is plenty of stimulus around the school building to use as the basis of the
introductory activity. One way of using these stimuli is to put students in pairs or
small groups of about three or four and ask them to move around the school for
five minutes and make a list of ten items (these could include items of clothing
they are wearing, their bags and other personal items), and to then think about
who might have bought these items and who from.
Each pair or group can then be asked to report back their findings. Having heard
back from each pair or group, you can do a short summary session which categorises
the ‘consumers’ – these might be broadly be categorised as individuals, businesses,
and the government but students might come up with more categories.
2. Activity 2: Thinking About Ethics (25 minutes)
In the next part of the lesson, the aim is to get students thinking about the ethics
of purchasing decisions. This might be done in different ways.
• Role Play: Students can be divided into small groups and given a ‘scenario’
where there is a consumer (or perhaps two or three consumers representing an
organisation or business) and a seller (or sellers). The students have to come up
with a short dramatic role play which highlights the ethical issues arising out of the
‘transaction’ to be carried out. There are some suggested scenarios on the Institute
for Business Ethics Education site: http://www.ibe.org.uk/scenarios/98/52.
Unit 1 27
• Presentation: The Student Book contains some examples of scenarios where there
are ethical considerations. Students could be split into groups and asked to look at
the scenario, think and discuss the issues raised and then provide a short presentation
involving all the group on the scenario and their thoughts and findings.
3. Activity 3: Using a Case Study (15 minutes)
The next stage is to turn the attention to individual consumption choices.

One option is to use a case study to raise issues which may influence the way
students think about their personal consumption choices. The Student Book uses
the Ran Plaza incident in Bangladesh in 2013. Students can read this and then
spend a bit of time doing further research to provide some further detail, or you
can provide them with other examples of similar situations where it has been
alleged that ethical production methods have not been followed.
Other possible case studies might include:
• Toyota’s issues over vehicle safety and recalls,
• VW – another car firm criticised for attempting to disguise the emissions its
vehicles produce,
• Foxconn, a firm which manufactures products for Apple and which has been
criticised for its work practices,
• Tobacco companies such as Philip Morris who have been accused of influencing
children to smoke through its marketing and advertising practices, and
• Coca Cola who were accused of depleting water resources and polluting water
courses in India.
The web site Ethical Consumer presents a series of profiles on different companies
which can be used: http://www.ethicalconsumer.org/ethical-company-ratings.aspx.
Remember: As with any use of website, it is sensible to remind students that what
they read is not always what is real, truthful or accurate and that they must look at
sources of information with a critical eye.
Another option is to set students the task of looking at some big brand name
companies and finding out what their claims are regarding the way in which they
carry out ethical business. Many of the major brand corporate websites (note, not
the retail websites) have some reference to ethical or sustainable business practices.
The students can work in groups to analyse these claims and ask questions around
how accurate and reliable they think they are in relation to ethical business
practices. They can then present their findings to the rest of the class.
28 Lesson 5
For this last part of the lesson, you can also utilise the options in the Student Book.
The Action Task covering Pages 63 to 65 could be used. You might choose to put
the question/scenario on the board and invite students to discuss and offer their
thoughts or use questioning to tease out the key issues. Students could be set the
tasks individually and the teacher moves around the room checking work, posing
questions and using this as an opportunity for formative assessment.
The purpose of the plenary will be to reflect on the lesson and how students’
behaviours and actions might be affected by the information they have covered
during the lesson. This could be done via a Hot Seat activity giving students the
chance to ask their peers questions about their thoughts following the lesson.
In this instance, it is worth keeping the Hot Seat ‘open’ for a maximum of 2 minutes
per student. This is designed to be a short closing activity and you will not be able
to invite every student into the Hot Seat. Aim to involve every student at some
point during the term, however.
Homework Task:
It is likely that in a one hour lesson it is not possible to cover all the angles in this
important topic, so one way you can see how students behave in the aftermath of
the lesson and keep the issues in their minds is to ask them to complete a reflective
journal. This journal might include students thinking about the food they eat at
home and exploring where it comes from, who the companies are that produce
the food, how the food might be produced and so on.
Students might also write a short reflection after they have been shopping at
a mall, encouraging them to think more about what they see, the nature of the
products they look at, where these products are manufactured, the prices they are
charged and so on.
The aim is to encourage students to keep thinking about the issues covered in the
lesson and to maybe reflect on their consumption choices before they make them.
There is a good summary of the principles and approaches to writing a reflective
journal on: https://penzu.com/how-to-write-a-reflective-journal.
Unit 1 29
Lesson 6
WHAT IS SOCIALLY
RESPONSIBLE INVESTING?
Introduction
This lesson will introduce the concept of investment. The word is used regularly
in everyday language, but in this context, will have a specific meaning. Once the
meaning of the term has been covered, students will then explore the idea of
‘socially responsible investing’.
Learning Objectives
➤ Give a definition of ‘investment’.

➤ Identify at least five possible ethical considerations in making investments.
➤ Give a verbal or written definition of the term ‘socially responsible investing’.
30 Lesson 6
1. Exploring the Meaning of the Term ‘Investment’ (10 minutes)
To begin the lesson, you can explore the extent of prior knowledge and understanding
of students in relation to the meaning of the term ‘investment’.
Ask students to write down a definition of the term ‘investment’. You can then select
a number of students to stand up and read out their definition to the rest of the class.
Try to reflect the main points each student makes on the board or whatever central
presentation device you have. Once you have a reasonable selection of responses, ask
students to look at the summary points you have made and see if they can spot any
patterns or similarities in what is being said.
Depending on the type of responses you get, the aim will be to focus on the term
‘investment’ as meaning the sacrifice of something immediate to generate a return of
some kind at some point in the future.
By arriving at this definition, you can ask students to think of different contexts in
which the word can be used as a means of reinforcing the understanding. For example,
students could be asked to write at least three sentences which include the word
‘investment’ but which use the word in different contexts. Such statements might be:
• ‘I am investing in my future by working hard at my studies so I can go to university
and be in a better position to have more choices in life.’
• ‘I do regular exercise and keep a close eye on my diet as a means in investing in my
future health and well-being.’
• ‘I regularly save a part of the allowance I am given so that I can have the option of
travelling when I finish school/university.’
• ‘The President of the UAE is leading the investment in the country so that future
generations are able to grow and prosper.’
Another option for the starter is to use Kahoot or similar. Devise a set of questions and
answers relating to the word ‘investment’ which is used in different contexts, and ask
students to ‘vote’ on their answers. You can use this as evidence of the extent of prior
knowledge and as the basis for formative assessment as the lesson progresses.
2. Activity 2: Exploring Large Scale Investment Projects

(10 minutes)
Having established the meaning of the term ‘investment’, you can now turn to
looking at financial and capital investment. The basis of this is to consider large scale
investment decisions which require significant funding and to think about where
those funds come from. You can introduce this by taking examples from the immediate
Unit 1 31
surroundings of the school and local area. Look for examples of large scale building
projects of infrastructure projects that the students are likely to be familiar with.
You can ask students if they have any idea about how much such a project might
cost. (It is possible to get an idea of the some of these larger investment projects by
using a search engine. For example, the estimated cost of the Dubai Metro scheme is
reported to be around 16 billion AED, the expansion of the Marina Mall in Abu Dhabi
is reported in excess of 3 billion AED). It is likely that students might underestimate the
costs significantly. As you reveal the costs of some projects from your own research a
useful way of helping students have more of an appreciation of the size of the sums
of money involved is to do a little numeracy exercise. Assume the sum in question is
3 billion AED. Ask students to work out how long it would take them to count to 3
billion if they counted one unit at a time in exactly one second. (There are 60 seconds
in a minute and 60 minutes in an hour so there are 3600 seconds in one hour. With 24
hours in a day that means there are 86 400 seconds in a day. 3 billion divided by 86 400
equals around 3472 days which equates to around 63 years!).
You will need to ask students where these large sums of money come from. It is highly
likely that they will not know, but it will be interesting to see what sort of responses they
come up with and gives you the opportunity to check the understanding of students.
You can now introduce the idea of capital markets. In the Student Book, there is a
diagram showing the way in which funds flow through capital markets (see Figure 5
on page 85). You can then introduce the two key elements of the capital market, stock
exchanges and the bond market.
(It might be worth investigating whether the Dubai Financial Markets or Abu Dhabi
Securities Exchange (or similar) could arrange for student visits – some university
students have visited. Visits to such institutions can be invaluable in helping reinforce
learning).
To cover how stock markets and bond markets work, it is worth accessing appropriate
videos. There are a number available on YouTube if you type into a search engine: ‘How
stock markets work+YouTube’ and ‘How bond markets work+YouTube’. Select videos
which are appropriate for your group.
Follow up the videos with a short plenary to check the understanding of students. It is
important that students recognise that there are millions of people, many thousands
of organisations and hundreds of governments around the world with funds that they
wish to ‘save’ and that these savings find their way into the capital markets and are
then borrowed by firms and governments for the type of large scale projects identified
earlier in the lesson. You can explore the understanding by asking questions, by setting
some simple written questions or again using Kahoot or similar to check learning
progress.
32 Lesson 6
4. Activity 3: Investment and Ethics (25 minutes)
The next stage of the lesson is to introduce some thinking about investment decisions
taking into consideration ethical issues.
You can begin this section of the lesson by doing a ‘brainstorming’ activity to get
students to say what they think the word ‘investment’ means. Give students one minute
to write down as many words as they can think of relating to the word ‘investment’. At
the end of the minute, ask some students to give a selection of the words that they
have come up with. You can write some of these words on the board and use this as
the basis to create a definition which captures the meaning of ‘investment’.
When you have identified the meaning of the word, then you can move into the
exploration of the idea of socially responsible investing, although you might not
choose to use this term at this stage. There are two Action Tasks in the Student Book
which you can use for this part of the lesson on pages 87 to 89 under the heading
‘Thinking About Investing’. You can work through these Action Tasks with students.
These can be done individually, in pairs or small groups (it is suggested a maximum of
three or four). This allows you the chance to get students to think about some of the
wider issues relating to investment when large sums of money are involved. You can
present Figure 6 on the board or presentation device as a stimulus to help students
think about some of the issues as they work through the Action Tasks.
At the end of the activity, pull the learning together by asking students to feed back
on their thoughts and findings. In so doing you can begin to identify common themes
which you want students to be particularly aware of and this can be used to introduce
the idea of ‘socially responsible investing’.
5. Lesson Summary (10 minutes)
The final part of the lesson can be used to pull together the learning from the lesson
in relation to the learning outcomes at the start of the lesson. You can use different
methods to do this for example:
• Ask students to summarise the learning in the lesson in five sentences, then reduce
these to one sentence, then to five words and finally to one word.
• A 60-second challenge (students write down a summary of what they have learned
in 60 seconds)
• Create a Word Search containing key terms used in the lesson which students have
to find in a few minutes.
• Put students into pairs and ask Student 1 to explain what they have learned in the
lesson to Student 2. Student 2 then summarises Student 1’s learning in written words
such that Student 1 agrees this accurately represents their learning.
Unit 1 33
U N I T I C18
Living a
Moderate Life
Lesson 1 What is Meant by the Phrase ‘Living a Moderate Life’?
Lesson 2 What Are the Benefits of Living a Moderate Life’?
Lesson 3 What Are the Consequences of Not Living a Moderate Life?
Lesson 4 What is Meant by the Term ‘Addiction’?
Lesson 5 What Are the Effects of ‘Addiction’?
Lesson 6 How Can We Help Others to Fight and Overcome ‘Addiction’?
Learning Outcomes
1. Recognise and articulate the benefits of living a moderate life, both physically and
emotionally, and make responsible choices.
2. Explain and understand the factors that lead to addiction, including factors that
influence people to start using addictive substances or form addictive habits.
3. Discuss and explain the risks and impact of addiction on the individual, their
family, community, and society.
4. Demonstrate an awareness of the consequences of addiction on physical and
mental health, and ways in which people can be helped to overcome addiction.
Unit 2 35
Introduction
This unit explores some key issues that help support the students’ understanding
of what leading a moderate life entails in the 21st Century. After examining this
in the earlier lessons, the learners will then move on to explore the risks and
consequences involved in not practising moderation. Below is a summary of each
lesson:
➤ Lesson 1 needs to focus on the phrase ‘living a moderate lifestyle’ so that students are
familiar with the different aspects of its meaning. Most of the students will have some
knowledge of what a moderate lifestyle entails, but may not have a full understanding of
the range of topics involved.
➤ Lesson 2 uses the understanding of the terms from the first lesson and begins to explore
the benefit that leading a moderate lifestyle brings to the individual, the family and society
as a whole. The lesson highlights the benefits of living a moderate life e.g. physical and
mental wellbeing, establishing a productive work–life balance, eating healthy food, taking
regular exercise, developing positive thinking, and maintaining strong relationships with
family and friends. The lesson will encourage students to reflect upon their own lives, and
consider ways to develop crucial problem-solving skills and personal responsibility. The
lesson integrates various tasks that encourage students to focus on the importance of
respect for themselves.
➤ Lesson 3 builds on the highlighted benefits of leading a moderate lifestyle to introduce
the possible consequences that leading a life of excess can have on the individual, the
family unit and society. The lesson focuses on providing students with the tools to
recognise characteristics of excess in terms of eating unhealthily, not taking enough
regular exercise, thinking negatively, being irresponsible, and making bad choices in life.
➤ Lesson 4 is focused on the potential consequences of excess in life in terms of addiction
and addictive behaviours. We begin by exploring the meaning of ‘addiction.’ Some of
the students may already have knowledge about specific forms of addiction through
on-going United Arab Emirates (UAE) drug awareness programmes in schools. The aim is
to explore the various risk factors involved in developing addiction or addictive behaviour
and to develop students’ self-awareness about the potential symptoms of addiction.
➤ Lesson 5 Students will take a closer look at the effects that addiction has on the
individual, family unit and wider society. The negative consequences on physical and
mental wellbeing, the family unit and relationships, work and study, and financial costs to
the individual and society as a whole are considered to develop the student’s awareness
of the seriousness of the problem.
➤ Lesson 6 draws together much of what has been covered in the unit so far, by focusing
on the different ways that people suffering from addiction can be helped and supported,
by the individual, the family and society. The main aim of this lesson is to highlight the
idea of tolerance and support for addicts through rehabilitation programmes, support for
addicts’ families and changes in the law to encourage more addicts to seek the medical
attention that they need.
36
Lesson 1
WHAT IS MEANT BY THE PHRASE ‘LIVING A

MODERATE LIFE’?
In this lesson, students look at the meaning of living a moderate lifestyle and
the range of topics this encompasses. Looking at this range will provide the
opportunity to reflect on and consider the degree to which they exhibit moderation
in their daily lives in terms of respecting their physical and mental wellbeing, their
relationships with their family and friends, as well as the core values of being
responsible and positive thinking. This provides the building blocks to explore the
benefits of leading a moderate life in Lesson 2.
Learning Objectives
➤ Give a written definition or verbal definition of a ‘moderate lifestyle’.

➤ Write a short summary of about 250 words about a balanced and healthy diet.
➤ Demonstrate an understanding of living a ‘moderate lifestyle’ by giving at least
two examples for each of the categories e.g. work–life balance, eating healthily,
doing physical activity, being positive, having positive relationships, being
responsible and having a personal hygiene routine.
Unit 2 37
The lesson can begin by writing the phrase ‘A MODERATE LIFESTLYE’ on the board
or other presentation device, and asking students to brainstorm words and topics
associated with this term. This stage should be timed to take no more than five
minutes. This can be done as an individual task, a small group task (maximum four
students per group), or as a whole class. Accept all answers and try to elicit some
of the upcoming key terms. If appropriate, this task can be presented in the form
of a competition with one point awarded for every association and two points for
every word or topic which no one else has thought of.
2. Follow up Activity (20 minutes)
To follow up this activity, refer to students to the definition of a moderate lifestyle

on page 95 of the Student Book (the avoidance of excess) and then move on to
getting them to consider the work and study activities and life activities they
typically complete in an average week. This activity can be done in pairs or small
groups.
Alternatively, this task could be framed so that the students consider what they did
in the previous week and estimate the amount of time that each activity took for
both work/study and life activities.
Ultimately, we are aiming for the students to consider the balance they currently
have between work and study, and life. This point could be highlighted by students
comparing their findings with a partner or small group and then asking students
to raise their hands if they think they currently have a positive work–life balance.
You can then select some students to ask them to explain why they think they do.
Having established the meaning of work–life balance and what work–life balance
students currently have, you can then explore what students would change about
their work–life balance findings, if anything. This can be done through a whole
class questioning activity, or you could keep students in pairs or groups and ask
them to discuss changes that they would make and why, then report back to the
rest of the class.
This can form the basis for an individual task of considering the reasons why a
healthy work–life balance is important. The questions asked can help to bring out
the students’ understanding of the benefits of this. For example, ask:
• ‘What are the consequences of a positive work–life balance?’
• ‘What can you do to ensure a healthy balance?’
38 Lesson 1
3. Identifying the Benefits of Being Positive and Having Positive
Relationships (15 minutes)
Encourage students to consider the points in the explanatory paragraph on

page 99 and consider aspects of their lives that they are grateful for. The aim of this
task is to encourage self-reflection and positive thinking. Students can complete
the Discussion Point on page 101. As part of the discussion, encourage students to
provide a rationale for their choices.
Alternatively, students can write their name on a piece of paper and put it in a
small bag. You can mix the names around in the bag and the students pick out a
name and write a gratitude note to that student. You can elicit from the students
how they felt when they received their note from a friend. If the students pick a
name that is not their friend, this still encourages students to think carefully about
themselves and the relationships that they have with their classmates. They still
need to consider some positive aspects of the person.
The lesson then moves on to a very important value: strong relationships with
family and friends. A short interview can be held, which asks students to consider
the relationships they have and what makes these relationships strong.
1. Ask students to write five questions individually about the topic and then get
students to interview a partner.
2. This can be set up as a tiered activity with the support students thinking of three
questions to ask their partner and the remaining students writing five to seven
questions to ask their partner.
3. This means that all students are working with the same skills and topic, but work
with different levels of support, challenge and complexity.
4. You can select some of the students’ questions and answers and ask the whole
class if they agree or disagree and why.
Other options for this task include providing small groups with flipchart paper to
list their ideas as a peer practice task. Once the flipcharts are completed, you can
ask students to read their peers’ ideas and stand next to the flipchart that they
think is the most interesting one. You can then ask some students why they chose
their particular flipchart.
Unit 2 39
4. Being Responsible and Taking Care of Personal Hygiene
(15 minutes)
Having explored the topics of taking regular exercise and being positive, the next
stage of the lesson moves onto the topics of being responsible and taking care of
personal hygiene.
1. You could ask some open questions such as “What makes you a responsible
person?” and ask students to justify their answers.
2. Students then complete the Action Task on Student Book page 105, individually,
ticking the sentences that highlight responsible behaviour and actions.
3. Students can then check their answers in pairs or small groups. You can then ask
the students to justify their answers.
Answer key: Responsible example sentences 2, 4, 5, 6, 8
As an extension activity, students can either change example sentences, 1, 3 and 7
into responsible statements, or work collaboratively with a small group to think of
another four examples of showing responsibility.
Other options can include asking students to brainstorm examples of how they
show responsibility, based on the Thinking Task on Student Book page 106, or
asking students to work in small groups and create a poster of responsibilities at
home and at school.
Elicit from students that responsibility for yourself includes taking care of your
personal hygiene. This may be rather a sensitive topic for teenagers, so judiciously
select the formation of small groups. One way to nominate the students to work in
small groups and list as many different aspects of personal hygiene that they can.
Once the groups have their lists, ask students to read the paragraph individually
on page 106 of the Student Book, and compare the Student Book’s ideas with their
own.
At the end of the lesson, you can use the Self-Assessment Questions at the end of
the lesson in the Student Book to review the learning which has taken place. These
provide students with the opportunity to review and consolidate their learning.
Please note that all timings are flexible and may vary according to the students’
needs. Student’s own answers.
40 Lesson 1
Lesson 2
WHAT ARE THE BENEFITS OF LIVING A

MODERATE LIFE?
Introduction
The aim of this lesson is to explore some of the benefits of living a moderate life.
Having introduced the idea of what is involved in leading a moderate life, we now
want students to explore some of the advantages that this brings to the individual,
the family unit and society as a whole.
Learning Objectives
➤ Outline six characteristics that are key to developing strong and positive
relationships.
➤ Develop positive thinking by giving two positive points about themselves, their
family, friends, school and the UAE.
➤ Demonstrate an understanding of the benefits of living a ‘moderate life’ by
choosing their top three examples and providing a rationale for each of these
choices.
Unit 2 41
A useful way to start the lesson is to reinforce the learning from Lesson 1 eliciting
from the students the different ways that they can live a moderate life. You can
do this by asking students to work with a partner or small group to write as many
ideas as they can in two minutes. You can set a countdown timer on the main
presentation device or use an alarm on your phone. Ask students to work in pairs
and discuss their reasons why each of these areas is important in leading a healthy
and balanced lifestyle. Monitor learners while on the task, and use this to inform
which students you will nominate for whole group feedback.
Alternatively, ask students to work in groups of four and write a sentence about
each of the previously discussed topics e.g. work–life balance, a healthy diet,
physical exercise, developing problem-solving skills, having positive relationships,
being positive, being responsible and taking care of personal hygiene. The students
write a balance of True and False statements, for example ‘Working all the time is
good for you’, or ‘You brush your teeth at least twice a day’. They can then swap
their examples with another group, who decide which statements are true and
which statements are false. You can write the true statements on the board or main
presentation device and ask students to give reasons for their answers.
To follow up this activity, split the class into two large groups. Each group has a
piece of flip chart paper. Group A has the topics about having a positive work–
life balance, (eating healthily, taking physical exercise, developing problem-
solving skills), and Group B has the topics about being positive, (having positive
relationships, being responsible and personal hygiene).
Ask Group A and Group B to draw four circles on their paper with each of the topics
written in the middle of the circles. You could demonstrate this on the board so that
the students have a clear model to work with. Students in both groups brainstorm
ideas about the benefits of each of their team’s topics, noting their ideas around
each circle to create a mind map. Ask students to stick their completed mind maps
on the classroom wall and ask the groups to read each other’s posters and add any
more benefits they can think of to the other group’s flipchart.
This activates the students’ background knowledge on the topics and prepares
them for the next part of the lesson.
42 Lesson 2
Group A will be focusing on the paragraphs about having a positive work–life
balance, eating healthily, taking physical exercise, developing problem-solving
skills from page 110 of the Student Book. Group B will be focusing on the
paragraphs about being positive, having positive relationships, being responsible
and personal hygiene from page 114 of the Student Book. Students read their
specific paragraphs and make a note of the benefits for their topics. Ask students
to then compare the ideas from the Student Book with the ideas on their group
flipchart to see if their ideas were the same. The aim of the activity is for learners
to develop more awareness of the benefits of leading a moderate lifestyle, as
highlighted in the different topic areas.
GROUP A suggested answers
Benefits of:
Positive work–life balance: being productive in work and also your life
Eating healthily: Getting the vitamins and minerals your body needs
Taking physical exercise: Maintaining a healthy body
Developing problem-solving skills: life skills that are useful in different situations.
Able to find solutions to problems.
GROUP B suggested answers
Benefits of:
Being positive: leading a rich and fulfilling life
Having positive relationships: Provide love and security
Being responsible: Good behaviour and self-respect
Good personal hygiene: To feel great and stay healthy.
• Ask students to work with someone from the other group to exchange
information about the different topics in a jumbled reading activity. This is a
co-operative learning strategy that enables each student of a base group to read
assigned texts, and then exchange this information with a student who focused
on different texts. Ensure that there is a good variety of support and stretch
students working within each group.
• The students read their assigned texts and then summarise them. Students then
pair up with someone from a different group and tell them about their texts, and
listen to their peer.
• At the end of the activity, you could ask students to create a flipchart about the
other group’s texts.
3. Activity 1 (15 minutes)
To follow this up, elicit from students the benefits of developing strategies for
solving problems and why these are essential in life. Direct students to the Action
Task on page 114 of the Student Book, and read the steps 1–6. Give an example
yourself so that students can see the process of solving a problem, for example,
you could write ‘I am always arguing with my sister’ on the board, and then go
through the steps with the whole class.
Unit 2 43
Students can think of a problem, real or imaginary, and students can work together
in small groups to think of possible solutions.
Other options include an advice wall, which is a specific area of the classroom
where students can stick up problems they might be worried about. Have some
sticky notes available near the wall, so that students can complete their activity.
Students then choose someone else’s problem and suggest a solution, which
is then stuck next to the problem. At the end of the activity, students find their
original problem and look at the suggested solution. You can then ask some of
the students if they are willing to share their problem, and whether they think
the suggested solution will work. You could then ask other students if they have a
better solution to open up the discussion. For each problem stuck on the wall, the
writer has to provide a solution for someone else’s problem.
To give students further opportunities to put positive thinking theory into practice,
ask them to look at the Activity Task on Student Book page 115. Demonstrate some
examples to the students before they begin the task individually by using one of
the topics, for example, for the United Arab Emirates column, you could give an
example, e.g. “I am proud to belong to the United Arab Emirates because it is a
progressive and peace-loving nation.”
Once students have completed the task, ask them to compare their answers with
a partner, but be aware that students may be a little reticent to share their ideas
for the ‘ME’ column. Ask students to share any ideas with the whole class that they
thought were particularly interesting.
Depending on the activities used in the previous stages of the lesson, it is

important to pull the learning together with regard to the learning outcomes. The
Self-Assessment Questions at the end of Lesson 2 could be used to check learning.
Students can choose and personalise three of the topics. This also encourages them
to reflect on the importance of these benefits. The Self-Assessment Questions could
be a Discussion Task of the students’ top three choices, with students justifying
their answers, or it could be a written task. By encouraging students to give positive
feedback on their oral or written responses, this gives further opportunities for the
students to develop their positive thinking skills as well.
Please note that the timings for each section of the lesson plan are flexible and
should be adapted according to the needs of the students.
44 Lesson 2
Lesson 3
WHAT ARE THE CONSEQUENCES OF NOT

LIVING A MODERATE LIFE?
Introduction
In this lesson, we want students to explore the consequences of not leading a life
of moderation and how this affects the individual, the family unit and society. This
helps to develop the students’ awareness and understanding of the dangers of
excess in life and to recognise these characteristics.
Learning Objectives
➤ Outline at least three examples of leading a life of ‘excess’.

➤ Describe at least five ways of improving a ‘sedentary lifestyle’.
➤ Categorise at least three healthy and three unhealthy food habits.
Unit 2 45
Begin the lesson by discussing the possible outcomes if people lead lives that do
not practise moderation. You can use the picture in the Student Book page 123
as a means to elicit some ideas from the students. Ask students to work in small
groups and consider what the potential consequences could be, based on the
visual prompt.
2. Individual Reading (20 minutes)
Independent reading encourages learners to read silently on their own with

minimal guidance or interference from the teacher. It provides an opportunity for
learners to acquire the concepts at their own pace and expand their knowledge. To
assess the students’ understanding of the key concepts, you can direct them to the
Thinking Tasks on page 122 and page 124.
Possible Activity 1: Reading Race
Divide the class into five groups, and allocate one text to each group e.g.:
• Group 1: You are What You Eat
• Group 2: Being Sedentary
• Group 3: Being Negative
• Group 4: Being Irresponsible and Making Bad Choices
• Group 5: Poor personal Hygiene
Once students have read their text silently, ask them to discuss their findings with
the rest of the group. Students can then write a maximum of four questions about
their specific text, which another team will answer. The questions should be on
individual coloured strips of paper (one colour per group), and should each have
one clearly defined answer. Using different coloured strips for each group will help
with the task organisation later. Allocate a new text to each group and ask the
groups to give you their group’s questions.
• Groups are provided with the first question for their new text and race to find the
answer.
• Once found, the group should give the correct answer to the teacher to receive
the second question.
• The process is repeated until a group has answered all the questions accurately.
46 Lesson 3
Possible Activity 2: Jigsaw Reading
The set up for this activity is the same as the previous task. Ask the students to form
five groups and allocate each group. Students read their specific texts and make
notes of the key points. You can use the template provided in Appendix 1, or create
your own. Once completed, allocate numbers to students so that in each group
there is a mixture of Group 1, 2, 3, 4 and 5 students. Students can then exchange
information about the key points in the texts they read and make notes on the
template. In this way, all students will have information about all the texts. You
could hold a question and answer session to check that students have understood
the key points of their peers’ texts.
Suggested answers: Key points
You are What You Eat
Eating unhealthy food and large amounts of this may lead to health issues. Not
eating the right kinds of food may lead to reduced energy levels, as well as mental
health issues.
Being Sedentary
Being inactive e.g. with little or no physical activity can lead to an increase in
anxiety, affect our sleep patterns and other health issues.
Being Negative
This way of thinking can affect our health in terms of increasing stress, depression and
anxiety, as well as reducing self-confidence. It also affects the way the brain works.
Being Irresponsible and Making Bad Choices
This means that you so not think about the consequences of your actions and how
these may affect you, and the people around you.
Poor personal hygiene
Not showering or bathing can lead to your body producing an unpleasant odour.
Not cleaning teeth regularly and thoroughly can lead to dental issues. Washing
your hands reduces the spread of bacteria and viruses, so if you don’t do this, the
risk of catching certain types of diseases increases.
3. Identifying strategies to avoid a sedentary lifestyle

(10 minutes)
Having explored the implications of a life of excess in general, students will now
move on to considering strategies that can be employed to counteract a sedentary
lifestyle. Students can complete this task individually, in pairs or in small groups.
Consider pairing support and stretch students together if the task is managed as
a pair activity. Ask students to read the Activity Task on Student Book page 126.
Once completed, whole group feedback provides the opportunities for students to
share their ideas and add other examples onto their own diagrams. You can then
nominate different support and stretch students to present their diagrams to the
whole class.
Unit 2 47
4. Moderation Focus (10 minutes)
Put students into groups of three or four and ask them to consider the Discussion
Point on page 131 of the Student Book. Ask students to justify their answers. A
point is awarded for every example that the students come up with. This task can
be extended with the stretch students producing an additional four examples and
support learners providing an additional two examples.
The final stage of the lesson draws all the students’ learning together in the form of
a series of Self-Assessment Questions. Learners’ own answers, but encourage them
to give a clear rationale for their choices. The students can do this task individually,
or in small groups. The questions review and consolidate the key information in
the lesson and allow for further clarification is needed during the feedback stage.
Alternatively, the task could be set up as a quiz, with small groups answering
the questions and a point awarded for each correct answer. To encourage more
student-centred learning, small groups could write their own quiz about the
different topics from the lesson and create a Blockbuster game. Instructions on
how to play this game can be found here:
• http://www.aprender.org.uk/blockbusters.htm
You can show the group the Blockbuster game already filled in with letters that
correspond to some of the key content from the lesson, for example, NT for Negative
Thinking, BI for Being Irresponsible etc. Students create their quiz questions based
on these letters. You can use/adapt the template provided in Appendix 2 or create
your own. The game can be played in two teams. This can be a pair, a small group
of four or the whole class split into two teams.
• Have one team choose a letter or letters, whether the game is being played in
pairs, small groups of four, or two teams.
• The opposite team reads out their question and if the other team answers the
question correctly, they can colour in that hexagon.
• The winning team is the one that gets from one side of the board to the other.
48 Lesson 3
APPENDIX 1
GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5

You are What You Being Sedentary Being Negative Being Irresponsible Poor personal
Eat and Making Bad Hygiene
Choices
Unit 2 49
APPENDIX 2
Links for Blockbuster templates:

• http://www.aprender.org.uk/blockbusters.htm
50 Lesson 3
Lesson 4
WHAT IS MEANT BY THE TERM

‘ADDICTION’?
Introduction
In this lesson, we focus on the serious issue of addiction and addictive behaviours.
This develops the content ideas from the previous lesson, which focused on the
consequences of not living a moderate and healthy lifestyle.
Learning Objectives
➤ Give a written definition or verbal definition of ‘Addiction’.

➤ Describe four risk factors that can lead to ‘Addiction’.
➤ Categorise 14 factors into risk factors and protective factors.
Unit 2 51
1. Introductory activity (10 minutes)
This topic could potentially be a sensitive one for students, and you may not be
fully aware of their backgrounds where these issues may exist. It is, therefore, vital
that students are monitored while working through the lesson to evaluate their
responses, and to be judicious in your nomination of students for feedback. You
could start the lesson by showing the visuals on page 134 of the Student Book,
and asking learners to describe what they can see e.g. someone holding a lot of
shopping bags and someone holding a laptop, smartphone and a small tablet. You
could ask students to think about the following questions:
• What can happen if you can’t control buying things?
• What can happen if you use social media all the time and can’t stop? Is it good
for you, or not? Why? Why not?
At the start of the lesson, we are asking learners to consider the consequences
of when an activity can start to become a problem. This will lead on to the next
stage of the lesson, where students will start to explore when addiction/addictive
behaviours to substances and activities can lead to devastating consequences. You
can write the following words on the board, ‘drugs’, ‘alcohol’, and ‘cigarettes’ and
ask students if these are healthy or not. Once it is established that these are not
healthy, ask students why they are not healthy
The next part of the lesson focuses on the specific consequences of the effects
that addictive substances can have. You could ask the students to use reputable
websites to find further information regarding addictive substances, following the
Action Task instructions on page 135 of the Student Book. Some possible websites
for this are:
• https://www.drugabuse.gov/related-topics/health-consequences-drug-misuse
• https://www.promises.com/articles/substance-abuse/dangerous-dozen-12-
addictive-substances-around-globe/
Other options include drawing on the students’ previous knowledge of substance
abuse programmes at school to peer teach. The students could make awareness
posters highlighting the dangers of using specific addictive substances and these
could be stuck up on the classroom walls.
52 Lesson 4
Moving on from this, the students will focus on the risk factors involved in
developing an addiction or addictive behaviour. This is key information that will
help the students develop better awareness of these potential ‘flags’ in their daily
lives.
You can ask the students to brainstorm ideas about the risk factors that can
potentially lead to addictive behaviours and addiction. It is essential to emphasise
that addiction is a disease. The students can compare their ideas before completing
the categorising Action Task on page 141 of the Student Book. To transform this
task into a more kinaesthetic one, the risk and protective factors could be cut up
(see Appendix 3) and one set provided for each student pair. As an extension to the
task, students could provide an additional risk and protective factor.
The final part of the lesson makes use of the Self-Assessment Questions at the
end of the lesson in the Student Book (page 141). These questions are designed
to enable students to complete the required assessment of learning outcomes for
this unit as specified in the MEP Curriculum Document: ‘Explain and understand
the factors that lead to addiction, including factors that influence people to
start using addictive substances or form addictive habits.’
Students can complete the questions individually, making notes of their answers.
The students can then participate in a class mingle to ask about their peers’
responses.
Unit 2 53
APPENDIX 3
aggressive
lack of parental neighbourhood
good self-control childhood
supervision pride
behaviour
community drug academic school anti-drug

poverty experimentation competence policies
availability of
positive unclear rules at
drugs in social poor social skills
relationships home
group
rules and
parental support
expectations at
and monitoring
home
54 Lesson 4
Lesson 5
WHAT ARE THE EFFECTS OF ‘ADDICTION’?

Introduction
In this lesson, students will look at the possible effects of addiction and addictive
behaviour on the individual, family unit and society, and reflect on the far-reaching
consequences these have. This builds on previous lessons’ content of living a life of
excess, and the meaning of addiction and addictive behaviours.
Learning Objectives
➤ Write a 250-word summary about the impacts of ‘addiction’ based on a recovering

addict’s true story.
➤ Describe three consequences that ‘addiction’ has on physical wellbeing and three
consequences that ‘addiction’ has on mental wellbeing.
Unit 2 55
You could start the lesson by having a quick quiz about the previous lesson’s content
to review and consolidate previous learning. Ask the students to work in small groups
of four and to write the numbers 1 to 10 down the side of a piece of paper. You read
out ten questions, pausing between questions to give the students enough time to
discuss and note their group’s answer. Example questions could include:
• What does addiction mean?
• What is a risk factor and protective factor? (1 example)
• What is a possible symptom of addiction or an addictive behaviour?
Once students have completed the quiz, they can exchange their papers with
another group. You can elicit the answers from the students and they mark the
paper. This also provides the opportunity to clarify answers, if needed.
Tell students to read the explanatory texts about the consequences of substance
addiction and addiction to activities from page 142 of their Student Book. Ask the
students to work in five groups. You can put five pieces of flipchart paper around the
room. Each of the pieces of flipchart paper should be clearly numbered, for example,
1. Family
2. Friends and Recreation
3. School and Work
4. Financial and
5. Society
Ask the students to read each text and summarise what they have read in just one
sentence per text, working with their group. Once all five groups have summarised
all the texts, they can stick their summaries on the corresponding piece of flipchart
paper. Students can then read other group’s summaries, and the whole class
decides which summary is the best one on each of the flipcharts. As this is a rather
challenging task, it is advisable to set the students in pairs or small groups, mixing
strong students with those needing more support in order to allow students to
collaborate, share their knowledge and understanding.
Alternatively, the students can work individually on the two Action Tasks on page
146 of the Student Book. Students can compare their answers before whole class
feedback.
56 Lesson 5
3. Activity 1: Discussion Task (10–15 minutes)
Split the class into four groups, with roughly an equal number of students in each
group, ensuring that support and challenge students are equally distributed
amongst the groups. All groups read the Discussion Task on page 149 of the
Student Book. Students discuss their ideas with their group, and then allocate
numbers to the students by counting them off as 1, 2, 3, 4 in each group. Ask all
the number ones to move to work together, all the twos to work together etc. Ask
students to again discuss their ideas with their new group, before managing whole
group feedback. Nominate students to report back on their findings and clarify as
needed.
Alternatively, split the class into groups and ask students to read the Discussion
Point on page 150 of the Student Book. When the groups have finished, ask the
students to note how many people agreed or disagreed with each of the six
statements. Students can then create a bar chart to show their class findings, and
general opinions regarding addiction and addictive behaviours.
4. Research Task (15 – 20 minutes)
Students can complete this task in small groups. The story of Abdullah is given in
the Student Book on pages 150 to 152.
An alternative is to ask students to complete the Self-Assessment Question. Ask
students to use the flipcharts from earlier in the lesson to help them, or students
can make a mind map of the consequences of addiction or addictive behaviour to
organise their ideas in the stage before writing their short summary. A mind map
is a useful, visual and memorable way for the students to organise, develop and
record ideas and is also good for helping weaker students express their thoughts,
and and organise their ideas. Students can then write their summary of the addict’s
story. The expected learning outcome is a 250-word summary of their learning.
As this lesson contains quite challenging concepts and the students are coming
to the end of the Unit, you could create a Word Search containing key terms used
in this and previous lessons which students must find in a few minutes. There are
many useful sites on the Internet to help you create Word Searches such as http://
puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp?campaign=
flyout_teachers_puzzle_wordcross
Another option is for the students to create word searches for other groups,
reviewing and consolidating the content further.
Unit 2 57
Lesson 6
HOW CAN WE HELP OTHERS TO FIGHT

AND OVERCOME ‘ADDICTION’?
Introduction
This is the last lesson of the Unit on Living a Moderate Life. The lesson consolidates
many of the key points covered so far, by looking at how those suffering from
addiction and addictive behaviours can be helped on their path to recovery. The
content focuses on what support is generally available to those suffering from this
illness, before focusing on the UAE’s approach to this issue.
Learning Objectives
➤ Highlight four examples of how the UAE government is helping others to fight
and overcome ‘addiction.’
➤ Describe five support strategies that could be used to help an individual suffering
from addiction.
58 Lesson 6
You can start the lesson with a back to the board game to review some of the key
terms that will be recycled in this lesson. This is a competitive activity that can used
to check understanding of specific lexical items, or content. You can organise the
game as follows:
• Divide the class into three or four groups.
• One student from each group sits in a chair with their back to the board or
presentation device, facing their group.
• Ask one of the students to choose a key term covered in this unit and write it on
the board or on the presentation device. The students sitting with their backs to
the board should not turn around to read the board or presentation device, and
emphasise that the students in the groups, cannot read the word aloud.
• Each group tries to elicit the word or phrase from the student sitting in the
chair. They can give hints and clues so that the student in the chair guesses the
correct word or phrase. The student who is sitting in the chair can ask ‘yes’ or ‘no’
questions to their group.
• The first student in the chair to call out the correct word or phrase gains the point
for their team.
• The students in the chairs can be changed so that other students have the
opportunity to guess the word or the phrase.
• The team with the most points at the end of the game wins.
2. Follow up task (15 minutes)
You could ask students to use their background knowledge on the subject, and ask
them what they know about help that is available for addicts and those trying to
overcome addictive behaviours. You could then direct them to the Thinking Task
on page 154 of the Student Book. This will encourage students to recycle content
regarding the nature of addiction and addictive behaviours from previous lessons.
Once students have discussed their ideas in pairs or small groups, you can direct
them to the Action Task on page 155 of the Student Book. Students can complete
this task individually or in pairs. You can monitor students while on the task to
inform which students to nominate for whole class feedback. You can hold a brief
question and answer stage to gauge if students have understood the content.
Unit 2 59
3. Identifying the Need for Empathy and Support (20 minutes)
Refer the students to the quotation by His Highness Sheikh Mohammed bin Rashid
Al Maktoum (May Allah protect him) on page 160 of the Student Book and ask the
students why it is vital to help people suffering addiction and addictive behaviours.
You could prompt learners by asking them to discuss in pairs if it is their responsibility
to help others in need, no matter who they are, or that helping others less fortunate is
part of being a positive member of society, for example.
Another option is to ask students to use their personal devices to search for other
quotations that mirror His Highness Sheikh Mohammed bin Rashid Al Maktoum’s
(May Allah protect him) caring attitude toward others who need help and support.
The type of questions that you use depends on the quote, but should encourage
students to give a rationale for their answers in more detail. The students could then
make small posters of these inspirational quotes, which can be posted around the
classroom walls. You could ask the students to look for a minimum of five quotes per
group. You may find the following website useful:
• https://sheikhmohammed.ae/en-us/quotes
As a follow up, you could ask students to complete the Action Task on page 163 of the
Student Book. Students could do this task individually, in pairs or small groups. If the task is
completed in small groups, this allows for more collaboration and co-operation between
students. Students can work on their personal devices, using Google Docs to make a
collaborative document, with all students working on the document at the same time.
You can learn about how to use Google Documents by doing a search on the Internet. The
documents can then be shared amongst the whole group for feedback.
4. Summary (15 minutes)
The final stage of the lesson can be used to review the content covered. There are
different options:
• Ask the students to complete the Self-Assessment Questions individually, or in pairs.
• Ask students to complete the Self-Assessment Questions in small groups, awarding
points to the most succinct but relevant answers.
• Ask the students to work in four groups, and each group is allocated one of the
Self-Assessment Questions to answer. When the groups have completed this first
stage, ask the students to find the answers to the remaining three questions, in a
whole class mingle activity.
• Ask students to work in small groups and think of four more questions about the
content from this lesson. The groups’ questions can then be passed on to the next
group to be answered. This will help to identify any points from the lesson that need
to be clarified for the students. You can then ask students to report back on their
answers to the whole class.
Please note that the timings for each section of the lesson plan are flexible and should
be adapted according to the needs of the students.
60 Lesson 6
U N I T C U S10
Intercultural
Relationships
Lesson 1 What is ‘Visible’ and ‘Invisible’ Culture?
Lesson 2 What are the Different Approaches to Understanding Cultures?
Lesson 3 What is the Role of Communication within Groups of People with

Different Backgrounds?
Lesson 4 What are the Challenges to Intercultural Communication?
Lesson 5 What is the Difference between ‘Real’ and ‘Pseudo’ Listening?
Lesson 6 What Values are needed for Intercultural Understanding and

Communication?
Learning Outcomes
1. Give a detailed explanation of the nature of individual cultures and approaches to

understanding them.
2. Discuss and present possible guidelines for effective intercultural communication
and dialogue.
3. Analyse and reflect on encounters with those from other cultures, identify and
describe any actual or potential conflict areas and, in the light of your experience,
recognise opportunities for building relationships and/or changed future actions
or behaviour.
Unit 3 61
Introduction
This unit covers some key issues and concepts. To build the students’ understanding,
the initial lessons introduce some key terms and concepts which will form building
blocks for later development. Below is a summary of the elements of each lesson:
➤ Lesson 1 needs to focus on the term ‘culture’ so that students are familiar with its
different meanings and related terms. Most will have heard the word mentioned and
used a great deal but may not have a full understanding of what the concept means or
how it can be used in different contexts.
➤ Lesson 2 uses the understanding of the terms from Lesson 1 and begins to explore some
of the approaches to understanding cultures. It is important to keep in mind throughout
that the aim is not to make judgements about other cultures but to provide tools and
notions which help students to critically think about the issues in a multi-cultural society.
If just one student thinks more carefully about the variety of cultures present in the UAE
and how to best approach and understand them, then the lessons will have begun to do
their job of helping students think and be more responsible citizens.
➤ Lesson 3 focusses on the concept of communication. It begins by exploring the
meaning and nature of ‘communication’ and the different types of communication that
can be used. The lesson moves on to look at the factors which affect communication and
this creates an opportunity to carry out a practical activity on researching the makeup of
Emirati society. The lesson finishes by presenting an analysis of the role of communication
within groups of different backgrounds.
➤ Lesson 4 is focussed on the challenges to intercultural communication. Again, we begin
by exploring some key terms, specifically, the idea of ‘culture shock’, its causes and its
effect on communication. There are a number of other challenges to communication,
both abstract and concrete. Some of these are looked at, along with reflection and
discussion points which aim to have the students think about the challenges faced in
their own society, and possible solutions to those difficulties.
➤ Lesson 5 builds on and extends the concept of communication by focussing on the
listening process. First, we introduce the idea that the kind of listening we perform is
based on our intent and then move on to explore the terms ‘real’ and ‘pseudo’ listening.
Then we consider the idea that as individuals we can adopt different listening styles, and
we might shift between those styles depending on the circumstances we find ourselves
in. The lesson moves on to consider barriers to effective listening as well as ways to
overcome the obstacles and adopt good listening habits.
➤ Lesson 6 draws together much of what has been covered in the unit so far into a focus
on the values needed for intercultural understanding and communication. First, we
introduce the idea that the term ‘values’ can be used in different ways, and then consider
a set of values and their meaning. Following this, we explore the idea that as individuals,
we have a set of core values which may differ from those of the people around us. The
lesson then finishes by taking a closer look at the values found in Emirati society and how
these contribute to intercultural understanding and communication through a series of
examples and tasks which aim to raise awareness to initiatives in the UAE which exemplify
the core values on which this society is based.
62
Lesson 1
WHAT IS ‘VISIBLE’ AND ‘INVISIBLE’

CULTURE?
In this lesson, the students look at the meaning of culture, and two related ideas,
‘visible’ and ‘invisible’ culture. Looking at the meaning of these terms and reflecting
on the concept of culture both within and outside of the UAE provides the building
blocks to explore the different approaches to understanding cultures in Lesson 2.
Learning Objectives
➤ Categorise visible and invisible aspects of culture.

➤ Explain the relationship between visible and invisible culture.
➤ Identify at least three features of their own culture, how they have shaped them
and reflect on a culture other than their own.
Unit 3 63
The lesson can begin by writing the word CULTURE on the board or other
presentation device, and asking students to brainstorm words associated with
this term. This stage should be timed to take no more than five minutes. This can
be done as an individual task, a small group task or as a whole class. Accept all
answers and try and elicit some of the upcoming key terms. If appropriate, this task
can be presented in the form of a competition with one point awarded for every
association and two points for every word which no one else thought of.
To follow up this activity, refer students to the definition of culture in their Student
Book and then move on to getting them to think about what characterises their
own culture. You can frame the task in terms of an external observer, like the
foreign student mentioned in the Student Book, but this could also be a visitor from
another planet, to encourage students to take a step back and view distinguishing
aspects of their culture more objectively. The questions asked can help to bring
out these key features. For example, you can ask:
• ‘What would the observer find special about your school?’
• ‘What gestures, behaviours or ways of speaking would they notice?’
• ‘What reasons might an observer give for these actions?’ etc.
Ultimately, we are looking to get students to recognise that the gestures and
actions they do on a daily basis, and take for granted, are actually a result of their
visible or invisible culture. This point could be posted on the board or revealed as
a pre-prepared ‘key term poster’ on the wall of the classroom. This section and the
questions help to introduce the idea of visible and invisible culture.
3. Identifying Aspects of Visible and Invisible Culture

(15 minutes)
This activity builds on the previous task and considers the concepts of visible and
invisible culture in greater detail and the differences between them. Students can
get confused with the two concepts so it is essential to ensure they refer to the
visual image of culture as an iceberg, with visible features above the waterline and
invisible features below. This is important when considering culture as a whole
which is comprised of two distinct, but closely interrelated parts.
64 Lesson 1
Following the explanatory paragraphs you can ask the students for examples of
visible and invisible culture before leading into the Checkpoint activity which
can also be carried out as a kinaesthetic matching exercise. Draw an iceberg on
the board and ask students to write the features above or below the waterline as
appropriate. You can then discuss with students how many they got right, identify
reasons why they may have got answers wrong and clarify any misunderstandings
as a piece of formative assessment. Alternatively, students could do this task in
pairs or small groups, drawing their iceberg on a piece of flip chart paper and then
posting their work around the room prior to them giving feedback.
KEY: (A) refers to ‘above’ the iceberg and (B) is ‘below the iceberg.
The following would be expected to be (A): School subjects, Facial expressions,
Table manners, Art, Style of dress, Meeting deadlines, Addressing your teachers
and parents, Government structure, Hand Gestures
The following would be expected to be (B): How to raise children, How to behave
in public, Idea of beauty, Concept of leadership, Importance of time, Notion of
respect.
Another option in exploring the idea of visible and invisible culture is to project
an image of a ‘culture iceberg’ with some / all of the features in the wrong place.
The students have to identify the mistakes and give reasons why. The teacher can
then summarise the activity by looking at what other aspects of visible or invisible
culture they can think of, and the relationship between the two.
A short plenary can then be held with either a written or verbal task which
asks students to reflect on the features discussed in the activity and decide
which examples of visible culture are the result of invisible features of culture.
Alternatively, students can also be asked to complete the Checkpoint question on
page 170 in the Student Book. Ensure that there is a focus on the direct cause and
effect relationship between the invisible and visible features as opposed to just
listing features without distinction.
Unit 3 65
4. Identifying Cultural Differences and Similarities in the UAE
(15 minutes)
Having explored the broader concept of visible and invisible culture, the lesson
now sees the students consider the society they are living in, the different cultures
it is composed of, and where these might overlap or oppose each other. Ultimately,
the aim is for students to understand that regardless of the differences, everyone
shares the same basic needs.
The learning point in this section can be reinforced by the self-reflection Action
Task, which the students complete alone at first, then with their classmates, or
by the group discussion that follows. Both tasks lend themselves to a pyramid
discussion with students gradually including more and more points of view in
their debates as the circle of people involved becomes bigger.
5. The Idea of the UAE as a Melting Pot (20 minutes)
The term ‘melting pot’ is frequently used in everyday speech and it is likely that
its meaning is not fully understood. The purpose of this section of the lesson is
to explore the meaning of the phrase and to help students to use this and other
related terms such as ‘creeds’, ‘fusion nation’ and ‘integrate’. Move the students’
attention to focus on the future of the culture of the UAE and then direct them
to the quotation by Sheikh Zayed bin Sultan Al Nahyan (May Allah have mercy
upon his soul). Invite the students to interpret the meaning of the quotation in light
of the notions of culture acquired in this lesson. This could be done either as a paired
or a small group discussion, and then asking students to share their ideas with the
whole class.
One way of consolidating what the students have learned so far and applying
the concepts to their immediate environment is to carry out the Research Task.
Depending on what facilities your school offers, it might be possible to have the
students carry out their research in the library, computer lab or on their tablets.
Another option might be to set the task as an out of class project and provide some
useful links to guide the students. http://worldpopulationreview.com/countries/
united-arab-emirates-population/, and https://www.dsc.gov.ae/en-us/EServices/
Pages/Population-Clock.aspx are two examples.
66 Lesson 1
Having set up the task, students can then work in small groups to complete the
research by following the guideline questions. Allow students time to prepare
and practise their presentations, and monitor and support as needed during the
preparation stage. You may want to briefly review some useful tips on presentation
skills before the students explain their findings to the rest of the class.
By exploring the cultural makeup of the UAE, the aim is to raise the students’
awareness to the size of the different ethnic groups in their country, especially
compared to the local community. The activity can be rounded off with a
plenary based on the Thinking Task on page 177 of the Student Book and/or
Self-Assessment Questions at the end of Lesson 1 in the Student Book to check
understanding. For example, students could be asked to write a short answer to
one or more questions of their choice.
Note, a plenary could take place during the lesson, or at the end of the lesson. It
is designed to be a short session to pull together the learning in the lesson and
can be linked back to the learning outcomes given at the start of the lesson in
the book. The idea is that the teacher can assess the extent to which the learning
outcomes have been achieved by the students in the group and allow you to be
able to identify students who may need further help or those who need stretch
and challenge.
Unit 3 67
Lesson 2
WHAT ARE THE DIFFERENT APPROACHES

TO UNDERSTANDING CULTURES?
Introduction
Having explored the different meanings and aspects of culture in the previous
lesson, the students now consider a variety of ways to decipher the complex codes
of cultures. The first part of the lesson explores the ‘why’ of understanding cultures
by getting students to think about the benefits to them as individuals and to their
society in the broader sense of getting to know their cultural environment. The
second part of the lesson deals with the more practical issue of ‘how’ this could be
done, by covering some key approaches and terms, such as ‘emic’ and ‘etic’. Most
likely students will not have come across such concepts before so their acquisition
can be ascertained through reflection and discussion points which see the
students discussing advantages and disadvantages of the approaches they have
been exposed to.
Learning Objectives
➤ Compare and contrast different approaches to understanding cultures.

➤ Give one or more examples of culture complexes and traits of the UAE.
➤ Give a definition of ‘emic’ and ‘etic’ approaches to understanding cultures.
68 Lesson 2
The lesson can begin by referring to the image on page 179 and the caption “Some
experts say that the world has become flat.” Elicit the students’ views by asking
questions such as: “Do you agree with this view? Can you give examples of how the
world is becoming flat? Is the world becoming flat a good thing? Why? Why not?”
You can also link to lessons they have had on globalisation in Unit of Grade 10
and the notion that the world is ‘shrinking’. This lead-in should be timed to take no
more than 10 minutes. The starter can be done as a whole class discussion or as a
debate, with half the class arguing that there are more advantages and the other
half arguing that there are more disadvantages.
2. Benefits of Learning About Culture (10 minutes)
To follow up this ‘for’ and ‘against’ activity, ask about the advantages of knowing
a culture, especially your own. The questioning can be designed to encourage
students to think about the multi-facetted culture of the UAE and how a deeper
understanding of their environment can benefit them as individuals and their
nation as a whole.
To structure the discussion, you can refer to the image on page 181 of the Student
Book and comment on the caption which states that: “Understanding other
cultures is essential in order to thrive in a multi-cultural nation like the UAE” and/or
use the Thinking Task on page 180.
You could then write the word BENEFIT on the board with two subheadings
INDIVIDUAL and COUNTRY. You could then ask students to think about the benefits
in pairs or small groups, and ask them to share their ideas with the whole class.
Ultimately, we are looking to get the students to pre-empt some of the concepts which
are represented by the key terms in this section, such as cultural diversity, company
culture, conventional wisdom, social cohesion and synergy. The students are unlikely
to come up with these words themselves, but if they can come up with the concept,
you can provide the actual term which they then find in their Student Book.
As a follow up task, you could have the students do a mingle activity to complete a
survey using the questions in the Action Task on page 182. This could be followed
by an open class discussion where the students assess and reflect on their findings
through guided questions like: “How much do you and your classmates know
about other cultures? How could you learn more about other cultures?”
Unit 3 69
Alternatively, you could set the Research Task on page 182 as an awareness raising
exercise to the existence of multi-cultural initiatives and projects in the UAE. You
might want to prepare a presentation of your own as a model in one lesson, then
allow the students to complete the research outside of class and present a project
of their choice in the following lesson.
3. Approaches to Understanding cultures (20–40 minutes)
Now that the idea of cultures has been explored and consolidated, the next stage
is to look at various approaches to understanding cultures.
The Student Book provides four different types of approach which could be dealt
with in different ways.
Possible Activity 1: A Socratic Exercise
Put students into pairs and assign each student two approaches to read. Students
sit in their pairs and the first student tells his/her partner about the approaches he/
she has read and says what the advantages of these approaches are, giving a short
justification for their reasoning with an example, where appropriate.
The other student then has to think of a drawback to the approaches along with
a similar short justification. The first student then has to counter this. The second
student then provides a further counter to this second point. It is suggested that a
maximum of three points and counterpoints are made.
At the end of the ‘dialogue’, each pair writes a short summary of the ‘argument’ they
have had and presents it to the rest of the class. When all pairs have reported back,
the teacher can summarise the key advantages and disadvantages which arise
from each approach. To consolidate the students’ debate in this task, you could
assign Self-Assessment Question no.1 on page 189 to be completed at home.
Possible Activity 2: A Jumbled Reading Activity
Set the students in groups of four and assign one approach to each student. Have
them read their approach and make brief notes under headings like:
• Name of approach
• Focus of approach
70 Lesson 2
After the students have finished reading and taking notes, they exchange
information so that by the end of the exchange, everyone has notes on all four
approaches. You can then ask the students to complete the various Discussion and
Action Tasks in this section as small groups, as the exercises lend themselves to
group work. Finally, you can end this stage with whole class feedback, especially
using the culture complex Action Task on page 186, which can be challenging.
KEY
Culture Complex Action Task page 186 – Possible Answers:
Complex: LEADERSHIP, Traits: Images of Sheikh Zayed bin Sultan Al Nahyan (May
Allah have mercy upon his soul) and Rulers in shops, offices and in the streets,
concept of ‘majlis’ open to the public.
Complex: RELIGION, Traits: modest dress, Friday is day of rest, call to prayer in
mosques, men and women do not usually shake hands.
Complex: GENEROSITY, Traits: Red Crescent Foundation, offering Iftar meal to less
fortunate during Ramadan, clothes banks in all malls.
Possible Activity 3: Carousel Poster Presentation
Put students into groups of 3 or 4. Their task is to produce a poster which outlines
one of the approaches to understanding culture with particular reference to the
UAE. The poster should be a large enough size to be easily read by other students.
There are a number of templates which can be downloaded and used on the web
– type “poster presentations” into a search engine. The students spend 20 minutes
putting together their poster. These will then need to be displayed around the
classroom. Once the display is complete, at least one student from each group
takes it in turns to be with their poster to answer questions while the other students
move around looking at the other posters and asking questions of the student/s
who did the poster. The whole activity might take around 40 minutes.
In addition to the suggested activities above, you can also use the feature boxes
in the Student Book as a source of in-lesson activity. For example, there is a
Checkpoint Task on page 187 and a Discussion Point on page 188, both of which
focus on the complex concept of ‘emic’ and ‘etic’ approaches. This could be a useful
way for students to share understanding and clarifying any doubts or questions.
Unit 3 71
KEY
‘emic’ and ‘etic’ Discussion Point page 188.
EMIC
Advantages: focusses on a specific context, it is culture specific;
Disadvantages: findings are not generalisable, it may only describe subjective
observations, without drawing any objective conclusions.
ETIC
Advantages: findings are generalisable, gives a bigger picture;
Disadvantages: does not allow for exceptions.
The first Action Task on page 184 on ‘Five Do’s and Don’ts of Emirati Etiquette’ is
a fun way to reinforce the concept of stereotypes which features throughout this
unit. To add a bit of fun to this exercise, you could ask the students to role play
different ‘don’ts’ and have the rest of the class spot the mistake and correct the
behaviour. There are also some Thinking Tasks and Discussion Points which could
form the basis of class activities if a different route is chosen through the lesson to
that which has been suggested here.
The quote by Sheikh Zayed bin Sultan Al Nahyan (May Allah have mercy upon his
soul) on page 184 and the associated Action Task, could also be used, as it requires
the students to think about the meaning of the quote and reflect on their role as
ambassadors of the UAE. This type of activity can be individual, done in pairs, or
small groups, and then get students to feedback following their thinking or small
group discussion time.
Plenary (10–20 minutes)
Depending on the activities used in the previous stages, it is important

to pull together the learning in the lesson with regard to the learning
outcomes. The Self-Assessment Questions at the end of Lesson 2 could be
a way in which learning is checked, specifically, the first bulleted task, which could
be assigned as written work. The second Self-Assessment Question is particularly
relevant to Expo 2020, which the country is preparing. This question is important
to get the students reflecting on what part they can play in this event which will
showcase the UAE to the rest of the world.
72 Lesson 2
Lesson 3
WHAT IS THE ROLE OF COMMUNICATION

WITHIN GROUPS OF PEOPLE WITH
DIFFERENT BACKGROUNDS?
Introduction
In this lesson, we want students to explore the meaning and nature of
communication and the different ways it can occur. This helps provides the basis
for understanding the role communication plays in their own culture and within
groups with different backgrounds.
Learning Objectives
➤ Identify at least two examples of high and low contexts and verbal and non-
verbal communication.
➤ Rephrase spoken statements to make them direct or indirect.
➤ Identify and describe at least three features of non-verbal communication in the
UAE and highlight a minimum of two differences with other cultures.
Unit 3 73
Begin the lesson by discussing what students think might be the difference between
culture and communication (students might not think there is any difference!). This
could be done through simply asking students to write down or say what they think
the difference is and then share their views. The aim of the discussion is to make
students realise how culture and communication are inextricably connected, and
that communication is just one of the many expressions of culture. This point could
be posted on the board or other presentation device, or revealed as a pre-prepared
‘key term poster’ on the wall of the classroom. This section and the questions can
help to introduce the next section, which focusses on communication.
2. The Meaning and Nature of Communication (5 minutes)
The following stage expands the concept of communication and considers it

from an intercultural perspective to frame the lesson within an Emirati context.
You can use the image and caption regarding world languages on page 192 as
a springboard for getting students to think about the challenges of intercultural
communication and elicit some of the issues which will be discussed later in the
lesson.
3. Types of Communication (20–40 minutes)
Having touched on the topic of intercultural communication, the next stage is to

look at ways of communicating. This section offers four types of communication
which could be approached in various ways.
Possible Activity 1: Independent Reading
Independent reading encourages learners to read silently on their own with
minimal guidance or interference from the teacher. It provides an opportunity for
learners to acquire the concepts at their own pace and expand their knowledge.
To assess the students’ grasp of the texts, you could have them complete the
Checkpoint question on indirect/high vs. direct/low contexts, and verbal vs. non-
verbal communication on page 193 and the Action Task on direct vs. indirect
language on page 195 in class as a quiz type exercise.
74 Lesson 3
In exploring types of communication, another option is to ask students to do some
online research to identify other forms of communication and compare these
with the ways given in their Student Book. The aim is to show how communication
can be achieved in a variety of ways that go beyond just speaking.
Key
Checkpoint Question on indirect/high vs. direct/low contexts, and verbal vs.
non-verbal communication – Page 193:
1.D; 2.NVC; 3.I; 4.VC; 5.D; 6. NVC; 7.I; 8.D; 9.NVC; 10. VC
Discussion Point on high/low context in the UAE – Page 194:
(Possible responses) Both, depending on the situation. When dealing with other
Emiratis, it is likely to be high context; however, when dealing with foreigners or
people whose background is unfamiliar, it can be low context.
Action Task on direct vs. indirect statements – Page 195:
(Possible examples of direct statements) 1. We don’t agree with this idea.; 2. I don’t
want to discuss this now.; 3. We can’t solve your problem.; 4. I don’t like your idea.;
5. I want to talk to someone who knows what they’re saying.
(Possible examples of indirect statements) 1. Do you think that’s a good idea?;
2. That’s another good point.; 3. I would do that this way. 4. Have you considered
doing it this way?; 5. Can we discuss this at a later time?
Possible Activity 2: A Jigsaw Reading Activity
Set the students in groups of four and assign one type of communication to each
student. Have them read their text and make notes under headings like:
• Type of communication
• Main features
After the students have finished reading and making notes, they exchange
information so that by the end of the exchange, everyone has notes on all four
approaches. You can then ask the students to complete the Discussion and Action
Tasks together as the exercises lend themselves to group work. Finally, you can
end this stage with whole class feedback, for example using the second Self-
Assessment Question on page 199, which has students recap the different ways of
communicating.
Unit 3 75
Possible Activity 3: Reading Race
Prepare a minimum of four questions, one per text, about the four types of
communication; these questions should be objective and have one clearly defined
answer. For example:
1. What kind of communication style do we find in a low context culture? (They are
direct.)
2. What characterises societies with a high context culture? (They are homogenous.)
3. Give one example of a direct and indirect statement having the same meaning.
(Encourage students to think of statements of their own.)
4. Give two sub-categories of non-verbal communication. (Any two from those
listed in the Student Book.)
This activity can work either before learners read the texts or as a review activity
after learners have finished the reading:
• Organise learners into pairs and ask them to focus on one text at a time. Enough
copies of the questions should be available for each pair.
• Learners are provided with the first question and race to find the correct answer.
Once found, one partner should give their written answer to the teacher.
• If the answer is correct, give the pair the second question.
• The process is repeated until a group has answered all of the questions correctly.
This activity can be adapted to learners working individually, in pairs or small

groups ‘racing’ one another to read pieces of text and find information.
In addition to the suggested activities above, you can also use the feature boxes in
the Student Book as a source of in-lesson activity. For example, there is a Thinking
Task on page 192. The Action Task on non-verbal language on page 196 can also be
a fun miming activity with students performing the non-verbal gestures and the
others interpreting their meaning. Alternatively, you could mime or show videos of
different non-verbal gestures of communication from other cultures and have the
students guess their meaning.
76 Lesson 3
4. Factors Affecting Communication (10–20 minutes)
Having explored different types of communication, the lesson’s focus now turns
to barriers to effecting communication. This stage could be carried out as a whole
class prediction task with students anticipating what the barriers could be then
reading to check if their predictions were correct. Or you could focus on the key
words, ‘ethnic origin’, ‘hierarchy’, and ‘racism’, by writing these on the board, asking
if anyone knows the meaning, then asking the students to read in order to check
their definitions. You could concept check their understanding of the key terms by
asking students to provide practical examples of each.
The Research Task on ethnic communities on page 197 lends itself to different
activity types, like a poster presentation, mingling task, or small group
discussion. Depending on the method of delivery you choose, the whole stage
could take up to 20 minutes.
5. The Role of Communication within Groups of Different

Backgrounds (15 minutes)
The lesson reaches its final stage by drawing on the notions acquired so far in order
to analyse the impact communication can have on a multi-cultural environment.
You could introduce this stage by referring to the quotation by His Highness Sheikh
Mohammed bin Rashid Al Maktoum (May Allah protect him) on page 199, and
asking the students for practical examples of how they, as citizens and members of
the UAE community, can demonstrate “mutual respect for each other’s humanity,
culture and rights” when communicating.
This leads into the role play exercise in the Action Task on page 198. The role
cards are found in Appendix 1. If you feel the role play requires a more structured
approach, you could provide specific questions which the students ask each other
in order to facilitate the task and highlight the cultural differences between the
‘ethnic’ groups. Before addressing the questions at the end of the task, you could
ask the students if they can identify their ‘compatriots’.
You can end the lesson with a plenary using questions 1 or 3 of the Self-Assessment
section.
Note: The timings given here are for guidance and can be adjusted depending on
the learning progress being made and the individual needs of the teacher and the
group.
Unit 3 77
APPENDIX 1
Action Task page 198

Rolecards
Role Card 1: You come from Redland. You like to meet foreigners, but you really dislike
being touched by strangers. In your country you avoid eye contact and you never
shake hands when you first meet someone, you simply shake your head and smile. You
also speak very softly and never say ‘no’ directly to someone’s face. You do not eat meat
in your culture and find it very offensive if someone eats from your plate.
Role Card 2: You are from Blueland. In your country, people gently, but consistently
touch each other’s arms when they talk. When you meet someone for the first time,
both people put their hands on each other’s shoulders. In your culture, it is common
to share meat-based dishes using your hands with people you do not know well to
establish a bond.
Role Card 3: You come from Whiteland. You love to meet people and express your
enthusiasm with a lot of gestures and you speak very loudly. When you meet someone,
you touch the top of your head and stand on your toes to say “hello” politely. In your
culture, you never touch food with your hands as this is seen as unhygienic.
78 Lesson 3
Lesson 4
WHAT ARE THE CHALLENGES TO

INTERCULTURAL COMMUNICATION?
Introduction
In this lesson, we hone in on the barriers to effective communication in a multi-
cultural context. The aim is not to see these challenges as inextricable problems,
but rather as opportunities to exploit the differences between cultures to facilitate
and enhance multi-cultural communication in the UAE.
Learning Objectives
➤ Demonstrate an understanding of the concepts of politically and non-politically

correct language by comparing five examples of each and explaining the
differences.
➤ Give a verbal definition of linear and relational worldviews and provide at least
two examples of the worldview held in the UAE.
➤ Provide at least three practical examples of ways cultural and human diversity can
be recognised and appreciated in the UAE.
Unit 3 79
You could start the lesson by showing or projecting the ying and yang symbol
(see Appendix 2) and asking students if they know what it represents. Accept any
suggestion and then explain that in Chinese philosophy, yin and yang (literally
“dark-bright”, “negative-positive”) describe how seemingly opposite or contrary
forces may be complementary and how they may give rise to each other as they
interrelate to one another.
The purpose of this lead-in is to raise students’ awareness to the fact that the
striking cultural differences within the UAE can either be viewed as threats or
opportunities. To make the discussion more relevant to the local context, refer the
students to the facts in the image caption on page 201 and ask them to reflect on
how the presence of cultural diversity actually enriches the nation.
2. Challenges to Intercultural Communication (20 minutes)
The next part of the lesson focusses on the specific barriers to intercultural
communication. Great emphasis is placed on culture shock in order to put the
students in the position of the many foreigners who come to their country and
may struggle to adjust to culture which is completely unknown to them. You can
use the caption to the image on page 202 at the beginning of this stage of the
lesson or at the end to have students reflect on how the young boy might feel, and
how they think it must feel to be disoriented in a new home.
There are ten different challenges presented in this part of the lesson. You can deal
with the texts on the specific cultural and linguistic challenges in different ways.
Possible Activity 1: A Running Dictation
With this activity students not only acquire new knowledge, but they also must
work together, thereby developing their collaboration skills. They are also
responsible for checking their own work, hence becoming more independent
learners.
• Depending on the size of the class, prepare any number of the texts taped to
walls around the room.
• Organise the students into pairs or small groups, with one students being the
runner and the others being the writers.
• The runner must run to the wall where the text is displayed, read the text, run
back to his or her group, and repeat what he or she read.
• The group’s job is to listen to the runner and write down what is said.
80 Lesson 4
It usually takes many trips to and from the text for the runner to relay the entire
paragraph to the writer. When most groups are done, the writer can check the
passage against what is displayed, and then roles are reversed and a second text
is used.
Possible Activity 2: Gapped Headers
Prepare copies of the texts but remove the headings. Have the students read the
paragraphs and decide what a suitable title for each might be. Then display the
headings from the Student Book on the board in jumbled order and have the
students match headings and paragraphs. After checking their answers, ask the
students if the headings they had thought of were similar.
A fun way to end this stage is with the Action Task on page 204 which focusses on
linguistic barriers. You can start this activity by showing the image in Appendix
2 and asking the students to describe what they can see. Ask students how the
woman in the picture might feel (she is in a difficult situation which she cannot get
out of easily). Then explain a possible context when you might use the idiom “to
paint (oneself ) into a corner”. For example, “One of my students really painted him/
herself into a corner by promising to give me his/her project then leaving it
till the last minute!” and ask concept check questions like “Is my student in an easy
position?” (No) “Did he/she cause this situation?” (Yes)
The idioms task could be completed as is or, if you feel the students need more
support, you could cut up the idioms and the definitions on slips of paper, give
each student just one slip and have them mingle until they find their match.
Key
Action Task on page 204 – Idioms
1. They refuse your offer/invitation but with the hope that it can be postponed to
a later time
2. Don’t ruin a relationship
3. It was very over-priced
4. You should improvise; not make a plan but decide what to do as you do it
5. They want to say something serious or difficult that they have been thinking
about for a while.
Checkpoint Task on page 205 – Worldviews
1.L; 2.R; 3.R; 4.L; 5.R; 6.L
Action Task on page 209 – Cross Cultural Quiz
1.c; 2.a; 3. False; 4. Four; 5. True
Unit 3 81
3. Overcoming Challenges (10 minutes)
Having examined different barriers to effective communication, the students are

now asked to think of possible solutions to avoid or overcome the challenges. You
could:
• Consider each barrier in the previous section one at a time and have the whole
class suggest solutions for all of the challenges.
Possible solutions:
1. Culture shock: read up on the local culture before visiting or moving to a
country.
2. L inguistic differences: learn as much of the language before going to another
country. Learn at least a few basic words like ‘hello’, ‘please’ and ‘thank you’.
3. Linear and relational worldviews: find out what kind of view the culture you
are dealing with holds.
4. Language and mentalities: do research on which language might be
perceived as impolite or incorrect in the new culture then choose your words
carefully so as not to offend.
5. Silence: find out if silence is regarded as normal or awkward in the new
culture then modify your behaviour accordingly.
6. Body language: check your own body language in the mirror or ask a friend
if any of your gestures could be offensive in another culture.
7. Context: find out the context of the new culture and practice communicating
accordingly.
8. Notion of time: try to adopt the behaviour of the new culture and be accepting
and understanding of their perception of time.
9. Stereotypes: think of examples which disprove the stereotypes which might
exist.
10. Feelings and emotions: analyse the behaviour of the new culture and be
accepting and understanding of the extent to which they display and accept
show of emotions.
82 Lesson 4
• Assign a different challenge to pairs of students and ask them to think of a solution.
• Choose just one or two main challenges, for example culture shock and linguistic
barriers are present in the UAE, and have the students discuss possible solutions
in small groups- Then ask groups to share their solutions and have the class vote
for the best one.
The Thinking Task on page 211 is an effective way to close this stage and turn the
tables by getting the students to reflect on how it feels to experience culture shock
and, in light of this knowledge, what they can do to facilitate the settling in of
foreigners in the UAE.
To wrap up the lesson and ascertain the students’ grasp of the concepts they
have been exposed to, you could use a combination of written and spoken tasks.
For example, it would be useful to have the students complete the Action Task
on page 212 in class. As writing generally needs more time than other activities,
and this particular task requires the students to reflect on the quotation by His
Highness Sheikh Khalifa bin Zayed Al Nahyan (May Allah protect him), you could
ask the students to complete this in pairs or small groups and to keep the length
of their answer within the box provided. This writing exercise could be coupled
with questions one and two of the Self-Assessment Questions at the end of the
lesson on page 213, which are more spontaneous in nature and lend themselves
to a quick fire oral quiz.
Alternatively, you could try different summarising activities such as:
• A 60-second challenge (students write down a summary of what they have
learned in 60 seconds).
• Put students into pairs and ask Student 1 to explain what they have learned in the
lesson to Student 2. Student 2 then summarises Student 1’s learning in written
words such that Student 1 agrees this accurately represents their learning.
Your choice of activities for the plenary stage will depend on the time available and
level of the students. You could even choose to diversify tasks to suit the students’
styles and abilities. For example, stronger students can complete the higher-level tasks
which provide them with some stretch and challenge, while students needing more
support can be asked to do fewer tasks which require more straightforward answers
and less higher level thinking skills.
Unit 3 83
APPENDIX 2
Introductory Activity: yin and yang symbol
Action Task page 204: image to introduce idioms

(She painted herself into a corner)
84 Lesson 4
Lesson 5
WHAT IS THE DIFFERENCE BETWEEN

‘REAL’ AND ‘PSEUDO’ LISTENING?
Introduction
The students’learning from previous lessons on the role of communication in a multi-
cultural environment and the barriers to effective intercultural communication
will be important in this lesson. The focus now turns to a fundamental feature of
communication, listening, and how this essential skill affects communication.
Learning Objectives
➤ Write a definition of ‘listening’ and ‘hearing’ and highlight the differences between
the two actions by giving at least one example of each.
➤ Identify at least four possible situations they are familiar with which describe real
or pseudo listening.
➤ Distinguish between open and closed questions by making a note of three
examples of each used by professional interviewers.
Unit 3 85
You could start the lesson with a practical demonstration to differentiate between
‘listening’ and ‘hearing’. For example, without warning the students, make a loud
noise, like clapping your hands or dropping a book on the floor. Ask the students
if they knew the sound was coming and whether they were expecting, or listening
for, the sound (no, hearing is involuntary and spontaneous).
Now, tell the students that you know a funny story and ask them what they
must do if they want to know the story (they must listen, i.e. they must choose
to decipher your message). To make sure the students can differentiate between
the two actions, you can ask them to complete the Checkpoint on page 215, then
provide a definition yourself for students to compare their suggestions with, for
example “Listening requires paying attention, interpreting, and remembering
sound stimuli.”
2. Real and Pseudo Listening (15 minutes)
The next part of the lesson focusses on two distinct aspects of listening, real and
pseudo listening. To illustrate the two actions, carry out a stimulus observation
exercise by showing a short video clip with examples of both types of listening.
There are a number available on YouTube if you type into a search engine:
“Real+Pseudo+Listening” or “Pretend+Active+Listening”, selecting videos which
are appropriate for your group.
You can guide the viewing by providing a series of pre-viewing questions. For
example, ask the students ‘What is going on in each situation?’ Students will
hopefully observe that the listening styles are very different. Further questioning
can help them to think more deeply about what they are observing. Why is the
listener behaving this way? What is the listener’s intent? What is the effect on the
speaker? These sorts of serial questions help students build their understanding
and go deeper into the issue. The same questions could also be used as a post-
viewing task where students work in small groups to think about what they have
seen.
Alternatively, you could simply describe two situations, for example listening to
the teacher explain what is on a test, and listening to a friend while you are playing
video games, and asking the students to tell you what the difference is in the way
they would listen and why.
86 Lesson 5
Your chosen introduction strategy can be supported by the explanatory
paragraphs, and then by checking the students’ understanding with the
Checkpoint question on page 216.
Key
Checkpoint question on Real v. Pseudo Listening
Effective (real) listening is active rather than passive (pseudo). In passive listening,
you’re like a recorder. You do not process the information given and may not even
listen at all.
Active listening, in contrast, requires you to concentrate on the message in order
to make sense of and understand what is being said.
Point out to the students that pseudo listening is not necessarily a bad thing.
There could be very good reasons for pseudo listening, which brings the point
back to the importance of the intent of the listener and being able to tell the
difference between when someone is real or pseudo listening as this can affect the
communication process.
To illustrate this point, you can use the Action Task on page 218 which checks
students’ ability to recognise the two situations. Whether this task is completed
individually or in pair/group work, it is important to ask the students to explain
the reasons for their choices and then asking if the pseudo listening cases were
examples of bad behaviour.
Key
Action Task on Real v. Pseudo Listening
1.P; 2.R; 4.P; 5.R
The answer to 3. Could be either P or R. Initially, this might involve scan listening,
so the listener switches off or only ‘surface’ listens when the information regarding
the other movies is given by the recording. The listener might then pay attention
as soon as the recording gives the details of the movie he/she is interested in. It
could be argued, therefore, that this example is a combination of both pseudo and
real listening. It is pseudo when the recording is giving the details of the other films
and real when the listener focusses on the details of one specific film.
The next step in understanding real and pseudo listening is to make the whole
concept more relevant to the students by getting them to reflect on their own
listening style. Before they do so, have them think about why this self-awareness
is important. You can use the question in the caption to the image on page 219 to
guide the students.
Unit 3 87
Remind them that verbal communication is a two-way process involving a speaker,
or the sender of the message, and a listener, or the receiver of that message. Though
we generally tend to give more importance to the way we express ourselves, we
often forget that both parts are equally important and that no matter how well we
might convey our message no communication will take place if our message is not
received.
The Research Task on page 220 is a very practical exercise which aims to raise
the students’ self-awareness of their listening styles. As suggested in the task
instructions, the students could spend one day monitoring their listening habits
then reporting their findings in the next lessons. This could lead to an interesting
discussion on whether they were surprised by their listening profile.
Students might also write a short reflection after they have completed the
Research Task, encouraging them to think more about how they listen. The aim is
to encourage students to keep thinking about the issues covered in the lesson and
to maybe reflect on their listening style and how they could change this.
3. Barriers to Effective Listening (10 minutes)
There can be many obstacles to effective listening. Although some may be physical,
for example external noise or poor sound, this section focusses on less tangible
challenges which may not immediately come to mind. You could simply have the
students read about the four distinct barriers to effective listening, or cover this
part of the lesson in different ways:
Activity 1: Mind Map
A mind map is a visual and memorable way to organise, develop and record ideas.
Set the students in small groups and have each group create a large colourful
poster with the central key concept, ‘Barriers to Effective Listening’, placed in the
middle of the diagram. Each member of the group then adds ideas and thoughts
as branches that radiate from the central point. Using colours, symbols, words and
images appeals to different learning styles and makes the process memorable for
learners. Each group can then display their poster on the walls and do a carousel
walk to see how other groups have interpreted the same information.
Activity 2: Summarising
Ask the students to read each text and summarise what they have read in just
one sentence per text. As this is a rather challenging task, it is advisable to set the
students in pairs or small groups mixing strong students with those needing more
support in order to allow students to collaborate, sharing their knowledge and
understanding.
88 Lesson 5
Whichever way you choose to deal with the information on barriers to effective
listening, you can check the students’ understanding by referring them to question
two of the Self-Assessment Questions at the end of the lesson on page 229 and
asking them to reply orally or in writing.
4. Strategies for Effective Listening (10 minutes)
If you have opted for the mind map approach in the previous section, you can
exploit the students’ work by having them think of a strategy for every barrier they
have mapped. Alternatively, you can write the four different barriers on the board
and have the students suggest ways to overcome them before reading the texts in
their Student Book. The two Action Tasks on pages 226 and 227 are effective ways
to get the students practising different listening strategies. These practical tasks
aim to personalise the learning experience and can be followed up with question
three of the Self-Assessment Questions where students are engaged in thinking
about the positive listening strategies presented in the lesson.
5. Open and Closed Questions (15 minutes)
Being aware of and mastering this questioning strategy is important for the
students to become effective listeners and communicators. The Research Task
on page 228 can either be set as a homework task or, alternatively, you could
do this activity in class by showing the students a short video of an interviewer
demonstrating the use of open and closed questions. You can choose examples
of any professional news or sports interviews, preferably featuring contexts and
interviewees the students can relate to. Ask the students to make note of the
questions with particular attention to when and how both question types are used.
As this lesson is quite dense in challenging concepts and the students are nearing
the end of the Unit, you could create a Word Search containing key terms used in
this and previous lessons which students have to find in a few minutes. There are
many useful sites on the Internet to help you create Word Searches such as http://
www.discoveryeducation.com/
Unit 3 89
Lesson 6
WHAT VALUES ARE NEEDED FOR

INTERCULTURAL UNDERSTANDING
AND COMMUNICATION?
This is the last lesson of the Unit on Intercultural Relationships. The lesson
consolidates the learning points covered so far by reviewing and building on
key terms and concepts in order to determine what specific values are needed to
understand and communicate effectively with other cultures. Many of the exercises
refer to the UAE as a situational context to personalise the tasks and encourage the
students to see the immediate relevance of the concepts presented.
Learning Objectives
➤ Consolidate and show a clear understanding of key concepts such as ‘visible’ and
‘invisible’ context, ‘ethnocentrism’ and ‘stereotyping’ by writing definitions of each
term.
➤ Identify at least three personal core values.
➤ Explain the effect of at least two values on intercultural understanding and
communication in the UAE.
90 Lesson 6
The lesson can begin with a back to the board game to review some of the key
terms that are recycled in this lesson. This is a competitive activity format that can
be used to check vocabulary or knowledge.
• Divide the class into two or three groups.
• One student from each group sits in a chair with their back to the board or
presentation device, facing their group.
• Write one of the key terms covered so far in the unit on the board or presentation
device so that the students with their backs to the board or device cannot see
the word.
• Each group provides hints to the student from their group with their back to the
board or device, who in turn attempt to guess the word.
• The first student to guess the word correctly gets a point for their team.
2. Values (10 minutes)
You can refer to the image on page 231 and ask “What does the word ‘values’
mean?” Ask the students to write a definition in pairs or small groups, then get
them to exchange their definitions and finally say which one they consider is the
most appropriate and why. You can also refer to the definition of ‘values’ on page
232 and check if the students’ definitions are similar.
The Thinking Task on page 232 is also a good exercise to raise students’ awareness
to an important linguistic collocation and also to the idea that ‘core’ values are
close to the heart and therefore deeply engrained in us all.
3. Identifying Key Values (10 minutes)
Refer the students to the quotation by Sheikh Zayed bin Sultan Al Nahyan (May
Allah have mercy upon his soul) on page 232 and ask the students why the values
of solidarity and participation referred to in the quote are important for the
prosperity of a nation. Accept any suitable answer, then ask the students what
other core values they can think of. You can cover this point as a brainstorming
exercise or build up a wall of ideas, where each pair or small group of students is
given a post it on which they write at least one value and stick this on the wall. To
add a bit of fun, you could even lead this as a competition between teams with one
point awarded for values that others have thought of and two points awarded for
values that no one else has written.
Unit 3 91
As a follow up task, you could have the students do the matching exercise in the
Action Task on page 233. Depending on the linguistic ability of the class, this could
be done in a variety of ways depending on the time available and the ability of the
class:
Possible Activity 1: For groups who need more ‘thinking time’ and support,
complete the task as is, either individually or in pairs.
Possible Activity 2: For a more challenging approach, ask the students to cover
the definitions, then they write a definition themselves for each value and finally
check their work against the definitions in their Student Book.
Possible Activity 3: For a more kinaesthetic approach, do a mingle activity where
each student is given either a value or a definition and must find their match among
their classmates. This could be followed by asking the students to complete steps 2
– 4 of the Action Task and closing the stage with the Discussion Point on page 234.
The latter task also lends itself to a debate or whole class survey.
Whatever approach is adopted, the point of this stage is raising students’ awareness
to the fact that if core values differ within people of the same culture, then there
is a stronger likelihood of even greater differences within core values held by
different cultures.
4. Values and Intercultural Communication (20 minutes)
The lesson now brings together the fundamental concept of values covered in
this lesson and the notions of intercultural communication acquired in previous
lessons. You can start by setting the Thinking Task on page 234 as an open
question, or have the students think of at least two core values that are important
for intercultural communication and understanding, and explain why each is
important. Students are then invited to discuss their choices and reasons with a
partner or in small groups.
The Student Book provides four different core values which could be dealt with in
different ways.
92 Lesson 6
Possible Activity 1: A Scan Reading Exercise
Before the students read, set a minimum of four questions which require the
students to find specific information. For example:
1. Which value is based on you knowing your own background and culture well?
(self-awareness)
2. Which value means you are a good listener? (openness)
3. Which value means you accept others’ ideas even if you do not agree with them?
(tolerance)
4. Which value characterises someone who is very generous and helps people in
need? (compassion)
As scan reading is fast reading in nature, once the students have answered the
questions, you can ask them to elaborate on each value and its importance
intercultural communication.
Possible Activity 2: A Summary Reading Activity
• Ask students to summarise the texts on each value in this section to just one
sentence. This can be done individually or in pairs.
• Call on students to share their summary sentences and have the class vote on
the best one.
Whichever approach you choose, you can use the Checkpoint questions on page
235 and page 236 as chances to revise concepts taught in previous lessons, namely
1, 3 and 4, to consolidate learning.
Depending on the time available, you could set either of the Research Tasks on page
238 or on page 239 in class using a Task Based Learning (TBL) approach, which
is based around the completion of a central task and encourages communication
and collaboration among the students. Depending on the size of the class, you
could even assign half of the groups the Research Task on tolerance and the other
half the task on compassion. While the students complete the task they have been
given in pairs or groups, you should monitor and offer support as needed. The
students can prepare a short oral or written report and feedback to the whole class
on what they found.
The Action Task on page 240 pulls together the learning from this section and
lends itself to individual written responses which the students can provide as an
in-class written assessment or as homework.
Unit 3 93
5. Summary (10 minutes)
The final part of the lesson can be used to pull together the learning from the
various tasks completed in relation to the learning outcomes at the start of the
lesson. You can use different methods to do this for example:
• Set any one of the Self-Assessment Questions as brief in-class research tasks,
especially question three which encourages students to take part in a nationwide
initiative.
• Revise key concepts from the lesson or even from the unit using a hot seat
activity:
• Start by choosing a specific topic to frame the activity, for example values for
effective intercultural understanding and communication, or approaches to
understanding cultures. Divide the class into two teams and have each team
write a minimum of three questions about the topic you have selected.
• Select one student from each team to sit in the ‘hot seat’ chair at the front of
the room. While in the hot seat, the students have control of the class. They
are responsible for calling on students who have a question and addressing
them directly by name, rather than looking at the teacher to facilitate the
communication.
• Each group asks their question and the people in the hot seat have 10
seconds to answer. They can ask their team mates for assistance, but only
they can answer the question.
• During this process, you should act as a facilitator and support to provide
prompts and encourage the progression of the session.
Note: The timing for each section is given as a guide only. It may be necessary to
adjust these, depending on the students you have in your group and the learning
progress. For example, you may choose to spend more time on Activity 4 and less
on Activities 2 and 3 to accommodate.
94 Lesson 6
UNIT CIS8
Being a Responsible
Adult (1)
Lesson 1 What is Meant by the Terms ‘Core Values’ and ‘Societal Types’?
Lesson 2 What Are the Key Qualities of a Responsible Adult?
Lesson 3 What Are the Key Differences Between ‘Rights’ and ‘Obligations’?
Lesson 4 What is Meant by the Terms ‘Openness’ and ‘Social Inclusion’?
Lesson 5 What Does it Mean to be a ‘Cultural Ambassador’?
Lesson 6 What is Information and How it is Shared?
Learning Outcomes
➤ Explain the difference between needs and rights, and how rights benefit
individual lives and society as a whole.
➤ Present their opinions to their peers, based on primary and secondary research
evidence on what their responsibilities will be as a responsible adult.
➤ Make a reasoned argument to support their ideas on what rights and
responsibilities are required for a just and sustainable community.
Unit 4 95
Introduction
In this unit, students will be exploring how a responsible adult interacts within the
boundaries of culture and society. They will explore the differences between needs
and rights and how rights benefit individual lives and the society as a whole. Below
is a summary of the elements of each lesson:
➤ Lesson 1 focuses on ‘core values’ and ‘societal types’ to ensure students are familiar with
their meaning. Some students may not be familiar with these terms and may need more
time explaining what they are and the importance of them in understanding their own
personal values. This is crucial, as the other lessons in this unit and lessons from Unit 5, of
Grade 10, rely on students being able to not only understand but apply their personal,
familial and cultural values.
➤ Lesson 2 begins to examine some of the key qualities of adulthood and the difference
between being an adult and being a responsible adult. The six qualities explored in
this lesson are: personal power, setting and implementing of goals; rationality; non-
defensiveness; non-confrontationalism; and equality.
➤ Lesson 3 focuses on ‘rights’ and ‘obligations’. It explores what each term means and the
different types of rights and obligations that exist. It also examines how our core values
affect our perception of what we consider a right or an obligation and discusses situations
in which an obligation may supersede a right.
➤ Lesson 4 builds on information learned from the previous lessons by discussing the
terms ‘openness’ and ‘social inclusion’, and the extent to which a person’s degree of
openness affects how they bond and interact with others.
➤ Lesson 5 draws on the information leaned so far in this unit by looking at ‘cultural
representation’ and ‘multicultural collaboration’. Students will explore what it means to
be a representative or ambassador for their culture or society. This lesson covers the
importance of understanding how a person’s behaviour may impact other people’s
perception of not only them but their culture, including enforcing stereotypes. It also
examines how people interact within groups or organisations that require multicultural
collaboration.
➤ Lesson 6 covers how people share information. It explores the four types of information:
Personal, Private, Confidential, and Public. It also examines the dangers of oversharing
personal and private information with others and online, including social media. Students
will also learn more about Personal Identifiable Information (PII) and the importance of
protecting their PII by limiting who they provide that information to.
96
Lesson 1
WHAT IS MEANT BY THE TERMS ‘CORE

VALUES’ AND ‘SOCIETAL TYPES’?
The aim of this lesson is for students to understand what their personal core values
are, and what impact external influencers (family, community, universal values)
have on them. This lesson builds on concepts learned in Unit 3, of Grade 10.
We would like students to be able to identify the four types of values: universal,
societal, familial and personal. We also want them to understand how they
connect to and influence one another. As part of this discovery, we will look at
the effect that a person’s emotional maturity has on value development. We will
introduce students to two societal types, collective and individualistic, along with
the perception of power and authority. Students will explore how societal views
and values of power and authority directly impact a person’s perception of what
is acceptable or unacceptable within their community or society by looking at the
Power Distance Index.
Learning Objectives
➤ Provide a written definition with at least two examples to show what is meant by
the term ‘core values’.
➤ Give at least three values and perspectives of others as a Responsible Adult and
comment on each.
➤ Describe at least one impact of values and perspectives on individuals,
communities, and the world.
Unit 4 97
This lesson can begin by handing out the ‘personal core values’ graphic organiser
and having the students complete it. This should not take more than five minutes,
and be done on an individual basis. A sample core value worksheet has been
included at the end of these notes for Lesson 1 (Appendix 1). Note that there
are a large number of values provided in the Appendix. Teachers should use their
judgement about whether to provide all these for students or to provide a smaller
number. It is at the teacher’s discretion to use an alternative worksheet, graphic
organiser or table for their class.
To follow up on this activity, ask students to share three of their personal core
values with the class. Some students may wish to write their answers directly on
the board (whiteboard, smartboard, clipboard, etc.) and others may wish to present
their answers verbally. For those students who wish to answer verbally, write the
values on the board for them.
Then ask the students to find three values that are common within the class. On a
separate section of the board write the three common values under a heading ‘Our
Class Common Values’. Let the students know that these values will be evaluated
at the end of the lesson, once the class has learned more about core values and
societal types. Identifying common core values will aid in the introduction of the
concept that there are layers of values in everyone’s personal environment.
2. Activity 1: Identifying Core Value Types (20 minutes)
Now that the idea of personal core values has been explored, the next stage is
to look at the three core value types that influence an individual’s personal core
values. The Student Book outlines the three types as universal, societal and familial
(this can be immediate family or extended family). This is a good opportunity to
either use the board or digital presentation software such as PowerPoint to display
the core values image and the definition for each core value type for the students
to refer back to throughout this activity and the lesson. This will offer visual clues for
students who have a strong attachment to wanting to understand the relationship
between two or more concepts, and/or visual learners who connect best through
visual clues such as pictures and videos. Start with the most general value type
and filter down to the most specific…i.e., start with universal values, then cultural
values, then finally familial values.
Break students into groups of three or four; make sure to include a mix of learning
styles and experiences within the groups if possible. This will help promote
diversity in brainstorming and solutions for the activities. Encourage your students
98 Lesson 1
to read Lesson 1 of the Student Book before the lesson. Assume that most of the
students have at least skimmed over the lesson. Assign each group with one of the
core values type: universal, cultural, or familial. Give each group 10 to 12 minutes
to discuss what their assigned value means and what impact it has on personal
core values. Ask them to provide two values for that type and corresponding
examples. Make sure that within the group all students participate. One can take
notes, one could read aloud the relevant information from the Student Book, and
the others could be responsible for presenting an example each to the class based
on their findings. These examples could then be written on the board, presented
verbally or acted out in front of the class depending on each group’s dynamic.
When assessing whether a value is universal in nature, have students discuss if
that value could be applied to all of humanity. Universal values are those values
that are shared among all, or almost every human. They exist above culture,
religion, socioeconomic background or nationality. Universal values are closely
linked to basic human rights and dignity. A good place to start is looking at the
United Nations Human Rights Council, which outlines a few of the values including
peace, dignity, equality, fairness, freedom, safety, responsibility and friendship. Get
students in this group to provide two real-life examples of universal values such as:
“Despite being from different cultures and religions, both Jasim and Roger were
able to connect to one another through the universal values of equality, peace and
responsibility.”
Some examples of societal values are: harmony, tolerance, hospitality, mobility,
collectivism, success, innovation, individualism, efficiency modesty such as:
“In Japan’s society conformity is a societal value, whereas in the United States
individualism is highly prized; however, that is starting to change.”
-or
“In the United Arab Emirates the values of tolerance and innovation are encouraged
and celebrated.”
Familial values are specific to either one’s immediate or extended family or tribe.
These values usually deal with moral standards, social customs and responsibilities
that have been passed down from generation to generation. Some examples of
familial values are: honesty, hard work, perseverance, cleanliness, and trust, such
as:
“In Amna’s family, the value of perseverance has been passed down through the
generations as a reminder that giving up is not option. If you fail, you learn from your
mistakes and persist until you reach your goal.” –or- “Jane’s family put a high value on
hard work and effort.”
Unit 4 99
3. Activity 2: Societal types and Power Distance Index
(12 minutes)
The next stage is to look at two major societal or cultural types in the world,
collective and individualistic, and show how those societies view power and
authority. Students will examine different examples of each societal type, and
the relationship between the characteristics of a society and how that has a high
importance on what values they deem worthy.
Allow the students to remain in their groups, but have this as a whole class
activity. Look at what is a collective or individualistic culture or society. Try to keep
students away from negative connotations when addressing societal values. Just
because one person does not find a particular value important does not lessen
the importance of that value to someone else from the same or different culture,
religion or society.
Have the students look at the sample graph in the Student Book, or you can use
Hofstede’s Country Comparison tool to quickly compare any two countries to
engage both visual and rational users. The link is:
https://www.hofstede-insights.com/country-comparison/. Enquire whether students
are surprised at the ranking of some of the countries in the graph. Where do they feel
that their country would rank? A short plenary may be used to summarise this activity,
and you may want to have students jot down what they now understand about how
societal types and power and authority affect a person’s core values and principles.
4. Activity 3: Jasim’s story (8 minutes)
Have the students review ‘A Cultural Exchange Story’ case study in the Student
Book, either by themselves, in pairs or in the previous activity’s group. Have the
students consider what would have happened if Jasim was not emotionally
mature. Is it possible to be emotionally mature and not secure in what your core
values are? Randomly get a few concise answers from the class.
5. Concluding activity (10 minutes)
At the end of the lesson, teachers may use the Self-Assessment Questions at the
end of the lesson in the corresponding Student Book to review the learning which
has taken place. Some of the questions presented in the Self-Assessment or in the
lesson tasks may be used for homework to strengthen what was learned in the
lesson.
100 Lesson 1
APPENDIX 1
Core Values Worksheet

Values are a persons’ foundation in life. They are our life anchors, the beliefs and
principles that matter most, and the traits that define who we are.
Review the value word list, which is presented here alphabetically, and circle or
highlight the words that best match your core values. If you cannot find your
values listed, please write them down. When done, write down at the bottom of
the page the three or four values that are the most important to you.
Accepting Family Personal Power

Accomplishment Forgiveness Proactive
Affirmation Freedom Quality
Ambition Fulfilment Rationality
Beauty Fun Recognition
Career Happiness Relaxed
Caution Hard work Risk taker
Collaboration Honour Security
Communication Honesty Self-Esteem
Community Humility Service
Compassion Humour Silence
Competition Independence Sincerity
Contentment Influence Stability
Control Integrity Success
Creativity Joy Tolerance
Determination Loyalty Trust
Diligence Motivated Wellbeing
Efficiency Order
Elegance Patience
Empathy Peace
Encouragement Perfection
Excellence Persistence
My most important values are:

1.
2.
3.
4.
Unit 4 101
Lesson 2
WHAT ARE THE KEY QUALITIES OF A

RESPONSIBLE ADULT?
In this lesson, we want students to explore what the six key qualities of a
responsible adult are, beginning with understanding that young adulthood and
the teen culture are relatively new concepts in human history. Before the mid-20th
century, teens were already expected to have adult responsibilities by the time
they reached the age of the students within the class.
We will then explore six key qualities that reflect a responsible adult’s core values
and principles. This will build on what the students have already learned in Lesson
1. The six key qualities that are addressed in this lesson are personal power, setting
and implementing goals, rationality, non-defensiveness, non-confrontationalism,
and equality.
Learning Objectives
➤ Identify six key qualities of a responsible adult.

➤ Explain two differences between being an adult and being a responsible adult.
102 Lesson 2
Review expectations of what an adult and a responsible adult are with the class
by examining the opening section of Lesson 2 of the Student Book. The opening
section addresses the phenomenon of the emergence of the concept of the
teenager and young adult. The class should be able to understand that less than
a hundred years ago people their age were expected to uphold adult rules and
obligations. People back then went from childhood straight into adulthood.
Ask the class, as a whole, what age do they think someone should legally be
recognised as an adult and have to assume adulthood responsibilities, what these
responsibilities should be, and why. Encourage a few students to answer. Try to
field answers from a diverse section of students in order to avoid having narrow or
one-sided viewpoints of the issue. Explain that there is a difference between being
legally an adult and being a responsible adult. This can be done in a few quick
examples, such as:
“An adult has the legal right to have a credit card; a responsible adult understands that
it should be used for emergencies, and should be paid off at the end of each billing
cycle in order to avoid unnecessary fines and charges.”
“An adult has the legal right to own and drive a car; a responsible adult ensures that
the car is maintained, the insurance is valid, and that they obey traffic rules and
regulations such as wearing a seat belt, driving according to the speed limits, and not
speaking on the phone or texting whilst driving.”
Note: It is fundamental to state that societies and nations differ on what age a
person becomes an adult. Some societies view a person as an adult at the age of
15, and others don’t recognise adulthood until someone reaches the age of 21.
Saudi Arabia recently changed its legal age from 15 to 18 and Japan from 20 to
18. However some nations have more than one legal age of maturity, such as the
United States where most states recognise the legal age of adulthood as 18, but
in Nebraska and Alabama the age is 19, and it is 21 Mississippi and the District
of Columbia. We will be using the general age of maturity common among most
United Nations states, which is 18, for practical purposes. In the UAE, the Federal
Law 9 of 1976 stipulates that for the purposes of criminal trial, a juvenile is someone
under the age of 18. With regard to employment, the main features of employment
law also apply once a person has reached the age of 18.
Alternative Activity: Have the students break into groups and play a matching
game with one another. The objective of the game is to match statements with
either being an Adult or a Responsible Adult. Statements can be placed on the
board in front of the class and each group has four minutes to correctly identify
on a piece of paper whether the statement is for an adult or a responsible adult.
Unit 4 103
All students should be able to match five statements, most should be able to
match ten statements, and a few will be able to match fifteen statements. Read off
the correct answers to the class. Did any group get them all correct? Discuss what
the students learned from the activity.
2. Exploring the Key Qualities (45 minutes)
There are two ways explored in this guide for teaching the key qualities in Lesson 2
of the Student Book:
• The first option is built upon five quick mini lessons done either on an individual
or class basis.
• The second option is a more fluid group based activity. Each group will be
assigned a key quality to explore, and will be asked to deliver the information
learned in the form of a poster, sketch or presentation on their assigned key
quality to the rest of the class.
Possible Activity 1: Small group brainstorming activity – 20 minutes of group

activity followed by a three to five minute mini-presentation from each group.
Break the class into five groups to investigate one of the following: personal power;
equality; rationality; setting and implementing goals; non-defensiveness and
non-confrontationalism. You may wish to -separate the two key qualities of non-
defensiveness and non-confrontationalism as two separate groups, or assign them
both to one group as they are closely related to one another.
Ensure that each group has a variety of learning styles, experience levels and
backgrounds. The more diverse the group is, the more balanced the exercise
will be in fostering a deeper understanding of how different students perceive
and approach each of the key qualities. The diversity of the group will also help
some of the weaker students benefit from peer shared learning with more topic
knowledgeable students.
Have each group read aloud to themselves the corresponding section of the
Student Book on the quality or qualities that they were assigned. The qualities of
non-defensiveness and non-confrontationalism can been grouped together as
they are closely related to one another. Should you chose to separate them into
two groups, then the group activity time should be reduced to 15 minutes in order
to allow time for all groups to give their mini-presentation.
Have the students in each group brainstorm:
• What information is the most important to present to the class.
• What method should be used, whether as a poster, oral report, visual report
or slide show (PowerPoint or a sketch enacting different elements of that key
quality). The last one could be particularly useful when presenting on non-
defensiveness and non-confrontationalism.
104 Lesson 2
Ask students to take notes on what they learned from each group presentation as
they will be asked to either answer Self-Assessment Questions at the end of the
lesson or complete an evaluation form on the knowledge that they have learned.
Possible Activity 2: Mini-lesson activity – (45 minutes)
Guide students through the activity. Explain to them that each of the six qualities
will be looked at, and that they will be asked to complete a series of tasks for each
of the six qualities, with each one being a little more challenging than the one
before. Before the lesson, prepare a slide show, hand-out, or write the necessary
information on the board in order to have a quick review of facts readily available
for students to refer back to, in addition to the information in their Student Book.
Instruct the students to work on the tasks to the best of their ability.
This activity allows students to set their own pace in disseminating the content,
and then applying that information to the tasks that have been laid out for them.
Remind the students that it is not a competition, and that they should complete
the tasks based on their ability and the time limit.
Expect that all students will be able to complete one task; most students will be
able to complete two tasks and that a few students may be able to complete three
or more tasks for each key quality, given their level of ability and the time-frame
in which to complete the task. Remind the students that it may be easier to tackle
the tasks for the topics that they are comfortable with first, and leave time to come
back to the ones that they are unfamiliar with. This, in itself, could be viewed as a
task for the second key quality of setting and implementing goals.
• Quality 1: Personal Power Personal power is a state of mind that is based
on positive personal values, competencies and being confident in whom we
want to be. There are six attributes of personal power. They are self-development,
connections, solutions not problems, time management, responsibility, being
humane. The following sample tasks can be used, or feel free to create your own:
• Write down two examples of personal power.
• Identify what it means to act humanely and include two real-life examples.
• Create a motivational poster based on one the attributes of personal power.
• Explain in your own words why time management is important and how it
can be applied in your daily or school life.
• Quality 2: Setting and Implementing Goals The ability to properly set goals
and implement realistic strategies helps remove the stress of not knowing what
you want to achieve in your personal, school, or professional life. Part of setting
goals is how we manage our time, which is an essential skill to have as we just
learned in personal power. The following sample tasks can be used, or feel free
to create your own:
• Create an itinerary for a school event such as a sports day, book fair or charity
event.
Unit 4 105
• Identify a goal you want to accomplish in school this year, and what realistic
strategies you will use to achieve it.
• Consider that you have a goal of finishing your homework by Thursday
evening so you can enjoy the weekend. How would you accomplish that?
• Quality 3: Rationality Rationality is the way we understand the importance

of how we feel about something, and how that feeling may influence what we
know is the right thing to do. It is important that students learn that they need to
make rational choices based on a strong sense of identity and integrity in relation
to their core values and ethical concerns. The following sample tasks can be used,
or feel free to create your own:
• Read the two scenarios under the heading ‘Rationality’ in the Student Book.
Answer the questions in either one or both of the scenarios using rationality.
• Explain the difference between a rational and an emotional (‘gut’) statement.
• What steps are recommended in the rational decision making process?
• Quality 4: Non-Defensiveness Point out that it is easy to get angry or defensive

when we feel that we are threatened. Part of being responsible is to do one’s best
to approach such situations in a calm and level headed manner. The following
sample tasks can be used, or feel free to create your own:
• Rephrase the surrender-sabotage statement in the Sharon Ellison Action Task
from Lesson 2 of the Student Book.
• Create a poster with two different defensive ways people react.
• Explain the difference between being non-defensive and non-confrontational
in communicating others and in dealing with difficult situations.
• Quality 5: Non-Confrontationalism Part of being responsible is delivering

a message in a non-critical way by steering clear of generalisations. Make “I”
statements instead of “You” statements such as, ‘I don’t feel appreciated’ instead
of ‘You always make me upset’. The following sample tasks can be used, or feel
free to create your own:
• Rephrase the counter-attack – blame statement in the Sharon Ellison Action
Task from Lesson 2 of the Student Book.
• Explain the difference between an ‘I’ statement and a ‘You’ statement.
• Create a drawing that displays non-confrontational behaviour.
• Quality 6: Equality Students must understand the differences between being

equal and being fair. Equality is a tangible concept whereas fairness is subjective
concept. One person may view being fair differently from another. The following
sample tasks can be used, or feel free to create your own:
• Explain the differences between equality and fairness.
• Write down what it means to be fair.
• Read the discussion under Equality in Lesson 2 of the Student Book and
answer the two questions.
• Give an example where someone is being equal but unfair at the same time.
106 Lesson 2
3. Concluding activity (5–7 minutes)
It is important to ensure that the learning objectives for the lesson at met, whatever
activity was used. This could be achieved by using the Self-Assessment Questions
at the end of Lesson 2 in the Student Book. Another option if presentations have
been used, is asking students to write down important features of each of the six
qualities during the presentations, based on a pre-prepared evaluation form like
the one at the end of this section in Appendix 2.
APPENDIX 2
Sample Evaluation Form:
What I learned that I didn’t

Group Type of Presentation
know beforehand
Personal Power
Setting and Implementing

Goals
Rationality
Non-Defensiveness
Non-Confrontationalism
Equality
Unit 4 107
Lesson 3
WHAT ARE THE KEY DIFFERENCES

BETWEEN ‘RIGHTS’ AND ‘OBLIGATIONS’?
This lesson aims to help students understand what are ‘rights’ and ‘obligations’ in a
social context. Students will learn the differences between rights and obligations,
and the various types of right and obligations that exist. They will also learn under
what circumstances an obligation has the authority to override a right, even an
inalienable one.
Learning Objectives
➤ Give a written or verbal definition of the terms ‘global economy’ and ‘globalisation’.
108 Lesson 3
A good way to start the lesson is to ask students to write down what they believe
the definitions of a ‘right’ and of an ‘obligation’ are. Also ask them to write down
an example of what they perceive to be a right and an obligation within the
classroom. You can then ask a few students to read out aloud either their definition
or example to the class. Such examples may be:
• I have the right to be heard.
• I am obligated to listen to others when they speak.
• I have the right to learn in a safe and welcoming environment.
• I have a duty towards my classmates to follow class rules.
Write down on the whiteboard or smartboard the keywords from student

examples. Ask the class to review the keywords on the board and ask them if they
can spot any similarities between responses. The main goal is to have a cohesive
decision among the students about what they feel is a right and an obligation.
Write the final definition of a right and an obligation, along with the keywords,
on the board, and tell the students that they will review it again at the end of the
lesson in the concluding activity.
2. Activity 1: Must/Should and Have Got To (5–7 minutes)
Whilst internal and external obligations appear at the end of Lesson 3 in the Student
Book, address it with the class before the main activity, which will encompass
students exploring either rights or obligations, and then sharing their knowledge
with the rest of the class. This exercise should take no more than seven minutes to
complete, and is a way to further introduce the main activity.
Explain to the students the difference between internal and external obligations.
An internal obligation is a subjective responsibility to oneself, whereas an external
obligation is an objective legal or situational obligation.
Ask students to give example statements of both internal and external obligations
using ‘Must/Should’ and ‘Have got to/Have to’. Alternatively have students share
examples within a pair or group setting. Remind students that the statements do
not need to be serious; they can be light-hearted as long as they are not rude or
inappropriate. Sometimes the light-hearted or silly statement has a more lasting
impression on young adults, and may help them further understand the point of
this activity. Please note that some students may be more comfortable using the
North American version of ‘Have Got To’ which is ‘Have to’ depending on where
Unit 4 109
they come from. Expect all students to provide one statement, most students to
provide two statements and some students to provide three or more statements.
Such as:
• Internal Obligations:
• I must get to sleep early since tomorrow is a school day.
• I should eat healthier food.
• I must call my friend.
• I should brush my teeth in the morning.
• External Obligations:
• I have to ready for school by 6am, otherwise I will miss the bus.
• I have got to listen to the teacher in class.
• I have got to study for my exam in history.
• I have to obey the dress code at school.
Or you could show the students a video that is under four minutes, such as ‘talking
about obligations’ (https://youtu.be/sWOEFXnSYoc) before moving on to asking
students for examples.
A short plenary may be used to reflect on the differences between internal and
external obligations. This can be done as a discussion of when to use the two, or
by having them fill in blanks on the board with the rest of the class. You could say
‘Complete the following statement as an internal obligation. I read
the book from the movie we watched in class yesterday.’
3. Activity 2: Rights and Obligations (40 minutes)
There are six groups in this exercise based on rights and obligations. They are:
• Inalienable versus legal rights.
• Entitled versus privileged rights.
• Group rights.
• Duties.
• Social obligations.
• Moral and Legal obligations.
Randomly assign students to one of the six groups. This can be done by drawing
a group name out of a hat or by another method that you may have already used.
Depending on the size of your class you, may end up with odd numbers in one
or two groups or you may find that there are not enough students to generate
six groups. If there are not enough students for six groups then you can combine
together Duties with Social Obligations.
110 Lesson 3
Once the students have been divided into their groups, have them review the
relevant content from Lesson 3, of the Student Book, before brainstorming what is
the best way to share the information with the rest of the class and in what format.
Students may wish to create a poster, cartoon or diagram; or, they may wish to do
an oral presentation, or even a sketch that highlights the relevant content. Allow
the groups to work independently, but offer guidance and clarification as need.
Remind students to use the Discussion Points, Thinking Tasks, and Action Tasks
from the Student Book to help them in the activity. For example when reviewing
legal rights, there is mention of article 14 from the UAE Constitution in the Student
Book, in which some the legal rights of citizens of the UAE are laid out:
“Equality, social justice, and providing safety, security, and equal opportunities to all
the citizens are pillars on which the community is grounded. Solidarity and shared
sympathies are close links that tie the Emirates together.”
This can be compared and contrasted with the inalienable rights mentioned to in
the American Declaration of Independence:
“We hold these truths to be self-evident, that all men are created equal, that they are
endowed by their Creator with certain unalienable rights, that among these are Life,
Liberty and the pursuit of Happiness.”
Give the students around 15–16 minutes to review, brainstorm and create their
mini-presentation, sketch, cartoon or poster. The remaining time can be used for
group presentations to the class. Each presentation should take between two to
four minutes. Allow the students to present from their location or allow them to go
to the front of class depending on the type presentation and their comfort level.
The action of going to the front of the class may make some students nervous, so
by allowing those students to present from a more comfortable location will be
cause less anxiety about situation.
The purpose of this concluding activity will be to reflect on the lesson, and how
students’ behaviours and actions may be affected by the information that they
have covered during the lesson. This can be done by having the students agree on
a class bill of rights and obligations as in Appendix 3.
Refer students back to the start of the lesson and the introductory activity. The
definition for both a right and an obligation, along with the keywords, should still
be on the board. Ask the students to suggest what top three rights and obligations
the class should adopt. Have them phrase them in direct sentences. This can be
later made into a poster and placed inside the classroom for the students to see
during each class.
Unit 4 111
APPENDIX 3
Class 10A’s Declaration of Rights and Obligations

I have the right to:
• Learn in a safe environment.
• Fair and equal treatment.
• Be heard.
• Give my opinion on a topic.
I have the obligation to:

• Follow class rules.
• Listen while others are speaking.
• Respect the opinions of others.
• To study and do my best.
112 Lesson 3
Lesson 4

‘OPENNESS’ AND ‘SOCIAL INCLUSION’?
In this lesson students will explore two more key qualities of being a responsible
adult which are ‘openness’ and ‘social inclusion’. They will also explore how the two
are interconnected. This lesson also serves as a gateway lesson into the topics that
will be explored throughout Unit 5, of Grade 10 where the concepts related to
open-mindedness and inclusion have a vital role in understanding or applying a
particular concept or topic. This is an opportunity to include discussions of social
inclusion and open-mindedness towards those with special needs.
Learning Objectives
➤ Identify the key differences between being ‘open-minded’ and ‘close-minded’

either verbally or in writing.
➤ Present a solution to dealing with a ‘close-minded’ person or group.
➤ Give a verbal example of how students can implement ‘social inclusion’ their daily
lives.
Unit 4 113
1. Introductory activity (8 minutes)
Explain the concept of openness to the class, and say that people who are open
to new ideas and experiences are usually secure in what they believe, considerate
of others, and have a willingness to share their knowledge or information. Those
who are open-minded are also aware of internal motivators that may prevent them
from seeking out equality and understanding.
Ask the students if they feel that they are open-minded. Explain that while most
people agree that they believe they are open to new experiences and ideas, not
everyone actively explores opportunities for openness in their daily lives. Ask the
students to discuss with the person sitting next to them what reasons may prevent
them from exploring opportunities that openness can offer, and why.
2. Activity 1: Open-mindedness vs. Close Mindedness

(15 minutes)
This activity has the potential of being a good individual self-study activity;
however, teachers are free to pair up students if they would like to. Provide the
students with a scenario or an image such as the ones below.
Scenario: You want to get one of your friends to try a new video game that you
like. They are not interested in even hearing about it, as they told you ‘It is not my
type of game. I can tell by the cover.’ This makes you feel increasingly frustrated
that your friends are not willing to even try the game that you like. You have tried
the ones they liked, after all.
114 Lesson 4
Tell the students that in these situations, each person may begin by considering
the other person’s behaviour as wrong and theirs as right. They see the problem
being with other person and not with them. Ask them to think about whether or
not this approach is right. What conclusions have they made, and can they justify
their decision? Alternatively, you may ask the students what either the image or
the scenario represents. This alternative may be completed in pairs or in small
groups of not more than four students.
Briefly explain to the students that, though we may have the best of intentions,
often when someone is faced with resistance they, in turn, become resistant to the
other person’ personal perspective. In other words, we become close-minded to
their viewpoint. This is an internal opposition that usually stems from our pride or
ego, which encourages us to act irrationally. We must try to see the situation from
the other person’s perspective, and from there we can empathise with them.
Based on this new information, ask the students to review and revise, if necessary
their previous conclusions and justifications for their decisions. Has their perception
of what the image or scenario represents changed? If so, how or why? Randomly
choose a student pair or group to share their conclusions with the rest of the class.
Unit 4 115
3. Activity 2: Social Inclusion (15 minutes)
Break the class into groups. The groups can range in size from three to five students
in each group. Acquaint them with the term social cohesion, and explain that it is
the proverbial ‘glue’ that binds a society, group or community together. The more
connected (included) a person is made to feel towards the group or community,
the more tolerant, open-minded, and content they feel.
Clarify that social inclusion goes further than social cohesion by ensuring that each
individual member is made to feel that they and their ideas are not only important,
but appreciated. Use the quote from His Highness Sheikh Khalifa bin Zayed Al
Nahyan (May Allah protect him) in the Student Book as an example of inclusive
behaviour on a societal level.
Some of the traits of inclusive behaviour are:
• Fairness
• Cooperation
• Openness
• Respect
• Communication
Have the students conduct research on social inclusion in one of the local
newspapers, whether online or in print, and to find an example of social inclusion
here in the UAE. Have two or three groups volunteer their findings. Try to make
sure that those who volunteer have not been called on already in this lesson. Try to
motivate all students to share with the class.
Examples of inclusion in the newspapers:
• Gulf News: Diversity makes UAE safer, says top official – http://gulfnews.com/
news/uae/government/diversity-makes-uae-safer-says-top-official-1.2173826
• The National: Other nations could learn from the UAE’s model of growth
and tolerance – https://www.thenational.ae/opinion/feedback/other-nations-
could-learn-from-the-uae-s-model-of-growth-and-tolerance-1.693271
Alternative activity: Have students identify social inclusion within their school.
Have students break into groups and examine inclusive behaviour, whether at
assembly, during their normal class schedule, or at special events such as sports
days or Flag Day. For example:
“During Flag Day we all gather to raise the UAE flag together as a school. All students
then go back inside to the assembly hall, where we learn how the flag came to be
created as it is now, and each year group had an opportunity to present a sketch,
poem, song or presentation regarding the flag for the rest of the assembly.”
116 Lesson 4
4. Activity 3: Excluded to Included (15–17 minutes)
Let the students know that everyone has a need to belong to a group, a community,
project, etc. When they feel excluded, a person has been marginalised by someone
or a group of peers. They feel that they and/or their ideas and opinions are less
important or valued then others. Social exclusion can lead to social isolation
which will be covered in the first lesson of Unit 5, in Grade 10. Social isolation is the
actual or imagined disconnection from others through an absence of meaningful
interactions, relationships or contact. This shouldn’t take more than two minutes.
Keep the students in their groups from the previous activity. Have each group
review and answer the questions for one or both of the Action Task scenarios under
the section on social exclusion in the Student Book. This should take no more than
five minutes. Ask each group to participate in a role play exercise based on either
the scenarios that they have reviewed or another one that you have created. Let
different members of the group take turns so everyone performs as both the
excluder and the excluded, or the includer and the included. Offer guidance and
support to the groups as needed. This should take around ten minutes.
Alternative Activity: Have the students watch a video clip or two regarding social
exclusion and inclusion. Then have the students break into groups to discuss
the clips and how it made them feel. Ask if they could give examples of inclusive
and exclusive behaviour that they have witnessed first-hand, whether in the
community or at school. In this alternative activity, offer guidance to each group
and help them keep on track for the discussion. Advise the students to be careful in
choosing examples to discuss so not to offend others within the group.
At the end of the lesson, teachers may use the Self-Assessment Questions at the
end of the lesson in the Student Book to review the learning which has taken place.
Some of the questions presented in the Self-Assessment or in the lesson tasks may
be used for homework to strengthen what was learned in the lesson.
Unit 4 117
Lesson 5
WHAT DOES IT MEAN TO BE A ‘CULTURAL

AMBASSADOR’?
In this lesson, students will explore what it means to be a cultural ambassador/
cultural representative. This lesson builds on what students have already learned
in previous lessons of this unit. They will look at the responsibilities that they have
to set an example of what their culture or society represents whether inside their
country, online, or travelling abroad. Students will also look at how they, as cultural
representatives, can effectively participate in a multicultural collaborative setting.
Learning Objectives
➤ Explain the relation between ‘multicultural collaboration’ and ‘cultural

representation’ either verbally or in writing.
➤ List two responsibilities of being a cultural ambassador for your culture.
➤ Give an example of how students can represent their culture at home, whilst
travelling abroad, or online.
118 Lesson 5
1. Introductory Activity (5–8 minutes)
A good way to introduce this lesson is to have a brief brainstorming session on

what the class believes the terms ‘cultural ambassador’ or ‘cultural representative’
means. Write down on the board some of the common words or catch phrases,
and leave it on the board for the students to view at the end of the lesson during
the plenary assessment of the lesson.
Alternative Activity: Break the students into groups have them discuss among
themselves about behaviours that annoy them when they (or hear about people
who) travel aboard, or how compatriots act at home towards others. Ask them to
discuss how they believe cultural stereotypes are formed and why?
2. Activity 2: Cultural Identity (10 minutes)
Offer students a concise explanation of the importance of understanding one’s

cultural identity and how it impacts the way one portrays not only oneself but
one’s culture to others. Ask the students to complete the following Action Task on
page 301 in the Student Book:
“Imagine that you lived in a society that did not allow you or anyone else residing
in it to display or practice any aspect of cultural identity. Would such a society be an
interesting or boring place to live?”
Ask them to write a small paragraph that would describe what an average day
would be like in such a society. Collect each paragraph and tell the students that
their stories will be compiled into a document and given to back to each student to
read at the beginning of the next lesson.
3. Activity 3: Cultural Representation (Poster) (15–17 minutes)
Break the students into groups that have a diversity of skills and learning types. Talk
to the students regarding their responsibility to project a positive personification
of their culture so as to avoid negativity and the endorsement of common cultural
stereotypes such as:
• ‘People from this nationality are always ’ or
• ‘Everyone from that country doesn’t know how to ’.
Unit 4 119
Go over the section on Cultural Representation Responsibilities with the students
in Lesson 5 of the Student Book. Highlight the six responsibilities everyone has
when representing their culture whether at home, online or travelling abroad.
Ask the groups to create a motivational poster covering one or more of the
responsibilities that highlight cultural representation/ambassadorship like the
one below. Students may also draw inspiration from the Future Ambassadors and
Innovation Ambassadors programmes sponsored by the Ministry of Education.
They can use images found online, their own photographs or drawings. There is
no one correct way that the motivational should look. However, students should
avoid using images or language that may be offensive to others from different
cultures, religions or backgrounds.
A Cultural Ambassador
is someone who is not afraid to ask questions.
When done, have the students hang up their posters around the classroom and
allow five to seven minutes for the class to view everyone’s creations. After the
students have finished viewing the motivational posters, ask them if they feel more
or less inspired and/or motivated to be a cultural ambassador, and why.
4. Activity 4: Multicultural collaboration (20 minutes)
Briefly review with the students what was learned so far about cultural
ambassadorship or representation. Ask them if they feel that being a cultural
representative is necessary when working in collaboration, especially in a
multicultural setting like their school or class. What is necessary to bond a
multicultural group together? Let them answer this question, at the same time
try to direct them to the conclusion that usually such groups are most successful
when there is a shared concern/s and a desire for a common goal. On its own, a
group or an individual may not have enough authority to get a specific problem
120 Lesson 5
resolved, but as a collective group that changes. Ask the students to consider the
question: in order to create and maintain a successful multicultural collaboration in
a school setting, for example, what is needed?
You can have the students remain in the previous groups or reassign them. Have
the class review the section on Multicultural Guidelines, and instruct them to
create either a sketch or a mini-story (not more than two or three paragraphs)
based on multicultural collaboration in a school setting. For inspiration, refer them
to the Action Task (page 308) about Sara and ‘World Olympics for All Initiative’. Or
use another example of your choice. Allow for two or three groups to volunteer to
share what they have created with the other students in the class.
5. Concluding activity (5 minutes)
At the end of the lesson, begin by reviewing the outcomes from the introductory
activity with the class. Are there any amendments that they would like to make
based on what they learned in this lesson? If so either write them down or ask
students to come and write them on the board. Teachers may use the Self-
Assessment Questions at the end of the lesson in the Student Book to review the
learning which has taken place. Or alternatively, teachers may make use of the
tasks and checkpoints from the Student Book. Students may write their answers to
the tasks, related specifically to the learning objectives of this lesson, in their copy
of the Student Book in the spaces provide, or you can provide them with an answer
sheet on which they can write down their responses.
Unit 4 121
Lesson 6
WHAT IS INFORMATION AND HOW IT IS

SHARED?
In this lesson, students will explore the differences between personal, private,
confidential and public information. They will also examine the responsibilities and
risks that are associated with sharing information both in the real-world and online.
Finally, students will review what Personal Identifiable Information (PII) is and why
it is important to limit how much of it students unconsciously or consciously give
away to others.
Learning Objectives
➤ Identify four types of information.

➤ Distinguish between ‘Private’ and ‘Public’ information.
➤ Describe at least four responsibilities and risks of sharing information.
122 Lesson 6
Start the lesson off with discussing Personal Identifiable Information with the class.
Ask students if they have any form of identification with them. It could even be a
school ID. What kind of information is available on their ID? Examples of Personal
Identifiable Information are one’s date of birth; mother’s family name; mobile
number; email; nationality; home address; full name; passport information; etc.
Could this information be used by someone else to access more of your personal
information? What?
Explain that everyday people have their identities stolen due to the unwittingly
sharing of Personal Identifiable Information. Go over one of the Action Task
scenarios in the Student Book with the students or use your own scenario.
The first scenario is a real-world situation that students may have already seen. The
second scenario is an online situation. Often people are more willingly to provide
information online in order to enter a desired website than they are to provide the
same information to someone face-to-face.
It would be good to divide this activity into two large groups with each group
presenting their observations to the class. A short plenary could be added to ask
the students if they would now be more conscious of what information that they
are willing to disclose to others, whether face-to-face, over the phone, or online.
2. Activity 2: Types of Information (20 minutes)
There are four basic types of information which are: personal; private; confidential
and public. Students must be aware of what each of these types of information
means, and the impact that their use or mishandling may have on their lives.
Information Type Examples

Personal Information Diary, thoughts, feelings, opinions.
Private Information Home address, passwords, travel plans, passport number.
Confidential Information Student records, grade reports, hospital patient file.
Public Information Anything published on the Internet or social media.
Divide the class into groups. It is okay to have more than one group working on the
same information type, as long as the two groups are separated from one another
so there is no accidental sharing of information. Randomly assign each group an
information type, and have them read the relevant information in the Student Book.
Unit 4 123
Brainstorm and complete the assigned task, whether from the Student Book or
one that you have designed. After ten minutes, have the groups share their new
found information with the rest of the class in a creative method of their choice: a
poster, oral presentation, a poem, a mini cautionary tale, etc:
• Mini-lesson activity: Personal Information. Have students identify what
types of information they consider personal. Does everyone agree with
the classification or do some students see the examples as another type of
information? Remind students that personal information is information that they
do not want shared with anyone.
• Mini-lesson activity: Private Information. Ask students when does personal
information become private information? With whom do they share personal
information if they wish it to remain private? Is it truly possible to have information
remain private, or is there an opportunity for it to be made public?
• Mini-lesson activity: Confidential Information. Have the students
understand the ramifications of sharing confidential information, which often
has legal implications.
• Mini-lesson activity: Public Information. Students need to be aware that
once information is made public, it stays public and may be altered as it is passed
on from one person to the next. Have the students in each group play a round
of telephone in which the first person whispers to the person next to them an
easy statement like ‘I like the colour blue,’ and then that person whispers to the
next person, and so on until it reaches the last person. The last person tells the
group the statement. This can be compared to the original statement. Is it still
the same? If it changed, why do they believe it changed?
3. Activity 3: Oversharing information (20–25 minutes)
Discuss with the students about what it means to share and over-share information.
Ask the students to consider before they share information the following:
• Should I share this information? Is it personal or private information?
• Is this information something that I am comfortable with everyone knowing?
Once information is shared it is as if it has been written in ink … it cannot be
erased.
• Is it really necessary for that person to know that particular piece of information?
Have students think of their favourite reality TV show. While over sharing
information can make reality television fun to watch, what kinds of ramifications
do you think it has for those involved after the reality show has concluded? Can the
students recall a situation where a reality star faced a legal or social backlash due
to comments made or behaviour on or off the show?
Ask the students to consider the fact that nowadays when we share information
that becomes public it runs the risk of being not only available to their group,
community or nation but to the entire world. Sharing information about your
124 Lesson 6
favourite book or movie may be acceptable, but sharing information about
someone’s health issues without their express consent is not. Firstly, it is not your
information to share, and secondly the sharing of that information could have
ramifications for the other person. You might give an example here such as what
might happen to that person at school or work if teachers, other students, or
employers found out about the health issue.
Have the groups discuss if they or someone they know has ever been in a situation
where the oversharing of information has put them in harm’s way? For example,
sharing your daily routine on your social page might allow someone to steal
from your house when they know that you will be away for the weekend. Remind
students that, just like their transcripts are their own permanent academic record
that may affect them after High School, their posts, tweets, and other online
information that they share are their own permanent record of their life that is
available to the world, and it is extremely difficult to remove that information once
it has been posted.
Ask the students to consider what types of information they trust on the Internet.
Ask them to use one of the many search engines or reverse email searches available
on the Internet to look up their name such as:
• https://pipl.com/corp/lp/find-social-profiles-by-email-address/
• https://www.social-searcher.com/
• https://www.google.ae/
• http://www.bing.com/
Give them a set time period in which to do so. Ask the students whether or not
they were surprised by the type, quality and quantity of information about their
personal life which is available to the world. Then ask them how they would
evaluate what information that they would want to post, tweet, or repost in the
future. If a student did not find any information about themselves online, ask them
why they believe this is the case. Perhaps their parents have strict policies about
what can and cannot be posted online, or maybe these students do not have social
media or Internet based accounts.
Conclude this activity with having the students discuss within their groups what
types of information should be posted, and what they do if they receive threatening
or unwanted attention from others whether online or in the real world. Ask each
group to share one or two of these with the rest of the class. For example:
• When faced with threatening or unwanted attention online, I report it immediately
to the site administrator and my parents.
• I make sure to read and understand the bylaws or rules of the site or application
that I want to use before downloading or accepting to its terms of use.
• I never say something online that I have not said or am not willing to say when
face-to-face with the person in question.
Unit 4 125
4. Concluding Activity (5–7 minutes)
For the concluding activity of this lesson, have the students complete the Self-
Assessment task at the end of the lesson, which requires the writing of a small
paragraph on their view of what personal or private information should be made
public, and under what conditions. Alternatively, you may have the students
complete an activity of your own design, possibly a short pop quiz on the subject
matter.
126 Lesson 6
UNIT CIS9
Being a Responsible
Adult (2)
Lesson 1 What is the Importance of ‘Connectedness’?
Lesson 2 What is the Impact of ‘Happiness’ on ‘Empathy’?
Lesson 3 What is ‘Peer Pressure’?
Lesson 4 What Does it Mean to be ‘Proactive’ and ‘Motivated’?
Lesson 5 What is Meant by ‘National Consciousness’?
Lesson 6 What Opportunities can ‘National Service’ Offer Those Who Serve?
Learning Outcomes
1. Research, analyse and evaluate their responsibilities as a student of the school, as

a member of their family and as a citizen in the UAE and in the wider world.
2. Challenge prejudice and stereotyping through debate, drawing on concepts
explored in other units, such as social cohesion, peace, respect, and tolerance.
3. Evidence and evaluate their role in a school or community-based project or as
part of a committee, and how within their role they can help foster tolerance and
respect for others.
Unit 5 127
Introduction
In this unit, students will take a closer look at how responsible adults interact with their
families, communities and societies. Students will also explore the effect of individual
choices on their social community framework. For certain lessons, students may need to
have read lessons in their Student Book beforehand. Below is a summary of the elements
of each lesson:
➤ Lesson 1 builds on the themes studied in Unit 4 of Grade 10, by exploring the importance of the
human need to connect in order to feel a sense of belonging. It will examine how ‘connectedness’
plays a role in the perception of a person’s ‘happiness’ and willingness to be more accepting of
others through the ability to communicate and connect to the world around them. It will also look
at what is ‘social presence’ and how it is different from ‘connectedness’.
➤ Lesson 2 draws on what students have learned in Unit 3 of Grade 10, about respect and tolerance,
by exploring tolerance and acceptance in relation to understanding, and ultimately, empathy.
It will also expand on what was learned in Lesson 1 of this unit, about connectedness and the
different ways in which people connect to the world around them. It will show the students
that the more extensive and wide-reaching their connections are, then the more content and
happy they will become, which in turn impacts how open-minded they are towards the unknown
and unfamiliar. It will also utilise what students have learned to explore how contentment and
‘happiness’ influence how empathetic people are towards other people, situations and things.
➤ Lesson 3 focuses on adulthood ‘peer pressure’ and will utilise information learned about personal
core values in Lesson 1 of Unit 4 of Grade 10, building on it in order to have students apply the
knowledge learned about identifying and cementing their core values. The lesson will also explore
how they connect to the world around them and understand tolerance and well-being, as well as
the ways that responsible adults handle and perceive solutions to peer pressure, whether negative
or positive.
➤ Lesson 4 builds on the key qualities of a responsible adult by examining the terms ‘proactive’
and ‘motivated’ in one’s daily life. It will explore the differences between proactive and reactive
behaviour. It will examine how motivation impacts someone’s perception of their level of
responsibility. It will look at four different types of motivators as well as the differences between
motivation and inspiration.
➤ Lesson 5 looks at what students have already learned in Unit 4 of Grade 10, and this unit about self-
consciousness or self-awareness in terms of understanding their values, principles and motivators,
as well as how students can apply these concepts in their decision-making processes. It will build
on the concepts by exploring what it means to be socially aware or socially conscious through the
examination of how individuals, whether group members or residents, interact, and their level of
awareness within communities and societies. It will focus on how a social consciousness transitions
into a ‘national consciousness’ that encompasses such elements as national identity, nationalism
and patriotism for those who live within the boundaries of a state or nation. It will also delve into
the darker side of patriotism and nationalism which is represented by chauvinism and jingoism.
➤ Lesson 6 explores the concept of ‘National Service’. It will examine the two main types of National
Service – Voluntary National Service and Mandatory or Compulsory National Service. It will cover
the alternative to military service which is Alternative Civilian Service. Students will build on what
they have already learned so far in both Unit 4 of Grade 10, and in this unit in terms of values, social
consciousness, connectedness, proactive behaviour, motivation, etc. It will also examine what
benefits and opportunities national service, whether voluntary or mandatory, offers those who
participate, as well as what impact it has on communities and nationals.
128
Lesson 1
WHAT IS MEANT BY THE TERMS ‘CORE

VALUES’ AND ‘SOCIETAL TYPES’?
The aim of this lesson is to have students begin to build on the themes of
‘openness’, ‘social cohesion’, ‘ social inclusion’ and ‘multicultural collaboration’.
Students studied these themes in Unit 4 of Grade 10, through the exploration of
the importance of the human need to connect to others in order to kindle a sense
of belonging. Students will examine how ‘connectedness’ plays a fundamental role
in a person’s perception of ‘happiness’ and their willingness to be more accepting
of others through the ability to communicate and connect to the world around
them. Students will further examine what is ‘social presence’ and how it is different
from ‘connectedness’.
Learning Objectives
➤ Give at least three examples of how they connect to the world around them.
➤ Explain verbally or in writing the importance of active listening in establishing
and maintaining connections.
➤ Explain the difference between ‘social presence’ and ‘connectedness’.
Unit 5 129
It is expected that students will have read this lesson’s corresponding lesson in
the Student Book. Ask students to write down different levels of connectedness
they have seen around the school. Have students do this part of the activity
independently in order to have a wide range of observations that can be discussed
later in a group setting. To save time, this could be done as a five to ten-minute
homework assignment before the class.
Divide students into small groups of three to four members and ask them to share
their observations with one another. Remember to ask the students to actively
listen whilst the other members of their group are talking, in order to hear their
observations clearly. Encourage the students to discuss amongst themselves
what commonalities each of the observed situations had. There should be at
least one common element between the observations, such as active listening,
communication or collaboration. Based on their combined observations and the
identification of at least one common element have each group create their own
school-based example of connectedness. Expect that all groups will be able to
identify one common element, most groups will be able to identify two common
elements and a few groups to maybe identify three or more common elements.
For example:
‘The mentoring programme helps struggling students connect to the subject that
they are learning through peer knowledge sharing and interaction.’
‘Student councils serve as a way for students to feel that they have a say in student-
related school policies and events with the administration.’
‘Activities during class that use as many senses as possible and promote a safe and
positive environment help the students feel connected to the topic that they are
studying and to their classmates and teacher.’
Possible Alternative Activity: Have the class divide into small groups of three or
four students. Give each group a different random board game. Suggested types
of games: Jenga, Clue/Cluedo, Spot it, Pictionary, Telestrations, Trivial Pursuit,
Monopoly, etc.
Ask each group to read the rules and identify how the game is to be played. How
many people can play at a time? Get the students to play the game for five to eight
minutes.
Conclude the activity by asking students for feedback on their thoughts and
feelings by asking them as a group whether they feel more or less connected
to one another after playing the game and why. Would they feel more or less
connected if the game was played online instead of in person? Groups can either
130 Lesson 1
share their conclusions verbally or write them on the board in front of the class.
If so, ask students why. This is a way to help introduce the next concept of social
presence which will be addressed in Activity 2.
2. Activity 2: Social Presence and Connectedness (20 minutes)
This activity highlights how social presence influences the degree in which a
person feels connected to someone or something. Assume that the students have
read the subsequent section and that all group members have at least a basic
understanding of what social presence is in relation to connectedness. Have the
group review the table in Appendix 1 and mark each statement Low, Medium or
High. Before completing the table, explain to the students that the more physically
and/or emotionally connected you feel to the method of communication, the
higher the level of social presence is perceived. You may wish to create your own
table or graphic organiser for this activity.
Trade the completed table with another group and see how they have ranked the
statements. The purpose of this part of the activity is to reflect and compare how
different groups view social presence and connectedness. Have students look for
any similarities between how they and the other group ranked the statements on
the table. What types of communication methods were perceived to be the most
‘real’? Find one statement that both their group and the other group have rated
High. Review the statement and have the group come up with a unified answer for
the class such as:
‘Seeing and talking to someone face to face is the most ‘real’ as it engages four to five
senses. I can hear their voice, see their face, touch their hand, smell their perfume
and taste something that they have made or brought like tea or chocolates.’
All groups will be expected to come up with one unified answer. Some groups may
come up with two or more answers. Give those groups the choice to present one
answer or all the answers they came up with.
For the final step of this activity, give students the option to either write the group
statement on the board or present it verbally to the class. Did most of the groups
choose the same statement? If so, ask them why they feel that happened.
Possible Alternative Activity: Have the students read the example about Ali and
the bus driver on page 335 of the Student Book. Ask them to review the following
questions (or questions that you have written) and discuss in their group:
• Do you presume that the bus driver felt rejected at the beginning of the example?
If so, why?
• In what way did Ali connect with the bus driver?
• What effect did Ali’s behaviour have on the other students on the bus?
• Do you think that the bus driver felt less or more connected at the end of the
example?
Unit 5 131
Based on the activity, have each group formulate their own short scenario of
social presence through connecting, using a communication medium. This could
be a short paragraph, a poster, a poem, etc. Encourage students to include the
important element of being an active listener in the scenario. For example:
‘Every day Jane and Brian video call their grandparents back in Ireland to keep
them up-to-date on what they are doing while living the expatriate life in Ajman.
Their grandparents love to listen to their stories and Jane and Brian always make
sure to also listen to what is going on back home, no matter how mundane it may
seem to them, because it is important to their grandparents.’
Post their scenarios on the classroom wall for them and other classes to look at
even after the lesson is has been completed.
3. Activity 3: Connecting Through Oral History (25 minutes)
A great way to connect to a person, nation or historic event is through personal

narratives or oral histories. This activity works best on a one-on-one level –
interviewer and interviewee. Have each student pair up either with a member of
their current group or with another classmate. Each student will play the part of
both the interviewer and interviewee in this activity. The interviewer should ask
the interviewee about a historic or important event from their lives. The interviewer
should write down or record the answer of the interviewee. These answers may be
voluntarily shared with the class. For example:
‘I remember my first trip to the zoo. I had never seen a giraffe close up before. It
was a really neat experience. The attendants even let me feed the giraffe. Did you
know that they have black tongues? So cool! It was an amazing experience and
makes me want to be a zoologist when I graduate from school. I would love to
work with animals again.’
Possible Alternative Activity (1): Keep the students in their previous group.
Have each student tell the other members of their group briefly about a historic
or important event that they have experienced. The other group members should
write down what the speaker is saying. Let the group announce to the class
something new that they learned about each person in the group or about a
historic event.
132 Lesson 1
Possible Alternative Activity (2): This is a homework based-activity that would be
presented and discussed in class. Have students interview a relative or a member
of the community about a historic or important event that happened in their life.
How did they feel at the time? What impact did it have on their life afterwards?
This can be a short two to five-minute video clip done in pairs or independently.
Have the students bring in their interviews and play a few randomly chosen
interviews. Ask the students what they learned during the activity. Did they
remember to be active listeners?
Students can get inspiration from the following oral history clips:
• https://www.youtube.com/watch?v=iZ1qP9Qo97g
• https://www.youtube.com/watch?v=aLtjed2wQbE
• https://www.youtube.com/watch?v=CjeA2PiGtxU
Ask the students to reflect on the activity. Did it help them feel more connected to
the person or a historic event? Did it give them insight hearing about the shared
history or an historic event from someone who had actually lived through the
experience?
4. Concluding Activity (5 minutes)
Use the concluding activity to reinforce what the students have learned about
the learning objectives of this lesson by either having the students complete the
Self-Assessment Questions at the end of the lesson or you may assign a different
assessment activity of your choice, such as an interview session, or a discussion of
what they learned and how what they learned can be applied to their daily lives in
and outside of school.
Unit 5 133
APPENDIX 1
Social Presence and Connectedness

Group members:
Please rank the following ‘I’ statements in the level of social presence (awareness)
your group feels is being displayed in terms of connecting with others through
various communication methods/mediums.
Low, Medium or High
Social Awareness Level Statement
I text my friend each morning when I leave for school.
I talk with my friend on the phone for at least 30 minutes every

day.
I email my friend in Egypt once a week.
I see and talk with my friend, at school, every day.
I have a video call with my grandparents who live in another

city a few times a day.
I receive postcards from my aunt and uncle who are on holiday

in China.
I play video games with my friends online.
I play video games with my friends on the weekend at their

house.
I use social media to keep in touch by liking and reposting

posts from friends and acquaintances.
I have set up an automatic service to send birthday and holiday

e-greeting cards to friends and family.
134 Lesson 1
Lesson 2
WHAT IS THE IMPACT OF ‘HAPPINESS’ ON

‘EMPATHY’?
In this lesson, students will build on what they have learned in Unit 3 in Grade 10,
about respect and tolerance, by exploring tolerance and acceptance in relation
to understanding. In the previous lesson they learned about connectedness and
the different ways in which they connect to the world around them. Students will
also learn that the more extensive and wide-reaching their connections are, the
more content and happy they will perceive they are. They will learn that this in
turn ultimately impacts how open-minded they are willing to be towards new
situations, the unknown and unfamiliar. Students will utilise what they have
learned to explore how happiness impacts and influences empathy.
Learning Objectives
➤ Define ‘understanding’ in a social context as it relates to tolerance and

acceptance.
➤ Differentiate between ‘contentment’ and ‘happiness’.
➤ Recognise the role that connectedness and contentment play in the willingness
to demonstrate ‘empathy’ towards others.
Unit 5 135
• Introductory Activity (10–13 minutes)
Ask the students to break into groups but not the same groups that they were in
during the last lesson. This is a way of exposing students to working with other
students in the class and new ways of perceiving and assimilating the content of
the lesson.
Assume that the students have read the corresponding lesson in the Student Book
before class. Have each group devise their own definition of tolerance, acceptance
and understanding, in a social context. Their definition may be based on the
information that they learned while reading Lesson 2 in the Student Book. The
groups compare with one another. Are there any differences? If so, what and why?
Once the groups have finished, ask each group to create examples of where one
type can exist without the other, such as:
‘Ali can accept that his brother won’t read a book unless it is a print copy but he
doesn’t understand it when it would be more convenient to read it on the tablet.’
‘Sara understands the history and sportsmanship of football but she cannot
tolerate watching it live or on television.’
‘Demi can tolerate Pamela’s loud talking but does not accept that Pamela should
talk loudly in the cinema.’
All groups should be able to create two examples, most should be to create three
examples, and some may create four or five examples.
To wrap up this activity have each group present to the class one example that
they have come up with, similar to the examples above. Ask the students what
they learned about tolerance, acceptance and understanding from what they read
and from completing the activity.
Possible Alternative Activity: Organise a class brainstorming activity. Get the
class to choose colours that they associate with happiness and empathy. Are there
any cultural influences on their choices? For example, red in the United States can
symbolize excitement, danger, love, anger or power, whereas in China it represents
good fortune, prosperity, happiness and long life. In Europe, white symbolises
innocence and is often worn at weddings by the bride, whereas in Korea it is a
symbol of death, bad luck and mourning. The colour of mourning in Brazil is purple
but the same colour in the United States is a symbol of valour.
136 Lesson 2
Ask students to either pair up or divide into small groups of not more than four per
group. Have them look at different traditional costumes that are usually worn for
specific occasions from different cultures. What kind of happiness can be associated
with them? Or what types of colour are used differently in advertisements around
the world to symbolise wealth, longevity, beauty and power? Ask the students to
give examples where colour is used differently in two countries, like the examples
mentioned above. A short plenary could be asking the students to jot down how
something as simple as a colour can influence us in how we view others.
You could have a comparison chart of colours or traditional costumes from different
countries on display in front of the classroom. This activity has the potential to not
only introduce tolerance, acceptance, understanding and empathy but happiness,
well-being and contentment. Understanding and acceptance of how colours are
used differently around the world to relate to well-being and contentment, can
open up students to creating pathways of empathy on a subconscious level.
• Activity 2: Empathy (20 minutes)
The point of this activity is to enforce the notion of empathy and how it
encompasses tolerance, acceptance and understanding. Ask the students to
complete at least two of the following tasks from the corresponding lesson in the
Student Book, either by themselves, in pairs or in groups. Remind them that in the
spirit of ‘empathy’ they should not pass judgment when they are working through
each of the tasks, but practise empathetic tolerance, empathetic acceptance and
empathetic understanding with other members of their group and the class in
general.
• Rejection Discussion Point on page 350 of the Student Book.
• Advantages and disadvantages of understanding and acceptance action task on
page 351 of the Student Book.
• Dean’s case study on page 352 of the Student Book.
All students or groups may only be able to complete one task, most will complete
two tasks and a few will be able to complete all three tasks.
Alternative Activity: Create an empathy map (what a particular person thinks,
feels, sees, hears, says and does, their pains and their outcomes/gains).
Unit 5 137
Think and Feel
Hear ME See
Say and Do
Pains Gains
■ Empathy map template example.
Use a hypothetical person for this activity who represents the average student in
your class. Ask the students to place themselves in that person’s place and make
sticky notes to differentiate ‘gain’ from ‘pain’ points. Populate the map … it is okay if
a similar note is placed in more than one place … remember, empathy is subjective
and not objective. It has many influencers such as religious beliefs, core values,
socioeconomic backgrounds etc.
Once completed, ask the students, within their own groups, to take turns reading
out all the points. Have the students agree on similar themes or patterns and write
them down. This will allow the students to internalise the traits and feelings of
another person or group, therefore gaining not just tolerance, understanding or
acceptance but also empathy. Ask the students to discuss whether changes in the
perception of contentment or happiness would have an impact on the empathy
map.
• Activity 3: Happiness (18–20 minutes)
Break students into groups. Have them prepare a group presentation on the
top ten countries listed on the World Happiness Report (http://worldhappiness.
report/). You could assign different groups different years or ask students to check
a country’s ranking between the reports. (The reports that are available online in
full text are for the years 2017, 2016, 2015, 2013 and 2012).
138 Lesson 2
World Happiness Chart
The lower the rank the happier the country is perceived to be.
Year
2012 2013 2015 2016 2017
0
5
10 UAE
World Rank
15
UK
20
25 KSA
30 USA
35
40
■ A sample happiness index graph for the UAE, UK, Saudi Arabia (KSA) and the USA
Within each group, have the students review the report and come up with possible
reasons why each country scored high on the happiness scale. Ask each group
to write down their answers based on the information they read in the World
Happiness Reports:
• What rank does the UAE have?
• Has the UAE’s rank changed since the implementation of new strategies geared
towards happiness and tolerance? If so, how?
A short plenary could be asking students to share their findings with the group
either to the right or left of them and to see how others have responded.
Possible Alternative Activity: Use reputable sites on the Internet in order to
research the topic of happiness in communities such as government websites,
international non-profit organisations, official newspapers, etc. As with any
website, please ensure that the content has not changed or been altered. Is the
information contained on the website still acceptable according to your school
policy? Remind the students to validate the website’s accuracy when researching
online before using information from it. Wikipedia is less trustworthy than, for
instance, the World Encyclopaedia as it allows individuals to add and modify
information in each of the pages without a tight control on content.
Have each group create a feasible happiness project that would last an entire school
year with a different theme for each month. What type of activities or awareness
drives could be made for each theme? Are all students being reached and included
in the project? It could be as simple as ‘Say hi to everyone in the school day.’ This is
a great way to begin real-life situations that can translate back into their daily lives
outside of school.
Unit 5 139
• Concluding Activity (5–7 minutes)
In the concluding activity, it is important to bring together in a cohesive fashion

what students have learned in this lesson with regard to happiness, how it differs
from contentment, and empathy as a composite of tolerance, acceptance and
understanding. The Self-Assessment Questions at the end of Lesson 2 may be a
way in which to assess what they have learned. Alternatively, you could conduct a
class discussion that reflects on what the students now perceive as the impact of
happiness on empathy. Or you could ask the students to write a small paragraph
outlining the influence colour can have on happiness, and how by understanding
the way other cultures use colour in their daily lives it can be a beginning towards
empathetic understanding of others.
140 Lesson 2
Lesson 3
WHAT IS ‘PEER PRESSURE’?

The aim of this lesson is for students to apply the knowledge learned in Unit 4 of
Grade 10, where they were introduced to concepts such as personal core values.
What students learned in the previous unit will serve as a foundation as they
discover the effects of adulthood peer pressure. They will take the knowledge that
they learned about identifying and cementing their core values as a way of dealing
with peer pressure as responsible adults.
The activities in this lesson may be slightly altered to cover anti-bullying or bully
to buddy in relation to peer pressure, if you feel that this particular issue needs
to be addressed or explored further. Resources from the Ministry of Education’s
National Bullying Prevention Week could be used here. For example:
https://youtu.be/2vGsXavOCNk
Learning Objectives
➤ Define adulthood ‘peer pressure’.

➤ Describe two types of adulthood ‘peer pressure’.
➤ Identify five factors in effectively dealing with peer pressure as an adult.
Unit 5 141
1. Lesson Starter (1–2 minutes)
Before starting the lesson, request that students keep in mind the following
questions as they participate in the lesson’s activities:
• Why do some teens your age appear to be more sensitive to the effects of peer
pressure, especially negative peer pressure, than others?
• In what way do social media applications affect the way in which others influence
you or how you influence others?
• What advice would you give to someone you know that is being peer pressured?
• What is positive peer pressure? Have you ever seen positive peer pressure in
action? How and where?
These questions can be printed on a handout or displayed on the board or

Smartboard for students to refer back to during the lesson.
Have several popular age-appropriate novels on display in front of the class when
students enter for the lesson. Ensure that the chosen stories represent a narrative
where the hero or heroine has to deal with and overcome some sort of bullying
or peer pressure such as: ‘The Age of Endurance’ by Mariam Mohey Addin Malla,
‘The Harry Potter series’ by J.K. Rowling, ‘The Green Bicycle’ by Haifaa Al Mansour,
‘Diary of a Whimpy Kid’ by Jeff Kinney or ‘Summer 1990’ by Firyal Al Shalabi. Let the
students know that one common theme that each of the books share is the theme
of ‘Be true to yourself’.
Have students break up into small groups. Ask them whether or not they agree that
it is important to be true to themselves or not. Do they feel that it would be easy or
hard to apply that theme to their daily lives? Why or why not? Let them know that you
would like them to write a short answer on a piece of paper anonymously and drop
it into either a hat (or bag) that is passed around the group. Have each group trade
hats/bags with one another and ask them to randomly select two or three replies
and read them out loud to the class. The anonymity of this activity should helpfully
encourage students to provide an honest, unbiased answer to the question.
142 Lesson 3
Alternatively you could have the students, whilst still in their groups, discuss peer
pressure examples from one of the books that you have displayed, such as in the
Harry Potter series or another book, or even a young adult movie that is currently
popular with teens. Ask them to identify a form of both negative and positive peer
pressure from the book or movie. Ask students if they are familiar with either the
Harry Potter Series (book, film or opera version in Abu Dhabi or Dubai), The Green
Bicycle, Diary of a Whimpy Kid, etc. and if they could give an example of negative
or positive enforcement from any of them. For example:
• Positive Peer Pressure: In the Harry Potter series students of each house earn or
lose points for their house based on behaviour and academic achievement so
others within the house reinforce good behaviour and academic success in order
to achieve the house cup at the end of the year.
• Negative Peer Pressure: In the Diary of a Whimpy Kid, Grey places a lot of negative
peer pressure on his friend Rowley in order for himself to climb the school social
ladder.
3. Main Activity (40 minutes)
Below you will find four main activities that can be done as an entire lesson; two
or more could be running concurrently as group activities; or you may decide to
adapt a few of the activities into mini-activities that can be covered in the time
period. You may wish to create a similar activity to the ones suggested in this
lesson guide as well.
Activity Option A: Ensure that the students have read the lesson ahead of time,
including the section on positive peer pressure. Have the students write a speech,
poem orsong, or create a poster, cartoon or piece of art that may:
• Represent the theme of ‘Be true to yourself’.
• Give an example of positive peer pressure such as support groups.
• Offer advice or tips to avoid peer pressure.
• Identify when someone is being unwillingly pressured by someone else.
Have an in-class art show that showcases either students’ brief performances or
their creations. As a class, discuss the meanings of each piece. Remember to keep
the discussions constructive and positive.
Activity Option B: This is a group activity where student address the topic of
peer pressure in a game-like activity similar to games such as ‘Say Anything’ in
which players answer open-ended subjective questions in a light-hearted way.
The aim of this activity is to provide effective ways to say no to peer pressure in a
non-serious engaging way.
Unit 5 143
Before taking the class, create and replicate a series of 20–25 cards that feature
peer pressure phrases. There should be five blank erasable response cards or ten
black index cards or large sticky note pads for each student. Ensure that you have
enough sets of cards for the number of groups you plan to break the class into.
Sample situations:
• Your friends want you to stay out past your curfew.
• A classmate wants you to go somewhere interesting but dangerous.
• Other students try to get you to fight another classmate.
• One of your friends asks to copy your social studies homework.
• Several students are going to wear the same outfit for a school ‘no uniform day’
and want you to do the same.
While passing out the card sets to each group provide the ground rules such as
no rude or disrespectful responses. Responses should be light-hearted or silly
comebacks to resist or deflect negative peer pressure. Such as:
• Sorry, I can’t go check out the construction site after school with you, I promised
my cat that I would give her a bath this afternoon.
• If I wore the same outfit as everyone else tomorrow then how would the aliens
know which to bring back to the mothership.
• I didn’t study either, I was going to ask you if I could copy off of your homework.
Have the students place the cards in between them and take turns reading
out a phrase or situation. The other members of the group have to write down
their response and place it in front of the reader. The reader will choose the best
response and read it out loud to the group. Expect that all groups will complete
one round of the game, most groups will complete two rounds of the game and a
few groups will complete three rounds of the game.
Activity Option C: Have students complete the worksheet in Appendix 2 then
break them into five or six groups. Based on the information learned about
themselves from the worksheet, let the students discuss within the group the
following questions:
• What influence do you have on your friends and your friends have on you?
• Is it easy to be influenced by your friends? Are they easily influenced by you?
Either positively or negatively.
• Think of the last time you and a friend did an activity together such as go to
the mall, watch a film, play a game … who influenced whom in choosing what
activity to do?
• Have you and a friend ever got into trouble for doing something that you were
not supposed to do? Who influenced whom? Were there any consequences?
144 Lesson 3
Activity Option D: This activity helps students understand how to deal with peer
pressure through offering advice in the form of answering questions sent to a
fictional advice column blog. Offer them a series of five different scenarios in which
they need to offer practical, non-judgemental advice. This can be either a group,
pair or self-directed activity. Give the students 30 minutes to complete their replies
and 15 minutes to randomly share them with other students; alternatively you can
collect the replies and read a few out loud, depending on how comfortable your
students are about sharing advice on peer pressure. Sample scenarios:
• My friends pressure me to eat with them when I am not hungry. How can I
approach them and tell them how it makes me feel?
• There is a student at school who everyone makes fun of and my friends want me
to make fun of that student as well, but I don’t want to. What do I do?
• I saw an older student bullying a student who is visually impaired. Who should
I tell?
You can either have students complete the Self-Assessment Questions at the end
of Lesson 3 or have the students compose an agreement between themselves
about how to handle peer pressure such as:
My ‘Be true to myself’ Policy
I am confident in who I am and who I want others to see me as. I value honesty,
tolerance, compassion and hard work. When I feel that I am being pressured into doing
something I don’t want to do, or that I know is wrong, I tell them ‘no’ or give a silly
response to their request before I leave the situation. If that doesn’t work then I will seek
out advice from someone I trust on how to talk to the person. I will not feel isolated or
excluded because I did not bend to the peer pressure. I would rather face myself in the
mirror than to give others the satisfaction that they have any influence over me.
Unit 5 145
APPENDIX 2
Who Influences Whom?

Name:
Directions: In the worksheet below, mark the percentage of influence by your friends on you (Friends
Influence Me or ‘FM’) and the percentage of influence you have over your friends (I Influence My Friends or
‘IM’). For example, if you influence their choices and behaviours in weekend activities a quarter of the time
that would equate to 25%.
Rule Breaking
IM
FM
After school
IM
activities
FM
Social Media
IM
FM
IM
Sports
FM IM
Attire outside of Homework
IM FM
school
FM
146 Lesson 3
Lesson 4
WHAT DOES IT MEAN TO BE ‘PROACTIVE’

AND ‘MOTIVATED’?
The aim of this lesson is to have students build on the key qualities of a responsible
adult by examining the terms ‘proactive’ and ‘motivated’ in their daily lives. They
will explore the differences between proactive and reactive behaviour. Students
will also explore how motivation impacts someone’s perception of their level of
responsibility as well as the differences between motivation and inspiration.
Learning Objectives
➤ Explain the differences between ‘proactive’ and ‘reactive’ behaviour.

➤ Provide at least two examples of ‘proactive’ behaviour in their daily lives.
➤ Provide a definition of ‘motivation’ in terms of responsibility and well-being.
➤ Understand the ways in which ‘motivation’ and ‘proactive’ behaviour impact how
students interact with the world around them.
Unit 5 147
1. Lesson Starter: Proactive versus Reactive Activity

(10–12 minutes)
This is a fun activity that relies on active listening, participation and visual
representations of conceptual ideas. It requires the participation of the whole class
before they are divided into groups to complete the other activities of this lesson.
Get two clear bottles. Fill the first bottle half-way up with plain water. Fill the
second bottle half-way up with fizzy water. Write on the right side of the board
the word ‘Reactive’ and write on the left side of the board the word ‘Proactive’. Ask
for two volunteers to come up to the front of the class. Give the first bottle to the
student standing next to the word ‘Proactive’ and the second bottle to the student
standing next to the word ‘Reactive’.
Inform the students that you will read a series of statements and that they will
decide if the statement is proactive or reactive by raising their left hand (proactive)
or right hand (reactive). The majority by show of hands will dictate which volunteer
has to shake their bottle.
Sample questions:
• Your brother throws your term paper away thinking that it was trash, you don’t
yell but print off another copy from the file you have saved on the computer.
• Someone cuts in front you while you are waiting in line, so you yell at them for
their rudeness.
• Your cousin borrows your favourite video game without asking, you make a
scene in front of his friends about returning it to you NOW.
• Your best friend says something really hurtful to you and you decide that they
must be having a bad day so let it pass as you know that they didn’t mean it.
After asking the questions have the volunteers shake the bottles. Ask the class
what would happen if you were to open the two bottles? Tell them that like the
water in the first bottle when you ‘shake up’ a proactive person nothing happens.
They stay calm. Whereas reactive people are like the fizzy water – when you shake
them they get angry and possibly volatile like how the fizzy water will eventually
burst if shaken too much. Ask them if any of them have ever felt like the fizzy water
bottle? Why or why not?
148 Lesson 4
2. Activity 2: Proactive Behaviour (15–18 minutes)
Have students break into groups and review the section entitled ‘What is Proactive
Behaviour?’ on page 374 of the the Student Book. For each of the five common
situations in this section, have the groups compose both a proactive and reactive
response to the examples given for each situation. As an example, there are two
sample responses (proactive and reactive) to the example under Feelings of Anxiety
and Stress on page 375 of the Student Book.
• Proactive: Knowing that he suffered from test anxiety, Hamed spoke with the
school’s guidance counsellor who got his teachers to agree to allow Hamed to
take his final exams in the counsellor’s office to reduce his anxiety.
• Reactive: During his final exam in history, Hamed began so nervous that his heart
began racing and when he stood up he fainted.
Have the groups share one of their proactive/reactive responses to one of the
situations with the class by either stating it or through role play.
3. Activity 3: Public Awareness Campaign (20 minutes)
Have each group create a public awareness campaign about motivation and/or
inspiration. Ask students to think about motivating or inspiring public awareness
campaigns that may have prompted them to change their own behaviours such
as studying more, better food choices, recycling, etc. You may point out current or
past campaigns in the UAE. What type of message did these campaigns send and in
what communication method or tool? Poster, television or radio ad, billboard, etc.
In the time frame, this would be likely to include the purpose, objectives and
expected outcome of the campaign. Identify the audience and the key message
that they want to put across to that audience. Select the actions or activities and
the communication tools needed to execute them. Have each group briefly share
their idea with the group. This public awareness campaign can be either real-life or
fictional for this exercise. Students should be able to quickly identify:
• Who is their target audience?
• What is the goal or goals for their campaign?
• What behaviours they would like to encourage, motivate, and/or inspire?
• What media/communication tools will be used to deliver the message?
Unit 5 149
If the students are facing difficulties in creating their public awareness campaigns
you can offer them guidance or suggest that they check out one of the following
websites about creating public awareness campaigns with great examples to draw
inspiration from, such as:
• https://www.prhelper.com/templates/pr-campaign-plan-1.php
• http://unesdoc.unesco.org/images/0014/001476/147637e.pdf
• http://www.motivationalposters1.com/motivation_poster_campaign.php
When students have finished putting together their campaigns, ask each group to
present their campaign ideas to the class.
Alternative Activity: Have students pair up and review motivators and provide
a personal example verbally to their partner for each of the four types: reward,
relationship, responsibility and reason. Ask the students to make two of the
examples self-motivation (intrinsic), and two that are external motivation
(extrinsic). Have the students share their examples with the pair sitting next to them
and discuss how the same issue could be rewritten as an inspirational statement:
• Motivational: Students who read ten books a month earn an appreciation of
reading certificate.
• Inspirational: Reading a gateway to another world.
Have the students vote on the best motivational and inspirational statement that
the groups have come up with and write it on the board for everyone to see. Ask
the students to create a poster that could go with the slogan for the next class.
For the plenary you can either have the students complete the Self-Assessment
Questions at the end of Lesson 4 or play a review game of Tic-Tac-Toe (Noughts and
Crosses). Should you choose to play Tic-Tac-Toe with the students, have prepared
in advance a sheet with the standard grid, and number each square from one
to nine. Split the class into two teams: Team 1 = ‘X’ or ‘crosses’ and Team 2 = ‘0’ or
‘noughts’. The first team chooses a number from the grid and you read the pre-
assigned question for that number. If the first team gets it correct then an ‘X’ is
placed in that square. If they answer incorrectly, Team 2 gets a ‘0’ in that square. It is
now the second team’s turn. Keep going until one team has won.
150 Lesson 4
Lesson 5
WHAT IS MEANT BY ‘NATIONAL

CONSCIOUSNESS’?
In this lesson, students will look at what they have already learned in Unit 4 of
Grade 10, and this unit about self-consciousness or self-awareness in terms of
understanding one’s values, principles and motivators, and how students can apply
these concepts in their decision-making processes. It will build on these concepts
by exploring what it means to be socially aware or socially conscious through the
examination of how individuals, whether group members or residents, interact,
and their level of awareness within communities and societies. It will focus on how
a social consciousness transitions into a ‘national consciousness’ that encompasses
such elements as national identity, nationalism and patriotism for those who live
within the boundaries of a state or nation.
Learning Objectives
➤ Identify at least three important traits of your nation that make it unique.
➤ Explain why generalisations about a nation should be avoided.
➤ Explain the difference between national consciousness and nationalism.
➤ Define social consciousness in the context of a group or community.
➤ Explain how multiculturalism and globalisation affect national consciousness.
Unit 5 151
1. Lesson Introduction (5–8 minutes)
Have the students recall from their studies to date about self-awareness and the
awareness of the world around them, and their own perceptions of what they
view, which are acceptable or unacceptable ways to interact with and in their
environment. Ask students to remember what they learned about connectedness,
core values, peer pressure, happiness and empathy from Unit 4 of Grade 10,
and from this unit, and how these can translate into their perception of their
involvement or awareness of their family, group, community or even the society
or nation in which they live. Ask the students to discuss in a group of three to
four members if it is necessary for a group of individuals to have common values,
purposes or beliefs in order to experience a collective consciousness or awareness.
Why or why not?
Teacher Note: Whilst all of these types of consciousness will be covered, most of
the lesson will focus on national consciousness and the positive and negative
elements associated with it.
2. Activity 2: Social, Collective and Cultural Consciousness

(10–12 minutes)
Ask the students to work alone or in pairs for this activity. Have the definitions of
each type of consciousness along with an example of it on the board, or as a slide
from a project presentation software such as PowerPoint.
Possible Activity, Option 1: Have students work through either of the tasks
for each type of consciousness in the Student Book and write down what they
understand of how each one of them manifests itself in their daily lives. All students
will be expected to write down a simple sentence for each type of consciousness,
most will be able to write down two sentences and a few students may be able to
write a short paragraph for each type of consciousness.
Possible Activity, Option 2: Review with the students the differences between
social, collective and cultural consciousness through a brief verbal Q&A (Question
and Answer) session with them. Some questions that could be asked are:
• Social consciousness is recognising and understanding the value systems of
where you live or consider a community. Does social consciousness exist within
the school? If so, how? If not, why not?
• The sentiment of ‘We are in this together’ is called what?
• Is collective awareness applicable outside of the setting in which the group or
community exists?
152 Lesson 5
• Can anyone give an example of a collective consciousness?
• What is cultural consciousness or cultural awareness?
• Is a social construct a thought or perception of a concept that is rooted in personal
observations and assumptions of a group or community? Why or why not?
3. Activity 3: National Consciousness (20–28 minutes)
Assume that the students have read the section on national consciousness and
have at least a basic understanding of the concepts of national consciousness,
national identity and nationalism from Lesson 5 of the Student Book. Ask the
students to divide up into groups. Allow them the opportunity to be responsible
and to choose their groups in this activity. This activity will take up nearly half of
the lesson period. It is important that the students realise the differences between
the various attributes or traits that stem from national awareness or national
consciousness.
• Nationalism versus Patriotism. Have each group come up with their own
example for both nationalism and patriotism. They can get inspiration from the
examples in the Student Book or you can have some examples prepared and
written or displayed on the board.
• National Identity. Have students read the section on national identity on
page 394 of the Student Book. Ask them to think of two to four elements
they believe are the most relevant to their own national identity. Ensure that
each student shares at least two elements with the group. Have them explore
commonalities between them in small groups (three to four students) or in pairs.
Chauvinism and Jingoism. Students need to understand what the difference

between chauvinism and jingoism is, despite the fact that they both originate from
an excessive form of either nationalism or patriotism. Have each group complete
the Discussion Point task on page 398 of the Student Book.
Either ask the students to answer the Self-Assessment Questions at the end of
the lesson or have them reread the quote by Her Highness Sheikha Fatima bint
Mubarak on page 395 of the Student Book.
“As you come to know the United Arab Emirates, you will see a country that is truly
peaceful. We take quite seriously our role in fostering regional and global peace and
cooperation. Millions of people with different nationalities, from different cultures,
and with diverse religious beliefs live among us in freedom and friendship and
make extremely valuable contributions to society. Under the historic leadership of
our founding president, my late husband Sheikh Zayed bin Sultan Al Nahyan, May
the peace and mercy of Allah always be with him, we have created a society that
Unit 5 153
has moved away from viewing others through the lens of ignorance, suspicion,
stereotype, and intolerance. As you look around, you will see a country of stable and
effective political, economic and social institutions. You will see a society with solid
foundations, committed to the peaceful pursuit of solutions to the conflicts and
problems of humankind.”
After the students have read the above quote ask them to write down one way
in which both citizens and residents celebrate a national awareness and identity
together without displays of chauvinistic or jingoistic behaviours. For example:
“The Emirati society is based on tolerance and friendship. It celebrates the contribution
of a diverse range of cultures, nationalities and religions. The Emirati society’s inclusive
leadership and forward thinking fosters both citizens and residents alike to feel
connected with not only one another but to the leadership of this young flourishing
nation.”
154 Lesson 5
Lesson 6
WHAT OPPORTUNITIES CAN ‘NATIONAL

SERVICE’ OFFER THOSE WHO SERVE?
The aim for this lesson is to continue to build on what students have already
learned in Unit 4 of Grade 10, and this unit, in terms of values, social consciousness,
connectedness, proactive behaviour, motivation etc. Students will explore what
is voluntary and compulsory/mandatory ‘national service’. They will examine
the benefits and opportunities that national service can offer individuals who
participate. Students will also learn what impact national service, whether
voluntary or mandatory, has on communities and nations.
Learning Objectives
➤ Provide at least three opportunities or benefits of national service whether at the

individual, community or national level.
➤ Explain and differentiate between voluntary and compulsory national service.
➤ Compare the similarities and differences between how national service is
perceived here in the UAE and in one of the other countries in which national
service is mandatory.
Unit 5 155
Break the students into small groups of three of four students. Ask the students to
review Lesson 6 of the Student Book in terms of what is national service. Guide the
students in their group discussions to make sure to talk about the fact that national
service does not just mean military service or conscription but it represents
many different forms. Drop clues to each group about different forms of national
service such as community service, military service, alternative civilian service
and voluntary government service. Ask the students if they believe that national
service could create opportunities for those who serve/participate.
Alternatively, you can present the students with the scenario from the Discussion
Point on page 402 of the Student Book, and ask them to discuss it with a small
group of classmates. They can also complete the Checkpoint question that directly
follows it as a group. Ask the students to compare with the nearest group to them
on the right or left.
A short plenary can be used to summarise the introductory activity and prepare
the students to investigate further the types, benefits and opportunities that
national service can bring to them and to others who may participate in either
voluntary or compulsory programmes.
2. Activity 2: 3 Types of National Service (20 minutes)
Whilst any type of national service can be beneficial to both the participant and
to the community, there are three main types that students will explore in this
activity. They are Mandatory or Compulsory National Service, Alternative Civilian
Service and Voluntary National Service.
First Possible Activity: Use the board or a slide presentation to define and give
a one or two line description of the three types of national service mentioned
above. Students should work independently or in pairs to complete the relevant
tasks in Lesson 6 of the Student Book.
Second Possible Activity: Have stations set up inside the classroom labelled:
Mandatory National Service, Voluntary National Service and Alternative Civilian
Service. At each station, have relevant information about each type of service
and have students answer questions on a worksheet about each type of service.
Questions should increase in difficulty. Expect all students to be able to answer
one question at each station, most students to answer two and a few students to
be to answer three or more. Sample questions are:
156 Lesson 6
Voluntary National Service sample questions
• What is voluntary national service sometimes referred to as?
• What is the importance of volunteering?
• How can all members of society be included into a volunteer programme?
Alternative Civilian Service sample questions

• What is alternative civilian service? Is it compulsory or voluntary?
• Name three other names that alternative civilian service is also called?
• What was one of the first nations to offer alternative civilian service?
Mandatory National Service sample questions

• What are five countries that have mandatory national service?
• In what ways can those who serve give back to their country, community and
family?
• Do you perceive that national service can enrich the lives and future prospects
of those who serve? How?
Give the students around 15 minutes to complete the activity. Students are
expected to spend no more than five minutes each at the three stations. Leave
the last five minutes of the activity for a short plenary. Bring the students back
together and ask them to recommend at least one type of service that Grade 10
students could do for the community.
Third Possible Activity: Divide the class into groups of four or five students.
Ask each group to review the information on the three types of national service
from the Student Book. Let them brainstorm what opportunities or benefits they
perceive they would gain from participating in each type of national service.
Instruct the students that they will need to have one representative from each
group to present their findings to the class.
3. Activity 3: National Service in the UAE (20 minutes)
In a landmark 2014 decision (Federal Law No.6 for 2014), the leadership of the
UAE put into force a mandatory national service for men and voluntary national
service for women. The purpose of national service in the UAE is not from a
pending threat to national security but more in alignment with Vision 2021.*
*https://www.vision2021.ae/en/
Possible Activity, Option A: Ask the students to review Federal Law No.6 of 2014
and write down, in their own words, how national service can be served out in the
UAE.
Unit 5 157
Possible Activity, Option B: Ask the students to write a small paragraph on how
national service could encourage students who may be at risk of dropping out of
school due to academic or social reasons (like being bullied), to stay in school.
Possible Activity, Option C: Ask the students to create a promotional poster for
national service in the UAE.
Review with the students that in this lesson they have looked at the meaning of
national service, both in general and here in the UAE, and how it can benefit not
only them as individuals but the society at large. Teachers may summarise the
activities in the lesson or refer back to information from Lesson 6 of the Student
Book. Some possible responses which might be expected include:
• National service strengthens the national workforce and society by cultivating a
socially conscious, proactive, innovative, motivated and open-minded younger
generation.
• It aids in the social cohesion of the society by creating a sense of a common
purpose or goal that connects the community’s youth to something bigger than
just themselves. National service strengthens the individuals who participate
and enhances their skills such as communication, leadership, cooperation and
problem solving.
• Those who serve are more likely to work in positions or fields of study that benefit
society such as teachers, doctors, nurses, search and rescue, or community
leaders.
Students can either complete the Self-Assessment Questions at the end of the
lesson or use them as a foundation to create a mini story, poem, or poster that
embodies what they have learned about national service. For example:
158 Lesson 6
Mini-story
‘Mariam was walking on the beach when she came across some baby sea turtles
struggling to make it to the water. Some had been carried off by birds and others
had flipped over onto their backs. She gently picked up a baby sea turtle and
carried it to the safety of the water. She kept doing this. A woman came upon her
and asked why she was bothering to save a few when there were so many. How
could it make any difference in the long run? Mariam smiled at the woman and
said “but it made a difference to this one” as she gently placed the baby sea turtle
in her hand into the water.’
‘Hassan is visually impaired. He wants to give something back to his community
so he visits the local hospital each Saturday to read to the children in the children’s
ward. The children are fascinated at how Hassan reads with his hands (Braille) and
look forward to his visits.’
Unit 5 159
160 Lesson 6
U N I T C I S10
Being an
Active Citizen
Lesson 1 What Are Active Citizenship and Volunteer Action?
Lesson 2 What Are the Different Types of Volunteer Action?
Lesson 3 What Are the Different Contexts for Volunteering?
Lesson 4 How Do We Identify Addressing a Need Through Volunteering?
Lesson 5 How Do We Plan a Volunteering Initiative?
Lesson 6 How Do We Implement and Evaluate the Impact of Volunteer Action?
Learning Outcomes
1. Explain and demonstrate what is meant by ‘active citizenship’.

2. Evaluate the different ways that citizens can act together to solve problems and
contribute to society.
3. Undertake a period of volunteer work or similar activity of benefit to the local
community.
4. Demonstrate a willingness to develop and apply the competencies necessary for
effective civic engagement.
5. Critically evaluate the impact of their volunteer work and identify areas for their
own further development, including thinking, learning and communication skills.
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Introduction
This unit aims to build on students’ understanding of what it means to be an active
citizen, which they explored in Unit 2, in Grade 9. The students begin to grow their
awareness of what it means to selflessly participate in activities and initiatives to
support people, animals and environmental causes, through volunteering. The
2017 Year of Giving was a catalyst for developing a commitment to individual
volunteering opportunities and initiatives. Students will explore what types of
volunteering they can engage in, and the different contexts for volunteering. They
should understand that they have options for participation – from simple donations
of resources to charitable causes, to more complex initiatives that require analysis,
strategic planning, a range of resources and skills and a more demanding time
commitment. One of the supplementary benefits of this process is that students
have the opportunity to practise project management and organisational skills,
while consolidating values such as empathy and goodwill.
Below is a summary of the elements of each lesson:
➤ Lesson 1 gives the students a context for learning by defining active citizenship and
volunteer action. They will explore universal values that are the foundation for volun-
teer action, such as altruism, generosity, goodwill and philanthropy. They will explore the
attributes of a volunteer (which they will revisit again in Lesson 6 when they evaluate
volunteer action) and will reflect on the role that Sheikh Zayed bin Sultan Al Nahyan (May
Allah have mercy upon his soul) played in the values of generosity and philanthropy in
the United Arab Emirates (UAE).
➤ Lesson 2 extends the students’ understanding of volunteering by providing them with
the opportunity to explore different types of volunteer action. The key idea is that some
types of volunteer action require minimal effort on the part of the volunteer, for example,
donating to charitable causes, whereas other types of volunteering (which they are en-
couraged to undertake) require a greater commitment of planning, time, resources and
evaluation. The students will learn about formal charities that provide specific types of
assistance and aid to different target groups, enabled by volunteers who support them.
➤ Lesson 3 builds on Lesson 2 by providing opportunities for the students to explore dif-
ferent contexts for volunteering. A key idea in this lesson is that there are different types of
communities – for example local, national and global. Volunteers can decide what type of
community context they would like to contribute to. Community is also defined in terms
of interest groups.
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➤ Lesson 4 begins to introduce students to the practical aspect of how to identify a need
that can be addressed through volunteering. They begin from the point of view of the
familiar – their local community and what need may exist in that community. A case
study is presented (which they will engage with through to Lesson 6) that allows them to
understand the importance of observation and identifying assumptions about an issue.
They learn about the importance of using an inquiry question to identify a need, as well
as the process of analysing information gathered during an inquiry. They then learn how
to write a purpose statement for a volunteering initiative.
➤ Lesson 5 builds on Lesson 4 by showing students how to plan a volunteering initiative.
The assumption made is that they will undertake a volunteering initiative of their own,
which will require commitment and planning. They learn about setting goals, establishing
success criteria against which the project can be evaluated, and how to identify different
types of stakeholders that may be involved in the initiative. They work with a new case
study that presents concepts they can discuss and explore as they consider their own
volunteering work.
➤ Lesson 6 takes the students through a process of exploring some of the issues they need
to consider when implementing volunteer action, such as creating action plans that are
linked to their goals, and managing communication structures such as meetings. They are
introduced to the idea that formal communication is a professional aspect of any project,
including volunteering.
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Lesson 1
WHAT ARE ACTIVE CITIZENSHIP AND

VOLUNTEER ACTION?
The terms ‘active citizen’ and ‘volunteer action’ are likely to be familiar to students,
if they have studied Unit 2 of Grade 9. They will also have been exposed to
volunteering as a national priority through the 2017 Year of Giving. Some students
may have experience of volunteering in some capacity, while others may not
have pursued any volunteering at all. This unit requires students to engage in
volunteering. It is recommended that you use the case studies and concepts
presented in the Student Book to encourage students to identify opportunities
they can harness to do their own volunteering. Some students will need your
support and guidance, and others may be confident enough to pursue their own
projects with little support. However, it is important for you to be available to them
in case they need advice or your help in accessing resources they may need for
their endeavours.
Learning Objectives
➤ Define ‘volunteering’.
➤ Identify and explain at least four attributes or qualities of volunteers.
➤ Write a position paper of about 250 words on volunteering.
164 Lesson 1
You could begin the lesson by writing the incomplete statements ‘Volunteer action
means …’ and ‘Being an active citizen entails …’ on the board. Put students into
pairs and let them brainstorm how they can complete each sentence. Keep a few
small prizes handy (even gold stars will do) to hand out to the pairs who make
the most sentences in 5 minutes. After 5 minutes are up, they should read their
sentences aloud. Try to capture some of the key words on the board, and draw
attention to similar ideas that different pairs may have come up with. Then let the
students look at the image of the hands holding coloured discs on the first page
of the lesson in the Student Book. Ask them to describe how this image relates to
what they have described in their statements. They may come up with ideas such
as:
• The hands represent citizens who have a contribution to make to the lives
of others. The circles represent the influence they have, and how their efforts
overlap.
• The different colours of the discs represent the nature of different kinds of
contributions that volunteers can make as active citizens.
• The circles represent the interconnectedness of active citizens as they engage in
their communities.
Let the students read the definition of volunteering in the Student Book and ask
them to give examples of how they may have undertaken volunteering in the past.
You can allow them to discuss this quietly in pairs, or in class plenary.
2. Universal Concepts and Values Associated With

Volunteering (20 minutes)
The students need to be able to identify that there are universal values that tend
to be a foundation for all volunteering action in the world. There may be many
different contexts and targets for volunteering, but most volunteers share a
common set of reasons for why they want to volunteer, or why they think it is a
moral duty to do so.
Group brainstorm activity: One way to facilitate this activity is to allow students
to look at the list of words – philanthropy, goodwill, benevolence, generosity,
humanitarianism, charitable, compassion and social conscience on page 419 in
the Student Book and then work in groups or pairs to brainstorm how they would
recognise each of these values in action.
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They may come up with ideas such as:
• ‘We know that a person is a humanitarian if they express concern about
homelessness in a community and campaign for support to find shelter for
homeless people.’
• ‘A person may demonstrate benevolence by volunteering to take an elderly
person to the doctor if they feel ill and their family is away.’
• ‘Someone shows compassion by stepping up to help if they know that a family
is grieving the death of a loved one.’
• ‘A social conscience is evident when a person is aware of injustices and human
rights abuses in a community and wants to take action to improve the situation.’
Post Box Activity: Another way to facilitate this activity is to collect four short
news articles about charitable actions or people in the UAE, or in other countries,
or case studies about volunteering initiatives. Print or copy these and glue them
onto cardboard. Then facilitate a post box activity: You need four empty boxes
with lids (photocopy paper boxes work well), or plastic tubs with lids. Place these
around the classroom at different ‘stations’.
Put one news item on top of each box, and place some blank sheets of paper and
some pens in front of the box. Write the universal values words for volunteering
on the board. Put the students into four groups. Allocate each group to one ‘post
box’ to begin. They are to read the article (one member of the group could read it
aloud to everyone). Then they must decide which of the values are represented by
the scenario. They are to write a short sentence or two to explain how the scenario
or the person it describes demonstrates the values they have identified. When the
task is completed, they put their paper into the box. Allow about 4 minutes for this.
Then give them a signal to move to the next station. You can tell them all to move
to the left, or to the right. They go to the next station and do the same thing.
Once each group has put something into each ‘post box’, you can open the boxes
and read aloud the statements they have made for each scenario. Comment on
similar observations that were made in each case. This is an opportunity for you
to informally assess their understanding of the values that form a foundation for
volunteering.
3. Attributes and Qualities of Volunteers (10 minutes)
Group discussion activity: You could facilitate this activity by using the case study
of Sheikh Zayed bin Sultan Al Nahyan (May Allah have mercy upon his soul) on
page 423 of the Student Book. Discuss the examples of the attributes of volunteers
in the Student Book on pages 420–421. Let the students read the case study and
discuss how Sheikh Zayed demonstrated these attributes. They can give feedback
in plenary. The students should know what each attribute means, and be able to
articulate how the founder of the UAE demonstrated these attributes.
166 Lesson 1
4. Personal Position Paper on Volunteering (15 minutes)
Writing a position paper: One of the requirements of this unit is that students
should undertake their own volunteering initiative. They should have a clear idea
of what volunteering means for them, and how they think they can participate
in volunteering tasks. Let the students read the information in the Student Book
about national and global perspectives on volunteering. Then let them begin
writing a personal position paper on volunteering.
They are not expected to write at a very high academic standard – the point of the
paper is for them to set a foundation for their own purpose when they undertake
a volunteering initiative.
You can assist the students by giving them the following suggested template for
their paper. You can give them a different template if you wish – the format is not
important. What is important is that they organise their thoughts and communicate
their point of view clearly. This is a task that may need to be completed for
homework and submitted to you to read in the following lesson.
You can explain to the students:
• A position paper presents a point of view about an issue.
• It includes some factual information to support the point of view presented.
• It may present one side of a debatable issue. In this case, the issue could be
whether or not it is morally good to volunteer.
• The paper could attempt to convince a reader of the validity of the point of view.
For example, if the student argues that volunteering is morally good, they should
convince the reader that this is the case.
• It may contain a thesis statement, which is a statement that states the claim the
writer is making.
Suggested Template for Position Paper

1. Thesis statement. Example: Undertaking volunteer work is morally good and
undeniably necessary for healthy societies.
2. Introduction.
• Introduce the topic and the thesis statement.
• Give some brief background information about the topic.
• Assert the thesis.
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3. The argument/perspective.
• Assert first point to support the thesis. Give own opinion. Then give one or two
facts or sources of information as evidence to support the opinion.
• Assert second point to support the thesis. Give own opinion. Then give one or
two facts or sources of information as evidence to support the opinion.
4. Conclusion. Re-state the thesis statement. Say how you intend to proceed with
your own volunteer activity.
Weaker students may only be able to come up with two arguments or points to
support their thesis. Stronger students may be able to come up with three or four
points. You can adjust the word count as differentiation. If you have very weak
writers in your class, you can also allow them to tabulate their arguments using
shorter phrases or key notes, rather than writing a paper.
The tabulation template could look like this:
Thesis statement:
First point Personal opinion Evidence to support
5. Conclusion (5 minutes)
Put the students into pairs and let them face one another and summarise three key
learning points of the lesson in 30 seconds.
Then ask one member from each pair to call out one sentence to summarise the
key learnings. You can facilitate this in a fun way, such as ‘Mexican wave’ – as soon
as one student has finished standing up and calling out their sentence, they sit
down and the student closest to them stands up and calls out a sentence, and
so on. Use this as an opportunity to check students’ understanding of the terms
‘active citizenship’ and ‘volunteer action’.
168 Lesson 1
Lesson 2
WHAT ARE THE DIFFERENT TYPES OF

VOLUNTEER ACTION?
Introduction
The aim of this lesson is to develop students’ understanding of different types
of volunteer activity that they could pursue. A key idea is that volunteering
requires commitment. Levels of commitment will be different for different types
of activities. Some activities require limited time and resource commitment, but
others require a much greater commitment of time and resources. Similarly, some
causes are relatively straightforward to support, whereas others are more complex,
requiring a range of inputs.
Learning Objectives
➤ Outline at least one type of volunteer action that requires minimum volunteer
effort.
➤ Discuss three or more types of volunteer action that require greater time and
personal resource effort on the part of the volunteer.
➤ Perform a personal knowledge and skills audit to identify suitable ways of
volunteering.
Unit 6 169
Minimum and Maximum Scale/Washline Activity: A suggested way to begin

the lesson is to write a list of different types of volunteering activities on separate
pieces of paper. You can come with as many ideas as you like, but no more than
the number of students in the class. A good number would be ten or fifteen. The
examples should include activities that would take very little time and effort, and
some that would take a lot of time and effort. You will also need a long piece of
string (about four metres long), and a set of pegs (one for each activity sheet).
Examples of activities could be:
• Putting a money donation into a charity collection box at a shopping mall.
• Helping a frail neighbour once per week by cleaning their house for them.
• Visiting a primary school each week to read aloud to very young children.
• Collecting donations of non-perishable food and shipping them to a refugee
camp in a different country.
• Running a campaign to put a stop to child labour in clothing factories.
• Organising a homework club and appointing tutors to help younger students
with homework after school each day.
• Picking up litter in a nature reserve on a Saturday.
• Making toys out of recyclable materials to donate to children living in poverty.
• Organising a fundraising event (musical concert) to raise funds for a conservation
project that rescues sea turtles that are trapped in fishing nets.
• Visiting the children’s ward at a hospital once a month and entertaining the
children with puppet shows.
Lay the length of string on the floor of the classroom (you can also go outside to do
this). There needs to be space for students to line up along its length. Ask for the
same number of volunteers to come forward as the number of activities you have
written on paper. Hand one activity sheet to each volunteer, along with a peg. Now
instruct the students to arrange themselves along the length of string according to
the amount of time and effort they think is involved in the activity.
The activity with the least effort and time commitment must be placed at the
starting point of the string (this is the ‘minimum’ end of the scale). The activity that
they think requires the most time and effort is placed at the opposite end of the
‘scale’. The students must confer with the rest of the class, and you should allow
some chaos and noise as they try to decide who should stand where.
170 Lesson 2
If they disagree about the order of one or two activities, it is because they have
different ideas about what may be involved in that activity. This would be a
good opportunity to halt the game for a minute and let them discuss what they
think it would entail, and try to reach consensus. At the end of about 9 minutes,
all the volunteers should be standing along the string and holding their activity
description. Let the class discuss the arrangement and talk to them about the fact
that some volunteering requires minimum effort, whereas other volunteering
requires greater effort. Then get the students to peg their activity descriptions in
place along the string. Get students to help you raise it off the floor and tie it up
across the ceiling, or along a wall of the classroom to illustrate the concept.
2. What are ‘Donations’ in a Volunteer Capacity? (15 minutes)
The students should understand that there are different types of donations that
people can make to charitable causes.
Option 1: Poster Activity: Put the students into groups of four and give each
group a sheet of newsprint or paper, and a set of permanent markers. Tell them
to read the information about different types of donations in the Student Book.
They are then to make a poster that illustrates this. They should try to be creative
in how they illustrate it visually. This is an opportunity for you to informally assess
their understanding of the concept of donations. Let them display their posters in
class. They could also vote on the one that is most creative, or that best illustrates
the concept. Conclude the activity by getting the students to write two or three
sentences in their books, saying what and how they could donate to charitable
causes. The poster activity could be used as differentiation for weaker students, or
students who are more visually and kinaesthetically inclined as learners.
Option 2: Inquiry Activity: Stronger learners could be set a research task in which
they use the Internet or other sources of information to find out about organisations
in the UAE that collect donations of money or other items for people in need. Some
students may have a particular interest in blood donation, especially if this is a new
concept for them. They could find out more about how they could donate blood
locally. If you choose to let students do this, then you can conclude this section by
getting them to share two to three key learning points from their research.
3. Volunteering Time and Talent (15 minutes)
Group Presentations Activity: Put the students into groups of four or five.
Allocate one example of time and/or talent (including fundraising) that is covered
in the Student Book to each group. You can also come up with your own ideas to
allocate to them. Each group must read up about the example of time and talent
(either in the Student Book, if you have used examples from there, or online) and
prepare a short, catchy way of presenting it to the other groups.
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The presentation should only last one minute. It could be a rhyme, a rap song, a
poster, a short dramatic presentation, or even a mime. The idea is for the students
to have fun while they come up with an interesting way to teach or present the
concept to their classmates. Give each group a chance to do their presentations.
To differentiate this activity, you can get weaker students to identify key words or
phrases related to their topic.
4. Personal Knowledge and Skills Audit Activity (15 minutes)
The key idea here is that volunteering requires something of the volunteer, and
because we live in a very diverse world, there is a huge range of skills, talents and
knowledge that people can contribute in their personal capacity.
Let the students complete the Action Task on page 443 of the Student Book, to
complete their skills and knowledge audit. They can work in pairs – it may be
easier for them to discuss their ideas with a partner as they work on the ‘audit’. To
differentiate this activity, you could get weaker students to look at the ‘washline’
from the introductory activity and choose three or four activities from different
positions on the ‘scale’. They can think about skills or knowledge they have that
could be applied to these activities (the activities provide a context for them to
work from).
Exit Ticket Activity: The students should have a clear understanding of different
types of volunteering activities by now. To conclude the lesson, they must earn an
‘exit ticket’. They should respond to any one of the following prompts, in writing.
They must show you the statement before they leave the class. You can use their
statements as an informal way of evaluating their engagement in the topic. This is
important, because they need to have a high level of motivation to undertake their
own volunteering initiatives.
• Today I learned …
• I was surprised to learn that …
• After today, I think I will …
• An idea that I would like to explore further is …
Possible Extension Task: Students who need a challenge or who enjoy working
with numbers can investigate a large-scale fundraising event that has occurred in
the Emirate in which they live. They can find out how much money was raised, how
much profit was generated for charity, and how the finances were handled.
172 Lesson 2
Lesson 3
WHAT ARE THE DIFFERENT CONTEXTS

FOR VOLUNTEERING?
Introduction
In this lesson, students build on what they learnt in Lesson 2 by exploring different
contexts for volunteering. The term ‘context’ is used to refer to different types
of communities in which volunteering may be undertaken. The students then
identify specific target groups of people that may have a need that volunteering
can address.
Learning Objectives
➤ Identify at least two types of community contexts for volunteering.

➤ Describe at least three types of groups or targets for volunteer action.
Unit 6 173
Option 1: Acrostic Poem Activity: Write the word COMMUNITY vertically on

the board, using capital letters. Put the students into pairs or small groups and
set them a fun challenge: They are to come up with an acrostic poem that uses
the initial letters of the word ‘community’, about the concept ‘community’, for each
line of the poem. Tell them that they must think locally, nationally and globally,
and they can include any other aspect of community that they can think of. They
should try to make the poem rhyme.
Have a few small prizes ready to hand out to students who come up with the most
creative poems. They should all have an opportunity to read aloud their poems.
Allocate prizes and spend a few minutes discussing some key learning points
they may have come up with in relation to community. They will hopefully have
included some key ideas about communities being local, national and global, as
well as being groups of people with something in common. This prepares students
to think about their own community, and the different levels of community to
which they may belong.
Option 2: Hot Seat Activity: Write the word ‘community’ on the board and call
one student forward to say as much as they can about what it means and refers to.
When they have nothing more to say, or if they begin to hesitate before coming
up with more ideas, they should sit down and another student should take the
‘hot seat’ and come up with more ideas (they may not repeat what the first student
has said). And so on. You can put a time limit of about eight minutes on this, which
means that not all students are likely to occupy the ‘hot seat’. You can record ideas
and key words as each student speaks, and then discuss these ideas at the end of
the eight minutes. You can also add ideas to what students have contributed.
2. Volunteering in the School Community (10 minutes)
Plenary: Now that students are thinking about the significance of community, ask
them to discuss what the school and local community means to them. Keep in mind
that some students may feel alienated or disconnected from their community for a
variety of reasons. It cannot be assumed that all students experience ‘community’ in
the same way. However, they should all be able to think of ideas that may define the
parameters of a school or local community. Participating in a volunteering activity
is one way to promote community engagement. Discuss with the class the ideas
for volunteering in the school community on page 448 of the Student Book. Then
use the following Discussion Point for students to identify ways in which they could
volunteer in the school community. You can also get them to think about this in
terms of their personal skills and knowledge audit that they completed in Lesson 2.
174 Lesson 3
Graphic Organiser Activity: A graphic organiser helps students classify their ideas
and structure them. A graphic organiser is also referred to as a concept map, mind
map, spider diagram, sequence chart and Venn diagram amongst other names.
There are templates to help students available online. Type in “graphic organiser”
into a search engine.
After the class plenary the students can work in small groups of three or four and
create a graphic organiser of ideas they have collated about how their group can
volunteer (either as a group, or as individuals) in the school community. They can
display these in the classroom and refer to these ideas as they start to plan their
own volunteering.
Extension Activity: Some students may know about a volunteering initiative that
already occurs in the school community. They can investigate it to find out how
it was organised, what type of need it addresses and how much commitment is
required from volunteers.
3. Volunteering in the Local Community (10 minutes)
Publicity Activity: Read the case study about Salma aloud to the class. Give
students a few minutes to talk about it in pairs. Ask the students to reflect on how
Salma’s project unfolded (for example, some of it was planned and some of it was
unplanned and ‘organic’ – it unfolded unexpectedly).
Then put the students into groups of three and tell them to create a social media
page or print advertisement that could be used to advertise Salma’s services in the
community. The advertisement should include:
• A clear statement about the service Salma offers.
• The benefits of Salma’s service to the people she helps.
• A creative slogan that attracts attention to the service.
• How other members of the community could support or get involved in the
initiative.
• A visual component that illustrates the service.
You can pair up groups and get them to share their advertisements or social media
pages with one another.
4. Volunteering in the National and Global Community

(10 minutes)
Plenary: Discuss with the class examples of volunteering that can be undertaken
at the national and global levels. You could focus on the national context.
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Brainstorm Action Task: For this activity you can use the Action Task on page 451
of the Student Book. The students can work in groups of four and complete the
first three tasks of the activity. You could set the fourth task as an extension activity
for stronger students. As the students work on the task, you can circulate among
them and observe and listen to each group’s discussion. You can use this as an
opportunity to assess the students’ understanding of how individuals and groups
can get involved in volunteering activities at the national level.
Homework Task: You can set the students a task to research opportunities for
volunteering with UNV Online Volunteering. This could be a relevant extension
activity for students who may want a greater challenge.
5. What are Different Target Groups for Volunteer

Involvement? (15 minutes)
Students should explore and reflect on the different interest groups that may exist
for volunteer contribution. They should think about key issues such as vulnerability.
Think-Pair-Share Activity: Put the students into pairs and let them come up
with examples of interest groups or groups of concern that may exist at different
community levels. They can write their ideas as a list. Then let two pairs work
together and create a collated list from their initial lists. Then put two groups
together and let them share. Once there are four groups left, you can get the
students to read aloud their ideas to the rest of the class. Discuss similar ideas and
different ideas. This is a good way for students to reflect on interest groups that
they might like to get involved in as individuals.
Personal Response Activity: Let the students read the quotation by Kofi Annan
in the Student Book. Ask them to interpret it from their own perspective and in
relation to how they could help to build a safer and better world by volunteering.
They could write a letter to you in which they outline what they would like to
achieve in a specific interest group or group of concern. This activity consolidates
the purpose statements that they came up with in Lesson 1, and the skills and
knowledge audit they conducted in Lesson 2.
Individual Conferencing: Because this unit is linked to a practical experience
of volunteering, you should try to spend a few minutes with individual students
during each lesson, discussing what they would like to do in a volunteering
capacity and monitoring what they are already doing, to make sure they are
engaging in some way.
You can use the Self-Assessment Questions at the end of Lesson 3 in the Student
Book to allow students to consolidate their learning. These can also be given as
homework tasks.
176 Lesson 3
Lesson 4
HOW DO WE IDENTIFY ADDRESSING A

NEED THROUGH VOLUNTEERING?
Introduction
Building on Lesson 3, in which the students explored different types of
communities where they might like to volunteer, the focus in this lesson is on
identifying a specific need that can be addressed in one of those communities,
through volunteering. A key idea is that observation and awareness can lead to
identification of needs, but that it is important to challenge assumptions we may
have about the observations we make, so that we do not pursue an activity that is
a waste of time or resources, without making any sort of positive difference.
Learning Objectives
➤ Develop at least one inquiry question that could be used to identify a community
need that could be addressed through volunteering.
➤ Describe a process for undertaking an inquiry to identify a volunteering initiative.
➤ Write a purpose statement for a volunteer project.
Unit 6 177
Creative Thinking Task: You could introduce the lesson by asking students to look
at the image of hands holding the outline of a lightbulb at the start of Lesson 4 in
the Student Book. Ask them to come up with ideas for what it could symbolise,
especially in relation to community and volunteering. Encourage them to think
‘outside of the box’. They may come up with ideas such as:
• Light is a shared resource, and individuals are connected through their common
need for light.
• If the light bulb is connected to a power supply, it emits light, which allows
people to see and to learn.
• The light bulb is fragile – it could easily break if the hands drop it.
• Vulnerable people in the community need light and support.
The idea is to get the students to think creatively as they observe the image.
They should work on developing their observation skills and get into a habit of
questioning what they see around them, in order to know what specific needs and
issues may exist in the local community, that they can address by volunteering.
2. Observing Issues in the Local Community (10 minutes)
Case Study and Discussion Activity: The case study about a boy called Ghalib
forms the context for students exploring the importance of observation. This
fictional case study is carried through to Lesson 6 as an example of volunteering
in the local community, and the process of planning for a volunteering initiative
and evaluating it. You can ask students to read the case study and let them write
a few notes or key words to summarise what it is about. Then facilitate a plenary
discussion about Ghalib and how he made use of observation to identify a potential
need for volunteer action.
Some detail is provided about Ghalib’s interests and his passion for conservation,
because this consolidates the idea that volunteering may find a natural synergy
where personal interest, skill and knowledge intersect with need. The case study
also presents an environmental theme, which may be topical for some of the
students in your class.
The other important point in the case study is that Ghalib recognised that he
needed to ask someone he trusts for advice, so he arranged time to meet with his
favourite teacher. It is always useful to be able to call on someone for help, support
and advice. You can refer students to the examples of observation comments on
pages 465–466 of the Student Book. If any of your students are already undertaking
178 Lesson 4
volunteer work, you can use this discussion to talk about some of the observations
they have made in the local community, and what the contexts were for those
observations.
3. Examining Assumptions About an Observed Issue

(15 minutes)
In plenary, discuss with the class that most of us will form assumptions about
something once we have observed it. For example, if we observe and hear a couple
speaking in raised voices in a language we do not understand, we may form an
assumption that they are arguing or disagreeing about something, but this may
not be the case – they may in fact be discussing something they are both excited
about.
Discuss the observations and assumptions that Ghalib made and ask the students
to comment on his assumptions – do they seem true and valid?
Action Task: You can use the Action Task on page 469 of the Student Book to let
the students practise identifying assumptions derived from observation. They can
work in pairs for this activity. Circulate the classroom and listen to the ideas the
students come up with.
They may say things such as:
The image of the dog The image of the woman in the wheelchair
• The dog is starving because its ribs are • The woman feels sad or depressed.
showing. • The woman is filled with despair (she is
• The dog has been abused by humans. holding her face in her hand).
• It is a stray dog. • The woman is lonely.
• The dog is hungry. • The woman has been abandoned by her
• Someone has abandoned this dog. family.
• The dog has been ill, therefore it appears • The woman is receiving treatment at a
thin. hospital.
• It is a dangerous dog and may have • The woman may be injured, which is why
rabies. she is temporarily in a wheelchair.
• The woman is waiting for people to visit
her, but they never arrive.
Differentiation: Students who are weaker in analytical skills can identify two
assumptions for each image, and they can be paired with a stronger student for
this task.
Discuss with the class how Ghalib went about testing his assumptions by turning
them into questions.
Unit 6 179
Paired Socratic Activity: Put the students into pairs. Ask them to think about a
need they have identified within a community they know about. Then ask them to
think about what their assumptions might be in relation to the situation. Let the
partners use Socratic questioning to test the origin of one another’s assumptions.
One partner asks a probing question, and the other must answer it. Another
question follows, with the intention of getting the partner to reflect increasingly
critically on the basis for their assumptions. Then they can change roles. This is
another example of an activity that can help students to develop their thinking
skills.
Examples of questions they may like to use are:
• Why did you make that assumption?
• Would your assumption be true in all situations that appear to be like the one
you observed?
• What would be a counter-assumption that could be true in this situation?
Inquiry question: If the students are already starting to work on their own
planning for a volunteering initiative, you can get them to practise writing inquiry
questions.
4. What Tools Are Useful For Undertaking An Inquiry?

(15 minutes)
Group Brainstorm Activity: You could let the students work in groups of three or
four. Explain that when an inquiry process is undertaken, there are different tools
that would be appropriate and useful to run the inquiry and collect evidence. For
example, if the inquiry is related to a target population’s experience of loneliness,
you could use a questionnaire and survey, or anecdotal accounts, or both. The
students have had a lot of exposure (in this and previous lessons) to different types
of volunteering activities. Get them to study the list of evidence and tools that can
be used for an inquiry on page 474 of the Student Book. They should brainstorm
types of inquiries that would best be served by the different tools.
Gather feedback from the groups in plenary and give them some time to compare
their own ideas with those of other groups. This is a way for students to broaden
the scope of their thinking for when they are conducting their own inquiries.
Differentiation: Weaker students could choose three or four tools to work with
in the brainstorm. They could also work with the case study about Ghalib’s inquiry
and comment on the usefulness of his questionnaire in gathering data.
180 Lesson 4
5. How Does the Data or Information Collected From An
Investigation Translate Into a Purpose for Volunteering?
(10 minutes)
The students need to understand that there is always a purpose for an inquiry and
for gathering data and evidence – in this case it is to confirm that a need exists
that can be addressed through volunteering, or to prove that what one may have
assumed to be a need is not one after all. In Ghalib’s case, he had made several
assumptions about the litter in the mangroves. When he refined his inquiry and
gathered some data related to it, he dispelled some of his assumptions and set
himself on a path to addressing a real existing need.
Writing a Purpose Statement: The students can read and discuss the purpose
statement that Ghalib has written for his project. Then they can practise writing
their own purpose statements. Weaker students may need to scaffold themselves
by beginning with key words or phrases and then building sentences that
accurately reflect their purpose.
Let the students reflect on the quotation from Mother Teresa on page 469 of the
Student Book. They could write two or three sentences interpreting the meaning
of her words in relation to community volunteering.
Unit 6 181
Lesson 5
HOW DO WE PLAN A VOLUNTEERING

INITIATIVE?
Introduction
This lesson continues the students’ practical understanding of the process of
volunteering. They will look at the planning process in terms of establishing clear
goals and success criteria for a project, identifying different types of resources, and
considering potential risks. These are skills that are applicable to students’ lives in
contexts unrelated to volunteering. The Action Tasks provided in the Student Book
will be used extensively to get them to engage in active learning. They should be
equipped to plan their own volunteering initiatives with confidence.
Learning Objectives
➤ Develop at least three goals for a volunteering initiative.

➤ Define at least three sets of success criteria for a volunteering project.
➤ Identify stakeholders in a volunteering case study.
➤ Identify at least one potential risk related to a volunteering project.
182 Lesson 5
1. Introduction (8 minutes)
Option 1: Brainstorm Activity: You could facilitate this as a whole class activity.
Ask the students to call out statements of things they would like to achieve at
school, or in other parts of their lives. You could capture some of their ideas on the
board. Then put students into small groups and tell them to draw a simple graphic
organiser or mind map that represents their understanding of the link between
achievement and goals.
Encourage them to be as creative as possible. They may, for example, draw a bridge
between the words ‘goal’ and ‘achievement’. Tell them to define ‘goal’ on the same
page. Then put two or three groups together to present their graphic organisers to
one another. Circulate, observe and listen to their responses to informally assess
their understanding of goals and if they understand the concept or not.
Students should demonstrate that they know a goal is a detailed statement
of something that is to be achieved. Goals are derived from an overall purpose
statement or vision for a project or intention to make an impact on a situation.
Option 2: Working With a Scenario: Another way to introduce the lesson is to put
students into groups of four. Ask them to think of something significant that has
been accomplished in the local area in recent months. This could be anything that
would be familiar to most people who live there – for example, the completion of
a road or residential construction project; an extension to the school facilities; an
environmental initiative; and so on.
Ask the groups to write a bullet-point list of actions they think need to be done
to complete the project. You could write these guiding questions on the board or
project them onto the screen to provide context for the group discussions:
• What types of tasks would have been involved?
• How many people were involved?
• How would the project leaders have known that the project was successful or
not?
Let one representative from each group give brief feedback in plenary. They should
be able to recognise that the project team would have needed a task breakdown
to guide them in what to do at different times, and a consideration of resources
and people needed to get it done.
Explain to the students that this lesson is about taking the project idea further and
planning it in greater detail.
Unit 6 183
2. How Do We Go About Planning a Volunteering Initiative?
(10 minutes)
Goals: You could use the example template on page 482 of the Student Book
to discuss goals with the students. Deciding on goals should follow the criteria
outlined which refer to being specific, measurable, achievable, realistic and time-
related. You can also let students refer to some of the goals they called out during
the introductory activity and evaluate how far they meet the five criteria, or get
them to think of a goal statement and then talk about how it could be made more
closely linked to the criteria. Let them think about the consequences of not making
goals specific, measurable, achievable, realistic/relevant and timed.
This should consolidate for them why it is important to evaluate goals and make
sure they are connected to purpose. This is an important element to emphasise,
because one risk in volunteering projects is that a volunteer’s motivation and
enthusiasm to ‘make a difference’ is not always aligned with a clear strategy for how
it needs to be done.
Action Task: Evaluating Goals: For this part of the activity you could let the
students work independently or in small groups (which may work well for students
who need more support) and complete the Action Task on page 484 of the Student
Book. Some of Ghalib’s goals would need to be amended, for example number 5:
‘The club will fundraise to extend its conservation activities, as and when needed.’
This is a little vague because it is not timed or specific enough. It could be amended
as follows: ‘The club will fundraise to extend its conservation activities pending a
monthly evaluation of progress and continued forward planning.’
It may be easier for students to write out the goals and then use a different coloured
highlighter or pencil for each of the five requirements. The students can underline
or highlight the part of the goal wording that represents ‘timed’, ‘specific’, etc. Some
parts will be underlined two or three times because they relate to more than one
of the five elements.
You can let the students feedback in a short plenary, and use the opportunity to
informally assess their understanding of how to word goals which best match the
criteria.
If the students are planning their own volunteering initiatives alongside working
through this unit, this is also an opportunity for them to evaluate their own project
goals, or to ask for your help in setting goals. If they have not yet set goals, then you
could encourage them to take some time now to set three goals that are aligned to
their purpose and which match the criteria.
184 Lesson 5
3. Setting Success Criteria For the Volunteering Initiative
(10 minutes)
Once the students understand goal setting, the next step is for them to explore the
need for success criteria linked to the goals. You can use the example of the course
they are studying to illustrate the point: There are things they have to know and
demonstrate for them to achieve success in an education course.
Similarly, projects that have goals need to have a set of criteria against which
achievement of goals will be measured. You could let the students read and
comment on the example from Ghalib’s case study on page 485 of the Student
Book, in small groups.
Action Task: As with the previous section, you could let the students work on the
Action Task on page 486 of the Student Book, to give them a chance to practise
drawing up success criteria. They may come up with ideas such as:
Goal 2: Young people from surrounding high schools will be invited through social
media and founding member ambassadors to join the club.
Criterion statement How it will be How often it will be Who will measure
measured? measured? it?
Young people will A list of names Levels of interest in Majed.
attend the club after of young people event will be tracked
Majed will report to
receiving invitations invited by Facebook daily.
Ghalib.
via Facebook. will be kept.
Attendance checked
An attendance against interest will
register of people be measured weekly.
who attend the
meetings will be
kept.
Interest in attending
will be tracked
by checking
the number of
‘interested’ people
against the number
of people who
actually attend the
meetings.
You can let them share ideas in a short plenary discussion. Use the opportunity to
informally assess their understanding of the need for success criteria.
Extension: Students who would like more of a challenge could be paired with one
another and they could take it in turns to write success criteria for their own project
goals and then check the other student’s criteria and offer recommendations for
amending them if necessary.
Unit 6 185
4. Project Stakeholders, Resources and Risks (15 minutes)
Stakeholders are the most important aspect of any volunteering project. The
project may be targeting a particular stakeholder group for impact, but it may
involve many other people with varying levels of interest and involvement.
In a plenary session, discuss with the students that they need to identify
stakeholders affected by their projects, including those whom they may need to
consult for financial or other support. You could also discuss the concept of risk
with them; they need to try to predict what could go wrong or be an obstacle in
the project realising its impact.
Think-Pair-Share: Another way to facilitate this is to ask students to work alone
and brainstorm groups of stakeholders that may be involved in volunteering
projects. They are to write these down.
Then put them into pairs and let them share their ideas, writing down one
combined list.
Then put sets of pairs together to do the same. Continue this process until there
are two larger groups left. Give one representative from each group an opportunity
to share the list in class plenary. The students can then individually write down
examples that they may not have thought of initially.
Option 1: Working with Case Studies: One way to facilitate student’s engagement
with these concepts is to use the case studies provided in the Student Book.
There are two for them to consider: Ghalib’s conservation project and Lamia and
Zaynah’s face painting activity at the fundraising event. At this point you could
also get the students to reflect on the level of commitment in each project, as a
way of consolidating the idea that some initiatives will require a lot more detailed
planning and effort (for example, Ghalib’s new club that he is setting up) than
others (Lamia and Zaynah’s activity is a ‘one-off’ activity at an event, and they are
not organising the entire event).
You can do this by letting them look at the ‘washline’ from Lesson 2. Let them work
in small groups. Give each group a sheet of paper – one representing Lamia and
Zaynah, and the other representing Ghalib. Give each group two pegs, and ask
them to decide where to ‘peg’ each case study on the ‘washline’.
They should come to the conclusion that Lamia and Zaynah’s case study would
be somewhere near the start of the scale ‘least commitment’, but definitely after
donations. Ghalib’s case study would be somewhere closer to the other end of the
scale (greater commitment).
Graphic Organiser: The students could work in small groups and identify
stakeholders, resources and risks for either one or both of the case studies using
a piece of flip chart paper or similar. These could be displayed on the classroom
wall. They could also summarise this information in presentation slides and
186 Lesson 5
present them in larger groups. If the students are well underway with their own
volunteering projects, you could get them to use this time to identify and list
stakeholders, resources and risks for their own projects.
Option 2: Visual Stimulus: You could show the class a video clip of one of the
volunteering initiatives organised and funded by Dubai Cares. Then in small
groups let them discuss and identify the range of stakeholders, resources and
potential risks for the project. An example of one of the projects can be found here
(a volunteer project to build foundations for a school in Senegal in 2016). Note that
this video is over eight minutes in length and you may decide not to use all of it:
https://www.youtube.com/watch?v=oeCAIkvfgmo
Elicit some feedback in plenary. The students may have identified aspects
including:
Stakeholders
• Senegalese students, teachers and other community members who would
benefit from the new school for which foundations are being built.
• Diverse group of stakeholders, many of whom are new to volunteering roles;
others who have experience in volunteering.
• Project organisers from Dubai Cares.
• Donors who have donated financial resources to enable the project,
• Local suppliers of building materials used in construction,
• Family members and friends of the volunteers who will be told about the project
and who may be inspired to participate in other volunteer projects in future.
Resources
• Skills and physical abilities of the volunteer builders.
• Financial resources to purchase building materials
• Bricks, mortar, gravel, land and tools for building.
• Food and other subsistence needs for the volunteers while working on the
project.
• Range of languages represented among volunteers and local Senegalese people.
• Translation services to enable local Senegalese people to communicate with the
volunteers.
• Accommodation and transport for the volunteers while participating in the
project.
• Flights to and from Senegal for volunteers.
Unit 6 187
Risks
• Potential risk of injuries while building school foundations.
• Delays in delivery of building materials for project to start on schedule.
• Miscommunication about work flows and processes if there are language barriers
among stakeholders.
It is important to informally assess that students have understood the concepts
of stakeholders, resources and risks. They need to be able to apply these concepts
in the planning of their own volunteering initiatives. You can assess this in several
ways:
• Listen carefully to the feedback they gave in plenary and affirm the points they
have come up with, according to the suggested bulleted points above.
• Get each student to write one sentence for each of the three concepts that
summarises it. Let them share in pairs and read one another’s sentences. If the
partners have written something that contradicts or sounds completely different
from one another, then they are to raise their hands and call you over to ‘mediate’
or ‘adjudicate’.
• Get the students to work in small groups. Tell them to think about the lessons in
this subject as an ongoing project and to identify the stakeholders, resources and
risks involved. They can record their responses very simply on a sheet of paper,
using key words. Each group hands you the responses to check.
You can conclude the lesson by putting up the following potential tasks on the
board or projected onto the screen. The students can choose one task to complete.
• Write two sentences to state the most important learning points from this lesson.
• Write down five key words that sum up the lesson.
• Tell a partner sitting next to you how you will apply the learning to your own
volunteer project.
188 Lesson 5
Lesson 6
HOW DO WE IMPLEMENT AND EVALUATE

THE IMPACT OF VOLUNTEER ACTION?
Introduction
This lesson builds on Lesson 5 by providing students with opportunities to explore
factors that they need to consider when they actually carry out a volunteering
initiative. This lesson will cover drawing up very specific action plans, dealing with
stakeholder communication (using meetings as a context), and reflecting on areas
of personal growth and development as a result of volunteering. If the students
have been volunteering for several weeks by this point, this may be a timely
opportunity for self-reflection.
Learning Objectives
➤ Draw up at least three action plans to achieve a goal for a volunteering initiative.
➤ Role play a stakeholder meeting about a volunteering initiative.
➤ Evaluate the impact of a volunteer initiative against at least two success criteria.
➤ Identify at least two areas for personal development after undertaking a
volunteering initiative.
Unit 6 189
1. Introduction (5 minutes)
To start this lesson, you could ask the students to think about the word ‘action’. Put
them into small groups and let them come up with synonyms or key words related
to the word ‘action’. They have been working with the term ‘volunteer action’, so
they can draw on this. The idea is for them to identify that action implies doing.
Give each group a different coloured board marker. One representative from each
group is to stand at the board and quickly write down the key words for their
group after a one-minute brainstorm session. The group that came up with the
most relevant words could get a small prize.
Let students quietly reflect on the words on the board and then ask each student
to write one sentence summarising what the words mean. In plenary, discuss
with the class that previous lessons have focused on context and planning. Doing
is the actual implementation of plans. If the planning has been done effectively,
then the doing should run smoothly. However, there will always be a possibility
of communication barriers and obstacles wherever there are people working
together on a project, so it is important to think about communication as a priority
for any project.
2. How Do We Put Plans Into Action? (10 minutes)
Drawing Up Action Plans: You could facilitate this part of the lesson by letting the
students work in small groups to study the example of the action plan that Ghalib
drew up for one of his goals that he had set for his project. This is on page 498 of the
Student Book. Then they can work on the Action Task that follows the case study.
Instead of the students choosing a goal to work on, you could allocate a goal
to each group. They could present their action plans as a presentation, using
PowerPoint or other presentation program, or they could write them on paper. You
could let two groups present their action plans to one another. They must say how
and where they have included task, person responsible, resources required and
time frame. This is an opportunity for you to informally assess their skill in action
planning.
You can do this by observing the groups presenting to one another and listening
to them identifying the four elements of the action plan. All four must be clearly
described or pointed out. If an element is missing, then step in and give this
feedback and ask the group to include it.
190 Lesson 6
Sounding Board Activity: Another way to facilitate this is to encourage students
to draw up (or revise) action plans for their own volunteering initiatives. Then let
the students stand up, divide into two large groups of equal number and form
two circles: one smaller circle of students (facing outward), and a larger circle
formed around the smaller circle, with students facing inward. This means that two
students from each circle should be facing one another. At a signal from you (for
example, a whistle or clap of the hands), the students facing each other should
share an aspect of their action planning with the student facing them. The other
student should listen carefully (thus practising a key communication skill) and give
some quick, constructive feedback. For example: ‘Yes – that action clearly indicates
Person responsible, Resources required, and Time frame!’. Or: ‘That action plan
does not really give the full list of resources that you will likely need. I think you
could add …’
When you give the next signal, the other student shares and the one who shared
first listens and gives feedback. At the next signal, all students in the outside
circle move one place to the left. Repeat the task several times so that students
get to share with several other students. There may not be time for all students to
share with all other students, but the idea is for them to have used at least a few
‘sounding boards’ to test the thoroughness of their action plans.
Students
Face-to-face interaction
Face-to-face interaction
The inner circle

does not move
Unit 6 191
Before you move on to the next part of the lesson, make sure the students
understand the concept of delegation. You could demonstrate it by asking one
student to do the signalling for the sounding board activity on your behalf – you
delegate the task to them.
This activity is also an opportunity for students to communicate respectfully and
constructively under time pressure, which is something they may have to deal with
in project management. You could ask them to work independently and write a
personal response about learning points. Some students may like to write this
in narrative form as a paragraph. Others may find it less challenging to write a
bulleted list.
Then get them to choose any two learning points and share them with a partner
sitting next to them. They may come up with ideas such as:
• ‘Communication occurs in relation to a purpose.’
• ‘Communication should always be respectful, honest and constructive.’
• ‘Listening is the most important communication skill.’
• ‘Communication can be difficult when there is background noise or other
distractions (for example, other students talking). It is important to try to block
out the distractions and focus on the person you are communicating with.’
• ‘Constructive communication can involve supportive gestures, such as nodding
the head to indicate affirmation, smiling to indicate encouragement, eye contact
to indicate attentiveness.’
• ‘There may be different points of view shared during communication. Each point
of view should be valued and respected.’
3. Evaluating the Impact of a Volunteering Project (8 minutes)
The key learning point in this part of the lesson is that it is important to measure
or evaluate the impact of a volunteering project. There are several reasons for this.
One reason is that if public funds or donations, or even donated time and skills
have been used in the project, the project organiser is accountable for making sure
they have been put to use in a meaningful way that actually achieves the purpose.
The other reason is actually more important: A need was identified to make
a positive difference in the life of a target group. The project organiser owes
it to the target group to make sure the project achieves what it intended to
achieve, and that they are better off as a result of it. This is a sensitive issue in
global aid organisations: There have been cases of volunteers representing
large organisations using aid money for purposes other than what the money
was intended for. Or, worse, actually failing to deliver what was promised. Even
worse: In recent times several scandals have been publicised about aid workers
(which may include volunteers) actually exploiting or abusing the people they are
supposed to be helping. Volunteerism must always be selfless and address a need
192 Lesson 6
that actually exists (and should be confirmed by the target group), and its impact
must be measured. Volunteers should be responsible and accountable for the role
they have taken on.
Plenary: Lead a discussion about the meaning of the word ‘accountability’. You
could either give the students a context as provided above (scandals in global aid
organisations), or you could give them a scenario that they would be familiar with.
For example, adults such as their parents and teachers are accountable for setting
conditions for the safety and well-being of minors. What happens if a parent
neglects their duty to a child? (There may be legal and social implications.)
Case Study Analysis: Put the students into small groups and let them discuss
the project evaluation aspect of Ghalib’s case study. Ask them to write key word
notes to describe the elements of the evaluation. They should be able to recognise
points such as the following:
• The success criteria drawn up in the planning phase are used as the basis for
evaluation.
• The person doing the evaluation can write a comment, and indicate evidence as
proof of achievement.
• If the success criteria and action plans were properly set up, and carried out,
then the project evaluation should not indicate much deviation (if any) from its
purpose.
• If there is no evidence, then this is a valuable part of the exercise, because it could
indicate that something occurred that was not predicted, but which could be
addressed in future.
You can circulate and listen to group discussions. If they seem to be struggling with
the concept of evidence or lack of evidence, or how lack of evidence can indicate
something important for the future of the project, then you could give them
another example to think about. For example: If a project planned to teach a group
of elderly women how to use iPads to carry out certain personal administrative
tasks within two weeks, but the evaluation shows this was not completely
successful, the organiser can consider reasons for the lack of progress. It may have
been something like implementing the project during Ramadan, when the target
population was fasting and found it difficult to maintain concentration. In future, it
may be better to schedule the project for after Ramadan.
Unit 6 193
Pair Brainstorm Activity: Put the students into pairs and ask them to come up
with other ways of evaluating and collecting evidence for measuring the impact of
a project. They may come up with ideas such as:
• statistics
• anecdotal accounts
• surveys
• observations
• photographs
• interviews
Pyramid Activity: Put two sets of pairs together and let them collate their ideas
into one list. Then put two groups of four together to compile one list composed
of all contributions. And so on. When there are two larger groups left, ask one
representative from each group to present the collated ideas to the other group.
4. Role Playing a Volunteering Project Meeting (20 minutes)
In this part of the lesson the students will simulate or role play a meeting for a
volunteering project. They are to put into practice the elements of constructive
communication that they used for the sounding board activity earlier in the lesson.
Begin by discussing with the class the administrative elements of recording
meetings – the notice, agenda and minutes. You could give them some time to
view examples in the Student Book. Explain that formal meetings are an aspect
of professional life for most working people, and are used extensively to share
information, report on progress and solve problems.
Put the students into groups of five. You may wish to dictate the groupings to allow
for mixed abilities in each group. Explain that the chair facilitates and controls the
meeting, while the secretary takes minutes and notes who is in attendance. Allow
each group to appoint a chair and secretary.
You could show the students some video clips about running meetings. You could
type ‘how to run a meeting’ into a search engine, or search for this phrase on
YouTube. Some examples can be found at the following links:
https://www.youtube.com/watch?v=xW0CjH95K3Q
https://www.youtube.com/watch?v=e3a0KbM5p9A
Tell the students to role play the meeting by following the instructions in the
Action Task on page 504 of the Student Book. They will need to adjust the times
for items on the agenda. They are to use the agenda to run the meeting, with each
person taking on a role from the case study. The secretary is to use the template for
recording minutes of the meeting to write a record.
194 Lesson 6
Circulate and guide the students where necessary. The student who is the chair in
each group may need some support in facilitating the meeting. The students need
to draw on their understanding of the case study.
When they have concluded the meeting within the time frame, let them give
feedback by writing down two learning points from the exercise and sharing it
with the rest of their group.
5. Evaluating Personal Growth and Development (12 minutes)
This is a very important part of the process for students. Volunteering is an

opportunity to develop the self in a range of ways, even though the activity itself
should be undertaken in the spirit of selflessness.
Personal Reflection Activity: You could facilitate this by getting the students to
look at the case study of Zaynah’s reflection on pages 510–511 of the Student Book
and then getting them to write their own reflection in relation to the attributes
of a volunteer, which they first learnt about in Lesson 1. You can encourage them
to revisit this whenever they have participated in some aspect of a volunteering
project or activity. It could become a personal journal of development.
You could let the students work on their own and write one-sentence responses to
these prompts:
• One thing that I found really interesting during the lesson was …
• I would like to improve my volunteering skills by …
• I think volunteering can be successful if …
You can walk around briefly and read some of their responses, or ask them to share
them with you. This is an opportunity for you to suggest homework tasks or further
extension: Students could complete the Self-Assessment Questions at the end of
the lesson.
Unit 6 195

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MORAL

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

H. H. Sheikh Khalifa Bin Zayed Al Nahyan

A country's greatest investment lies in building generations of

Sheikh Zayed Bin Sultan Al Nahyan

H.H. Sheikh Khalifa Bin Zayed Al Nahyan

H.H. Sheikh Mohammed Bin Rashid Al Maktoum

Our children face major challenges, and it is our responsibility to

H.H. Sheikh Mohamed Bin Zayed Al Nahyan

Moral education seeks to foster in students a set of universal values,

Values of the Moral Education Course

The Moral Education course will be experienced by students as they

The Moral Education Course takes a holistic approach to teaching and

It is hoped that in working through the Moral Education curriculum, teachers

Teaching and Learning—A Pedagogical Approach

Group is important in encouraging students to be proactive and

Ethics and the

Student Book Teacher Guide

A design that evokes local culture, contemporary society

The cover draws inspiration from the

The Louvre Abu Dhabi is noted as a cultural beacon which aims to

This Guide outlines the nature of the content to be covered in each

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Ethics and the Living a Intercultural Being a Being a Being an Active

Peace and Reflection and Universal Global Global Developing a

The Tasks and Activities in the Student Book

The Pedagogical Structure of the Lessons in the

The Teacher’s Guide as a Tool

Key Terms Boxes

Discussion Point Boxes

Thinking Task Boxes

Action Task Boxes

Research Task Boxes

Ethics and the

Lesson 1 What is meant by the Terms ‘Economy’ and ‘Globalisation’?

Lesson 2 What are the Benefits and Costs of Globalisation?

Lesson 3 What is Meant by the term ‘Inequality’?

Lesson 4 What is Fair Trade?

Lesson 6 What is ‘Socially Responsible Investing’?

At the end of this unit, students should be able to:

1. Give a definition of the terms ‘global economy’ and ‘globalisation’.

WHAT IS MEANT BY THE TERMS

At the end of the lesson, students should be able to:

➤ Give a written or verbal definition of the terms ‘economy’ and ‘globalisation’.

1. Lesson Starter (5 minutes)

2. Follow up Activity (5–7 minutes)

5. Exploring Globalisation (20 minutes)

WHAT ARE THE BENEFITS AND COSTS

At the end of the lesson, students should be able to:

➤ State at least two advantages of globalisation and two disadvantages of

1. Lesson Starter (10 minutes)

2. Exploring Advantages and Disadvantages (40 minutes)

Possible Activity 3: Poster Presentation

3. Plenary (10 minutes)

WHAT IS MEANT BY THE TERM

At the end of the lesson, students should be able to:

➤ Write a short explanation of the difference between income and wealth.

1. Introductory Activity (10 minutes)

2. Activity 2: Measuring a Country’s Wealth or Income’

3. Activity 3 (20 minutes)

WHAT IS FAIR TRADE?

At the end of the lesson, students should be able to:

1. The Trading Game (15 minutes)