UNIT 1 UNIT 1

MORAL EDUCATION MORAL EDUCATION

STUDENT TEXT BOOK STUDENT TEXT BOOK
GRADE 1 GRADE 1

FDRE
MOE
Price - XXX ETB FEDERAL DEMOCRATIC REPUBLIC OF
ETHIOPIA
MINISTRY OF EDUCATION

Moral educa�on - Grade 1 Moral educa�on - Grade 1

1 2
 GRADE 1
1
Student text book

Authors: Tizazu Mohammed (MA)

Zewdu Temtime (MA)
Editors: Alemayehu Negash (PhD)
Kalewongel Minale (PhD)
Mulugeta Yayeh (PhD)
Illustrator: Elzalmon Getu
Layout Designer: Natnael Wubishet

FEDERAL DEMOCRATIC REPUBLIC HAWASSA UNIVERSITY

OF ETHIOPIA
MINISTRY OF EDUCATION
First Published xxxxx 2022 by the Federal Democratic Republic of
Ethiopia, Ministry of Education, under the General Education Quality
Improvement Program for Equity (GEQIP-E) supported by the World
Bank, UK’s Department for International Development/DFID-now merged
with the Foreign, Common wealth and Development Office/FCDO, Finland
Ministry for Foreign Affairs, the Royal Norwegian Embassy, United
Nations Children’s Fund/UNICEF), the Global Partnership for Education
(GPE), and Danish Ministry of Foreign Affairs, through a Multi Donor Trust
Fund.

© 2022 by the Federal Democratic Republic of Ethiopia, Ministry of

Education. All rights reserved. The moral rights of the author have
been asserted. No part of this textbook reproduced, copied in a
retrieval system or transmitted in any form or by any means
including electronic, mechanical, magnetic, photocopying, recording
or otherwise, without the prior written permission of the Ministry of
Education or licensing in accordance with the Federal Democratic
Republic of Ethiopia as expressed in the Federal Negarit Gazeta,
Proclamation No. 410/2004 - Copyright and Neighboring Rights
Protection.

The Ministry of Education wishes to thank the many individuals,

groups and other bodies involved – directly or indirectly – in
publishing this Textbook. Special thanks are due to Hawassa
University for their huge contribution in the development of this
textbook in collaboration with Addis Ababa University, Bahir Dar
University and Jimma University.

Copyrighted materials used by permission of their owners. If you

are the owner of copyrighted material not cited or improperly cited,
please contact the Ministry of Education, Head Office, Arat Kilo,
(P.O.Box 1367), Addis Ababa Ethiopia.

Printed by:

xxxxxxxx PRINTING

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xxxxxxx, ETHIOPIA

Under Ministry of Education Contract no. xxxxxxxxxxx

ISBN: 978-999944-2-046-9
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5 Moral educa�on - Grade 1

INTRODUCTION

It is apparent and obvious that human beings are ra�onal animals.

The uniqueness of human beings as compared to other creatures
is a�ributed to their character. Only human beings have character.
Character is something that is built by people as long as they can
perfect themselves in order to achieve the goals they set for them-
selves. In order to gain character, human beings are required to
have principles of ac�on that are produced by reason and moral
principles. Character is not produced by imita�ng others because
character presupposes that human behavior is driven by one’s own
thinking. Therefore, the uniqueness of human beings as compared
to other creatures on earth is the existence of reason and con-
science. It is this mind that guides human beings to gain character.
Human beings are the only ra�onal animals that can provide in-
struc�ons, training, and educa�on for their species to be able to
live in society. Human character and other abili�es are not inher-
ited naturally; they must be obtained or learned. The human be-
ings ability to be educated is a very indispensable characteris�c.
This characteris�c allows them to con�nue to develop in order to
achieve their goals, which are to be moral beings. Despite being
quite civilized with various social rela�onships and social manners,
human beings are not moral enough. It is a forgone conclusion that
human beings must be educated to be good.
Being as it is, virtue is not something that has existed since birth.
The virtue must be obtained. It is true that human beings have the
i Moral educa�on - Grade 1
capacity or poten�al to carry out moral obliga�ons. Virtue is some-
thing that must be obtained or achieved; it is not innate, but it can
be taught. Virtue requires a kind of training in which the moral
agent repeatedly prac�ces individual moral ac�ons in an effort to
develop a virtuous character. Besides, human beings are no doubt
social beings. This indispensably entails that humans are moral be-
ings. In other words, morality is a social ac�vity that is inherently
associated with the ni�y-gri�y and day-to-day ac�vi�es of human
beings. If you were the only person in the world; there would not
be any morality. Individuals cannot acquire human features with-
out social environments that socialize (humanize) them, and hu-
man society cannot exist without the aggregate existence of hu-
manized individuals. Therefore, the two features complement
each other.
In addi�on, morality is the pursuit of truth and understanding
about how to live together in a complex world. Morality is a form
of social control. Every society has defined what it considers nor-
mal, proper, or expected ways of behaving. So these expecta�ons
are social norms that serve as behavioral guidelines that help soci-
ety work smoothly. Every society, if it is to survive, must pass on its
social rules and norms from one genera�on to another. It is obvi-
ous that people cannot conform to social norms unless they learn
them. Here, socializa�on plays a central role in terms of teaching
the young what the norms are and that they should by no means
be violated. People learn their social norms with a moral compul-
sion. In other words, when people learn the norms of their society,
they are also internalizing the moral necessity to obey them. It is a
day-to-day prac�ce embedded in the customs of the people or
their ways of life. It is the behavioral guideline of society (the code
of conduct of society). It is prescrip�ve that tells us what we ought
to do or not to do.
Morality consists of a set of rules that, if nearly everyone follows,
then nearly everyone will flourish. People should strictly adhere to
these rules albeit they restrict our freedom. Owing to this fact,
they promote greater freedom and the be�erment of well-being.
By and large, morality seems to have these five purposes: 1. To
keep society from falling apart; 2. To ameliorate human suffering;
3. To promote human flourishing 4. To resolve conflicts of interest
in just and orderly ways. 5. To assign praise and blame, reward and
punishment, and guilt. Morality is analogous to prudence—pru-
ii Moral educa�on - Grade 1
dence on a social scale. It is a set of norms, or rules, that are set
forth in order to enable us to reach our collec�ve goals.
Today Moral educa�on is a necessary condi�on for human survival
and flourishing. If we have to endure as free, civilized people, we
must take moral values more seriously than we have before.
Morality is the a�empt to discover and live the good life. Certainly,
people s�ll have moral rules or principles. But these rules and prin-
ciples alone do not guarantee moral behavior unless people have
the desire to commit themselves to them. Of course, moral values
are s�ll deep and func�onal in the lives and ac�vi�es of people.
They have contributed a lot to make survival and togetherness
possible. Moral values, however, have not yet developed to the ex-
tent required to prevent man from doing evil against his fellow hu-
mans. As a result, moral educa�on is more important today than
ever before. If we are able to internalize moral values and stan-
dards, we will be able to mi�gate inhuman acts, atroci�es, and
evils.
Moral educa�on is the teaching of the rules and the development
of the revered virtues of honesty, self-control, courage, friendli-
ness, humility, dignity, respect and tolerance. Moral educa�on
refers to helping children acquire those virtues or moral habits that
will help them individually live good life, interact peacefully and
non-violently with others and at the same �me, become produc-
�ve. It equips students with moral values that help them live to-
gether peacefully with others for peaceful coexistence. In other
words, moral educa�on plays a crucial role in the personal devel-
opment and welfare of students; it a�empts to guide them toward
adulthood and s�mulate their iden�ty development. Moral educa-
�on enhances the pro-social and moral development of students.
Moral development, then, is not a process of imprin�ng rules and
virtues but a process involving the transforma�on of cogni�ve
structures. It is dependent on cogni�ve development and the s�m-
ula�on of the social environment. To be specific, it boosts student
cogni�ve skills such as cri�cal thinking, moral decision-making,
and moral reasoning. It also enhances student emo�onal factors
such as empathy, caring, and compassion for others. It also teaches
a specific set of values such as trustworthiness, respect, responsi-
bility, honesty, jus�ce, and fairness. In general, moral educa�on
fosters students' moral development and improves their ability to
deal with moral dilemmas and ethical issues on their own. In sum,
it contributes a lot to the quality of society.
iii Moral educa�on - Grade 1
In Ethiopia moral educa�on is not a new phenomenon. There is
ample evidence in various studies that the subject was introduced
during the �me of Haileselassie , but it was believed to have par�-
sanship with the government of the emperor. Notwithstanding to
this, the current curriculum-oriented moral educa�on is devel-
oped, primarily, with the objec�ve in view that the subject can
bring behavioral and a�tudinal changes on students. Besides, the
curriculum is designed to produce good and responsible ci�zens.
Concerted efforts have been made to make the subject as
Ethiopian as possible. It is clearly s�pulated in the new general ed-
uca�on curriculum framework that Moral Educa�on will be offered
as a discreet subject from Grade 1-6. It contains various contents
to men�on them: self-discipline, respec�ng humanity, building
self-esteem, discharging moral responsibili�es, discipline of chil-
dren, and the pursuit of truth and honesty, moral integrity, moral
decision making, good behavior, peace, coopera�on, respec�ng
others and patrio�sm are some of the contents. Generally speak-
ing, the current curriculum-oriented moral educa�on enables stu-
dents to acquire skills, knowledge, a�tudes, and values. To sum
up, the present curriculum-oriented moral educa�on includes
cri�cal thinking skills, problem solving, perspec�ve-taking, and de-
cision-making.

iv Moral educa�on - Grade 1

v Moral educa�on - Grade 1
 CONTENTS
UNIT ONE 1
CHILDREN’S SELF-DISCIPLINE.
1. Self-discipline 1
1.1 The Meaning of Self-discipline. 1
1.1.2 Key Behaviors of Self-discipline 2
1.1.3 The importance of self-discipline. 3
1.1.4. Ways of improving Self-discipline. 5
1.1.5.Keeping oneself safe from physically and emotionally
harmful practices. 5
1.1.6. Consequences of absence of self-discipline. 6
UNIT TWO 9
CHILDREN’S DISCIPLINE IN THE FAMILY.
2.1. The meaning of Family. 9
2.2. The Importance of Family members. 10
2.3. The Moral Values and Principles in the Family Life. 12
2.4. Positive Family Relationships. 13
UNIT THREE 15
NEIGHBOURLINESS
3.1. The Meaning of Neighborliness 15
3.2. Traits of Good Neighbors. 16
3.3. The Importance of Good-neighbors. 17
3.4. Positive Relationships with Neighbors. 18
3.5. Factors Affecting Neighborliness 19

Moral educa�on - Grade 1

UNIT 4 21
STUDENTS’ SCHOOL DISCIPLINE
4.1 Students’ School Discipline 21
4.2 School Rules and Regulations 22
4.2.1 Students’ Rights and Responsibilities in the School. 25
4.3 Positive Relationships in the school 26
4.4 Active participation in Co-Curricular Activities. 27
UNIT 5 31
KNOWING COMMUNITY VALUES
5.1 The meaning of community 31
5.2 Community Values 33
5.2.1The meaning of Community values 33
5.2.2 Core Community Values 34
5.3 Importance of Community Values 39
UNIT 6 42
KNOWING LOCAL CULTURES
6.1 Definition of culture 42
6.2 The Meaning of Local Culture 43
6.3 Major Elements of local Culture 43
6.4 The importance of local culture 45
6.5 Cultural Values of a Community 47

Moral educa�on - Grade 1

UNIT 1

Moral educa�on - Grade 1

I
 UNIT 1

UNIT ONE
CHILDREN’S SELF-DISCIPLINE.
Learning outcomes: at the end of this unit, students will
be able to:
• Understand the meaning of self�discipline
• Explain the key behaviors that demonstrate
self�discipline
• Value the importance of self�discipline
• Demonstrate the habits that are important in keeping
oneself from physically and emo�onally harmful
prac�ces
• Iden�fy the consequences of absence of
self�discipline.

1. Self-discipline
1.1 The Meaning of Self-discipline.
.

Dear students, do you know the meaning of self-discipline?

Please tell your answers to your classmates.

Self-discipline means a character of being well behaved. It is a

good and acceptable quality owned and maintained by a
respectable and loved person. Examples of self-discipline
include:
Respec�ng parents and other family members
Keeping personal hygiene to stay healthy
Ea�ng food sufficiently and on �me to properly grow
Assis�ng their family to the level of our capacity
Playing games honestly and safely with friends, etc…

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UNIT 1

Figure 1. prac�ces done by self-disciplined children.

1.1.2 Key Behaviors of Self-discipline

Dear students, please always remember that a self-discipline
person has the following best behaviors;
Very much eager to learn disciplinary rules
Tries to implement them daily
Has courage to ask parents when facing a moral dilemmas
Does not need other’s request to properly behave
Has a peaceful rela�on with family members
Has a peaceful rela�on in the neighborhood
Being hard working student at school, etc…

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 UNIT 1

Figure 2. Children with behaviours of self-discipline.

1.1.3 The importance of self-discipline.

Dear students; self-discipline is a very important character for
many reasons. It is very helpful to the person herself or
himself and to the society at large. More precisely self-
discipline is very important with regards to:
Staying safe from various dangers
Becoming a construc�ve member of the society
Becoming a good and successful student
Being loved by the community
Ge�ng awards
Being a good model to age mates, etc…

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UNIT 1

Figure 3. Successful self-disciplined children.

successful students are trying to think before doing something

successful students are ge�ng awards for their disciplined work

habit.

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 UNIT 1

1.1.4. Ways of improving Self-discipline.

Dear students, because self-discipline is a greate and very
much appreciated character, it must be improved by different
ways, such as:
Con�nuously to self-improve one’s discipline
Always listening to our parents advices
Trying to imitate the ac�vi�es of good model persons
Ge�ng moral educa�ons from churches and mosques
Reading religious holy books, etc…

Figure 4. self-disciplined children helping each other.

1.1.5.Keeping oneself safe from physically and emo�onally harm-

ful prac�ces.
Dear students; unless we are careful and have a consistent self-dis-
cipline, we could face different physical and emo�onal problems.
The following two stories make the point clear.

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5
UNIT 1

STORY-1. Hawa and sentayehu are both 7 years old friends

living in Harar city. One day, while their parents are away to
visit rela�ves, they stole too much sugar from home ate it.
A�er a li�le while, because they have eaten too much sugar,
they both get sick and start vomi�ng. When their parents get
back and heard about it, Sentayehu and Hawa were punished
for one week not to play together during which they both felt
the unpleasant feeling of loneliness.
STORY-2. Sena and Alimirah are grade one students living in
Addis Ababa. One day they secretly eat all the cheeps
prepared for the en�re family. Because of it they both lost
their apa�te the whole day. Their parents also punished them
with appropriate measures.
As you have read in the above stories, if you do not keep self-
discipline, you will face different emo�onal and physical
problems. So, you should always keep yourself safe from
different harmful prac�ces.
1.1.6. Consequences of absence of self-discipline.
Dear students we have previously seen that developing a
character of self-discipline has a lot advantages. Equally the
absence of self-discipline has so many bad consequences.
These include;
Facing different physical dangers. For example, fire burn,
electric shock, falling
Disciplinary measure
Not considered as a good child in the neighbourhood
Not having good friends to play with
Making our parents unhappy
Becoming a lonely child, etc…

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 UNIT 1

Figure 5. A dangerous act of kids causing accidents.

Moral educa�on - Grade 1

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UNIT 2
1

Unit one summary.

Self-discipline means a good behavior shown by a person.
A self-disciplined person exhibits behaviors like an interest to
learn disciplinary rules,peacefulness, family respect etc...
Self-discipline is very important for good family life and for
protec�ng oneself from dangers.
lack of self-disciple could lead to physical and emo�onal
harms

Unit one review ques�ons

Write true if the statement is correct and false if the
statement is incorrect.
1. Self-discipline is always ordered by other people.
2. Respec�ng family members is part of self-discipline.
3. Self-discipline does not protect us from harmful prac�ces.
4. Reading religious holy books helps to improve self-
discipline.
5. There are different means to improve self-discipline.

Moral educa�on - Grade 1

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 UNIT 2
1

UNIT TWO
CHILDREN’S DISCIPLINE IN THE FAMILY.
Learning Outcomes: at the end of this unit, students will
be able to:
• Describe the concept of family
• Explain the importance of family members
• Demonstrate the moral values and principles prac�ced
in the family
• Appreciate the importance of posi�ve rela�onships
with our families
• Iden�fy factors affec�ng posi�ve rela�onships among
families
2.1. The meaning of Family.
Dear students, the concept of a family can be defined in
different ways. For example, A family means one of the social
groups living together. A family means a primary social unit
consis�ng of parents, children and rela�ves. A family can also
be defined as a collec�on of individuals such as a father, a
mother, daughters, sons, aunts, uncles and others.
Figure 6. Fatuma visi�ng her grandparents in Bahir Dar city.

Moral educa�on - Grade 1

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UNIT 2

2.2. The Importance of Family members.

Dear students as you have read and seen in the above picture,
a family has got different members. All members of a family
have their own relevance and role according to their age.
Mothers: they are one of the leaders in a family. Basically they
fulfill their parental, economic and social du�es.
Fathers: they are the other leaders in a family. Basically, to
fulfill their parental, economic and social du�es.
Sons: they are one of the members of a family. In line with
their age they are expected to go to school, help their parents,
other family members and neighbors.
Daughters: they are the other member of a family. Similar
with age they are expected to go to school, help their parents,
other family members and neighbors.
Uncles, aunts and other close members of a family also have
their own co-parental, economic and social roles in a family.
Generally, because a human being is a social creature,
because we have to support each other in good and bad
�mes, all family members are very important to all us.

Story 1. Yohannes is a student in one of the model schools in

Hawassa city. He has no worries and gives full a�en�on to
school. This is because both his parents are working and
handling the economic demands of their children.
Story 2. Fatuma is a student in Dessie city. She is going to visit
her grandparents in the summer �me in Jigjiga city. She is
doing this because her uncles and aunts have agreed to cover
her transporta�on costs.
To finalize, all family members are very important in good and
bad �mes.

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 UNIT 2

Figure 7. Neighbors with friendly behaviour.

traits of good neighbors(neighbor trying to resolve the miscommu-

nica�on in-between mother and daughter)

traits of good neighbors (neighbor trying to ask the boy why he is

sadly standing outside his home)

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UNIT 2

2.3. The Moral Values and Principles in the Family Life.

Dear students, moral values and principles are rules that can
make our ac�ons and characters good or acceptable.
All families to be peaceful and properly func�onal, there are
moral values and principles to be followed. These include:
Respect among family members.
Coopera�on among family members.
To fear God in everything they say and do.
To understand family economic status
To try assis�ng parents up their capacity, etc…

A family that respects these moral values and principles, is be-

lieved to be a successful and healthy family.

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 UNIT 2

2.4. Posi�ve Family Rela�onships.

Any family to have a posi�ve rela�onship among its members
needs to have:
•Parents and children with good manners.
•Parents and children respec�ng each other.

Tewodros, his sister Tigist and their parents live in Gondar

city. The parents fulfill the basic necessi�es of their children.
The children respect their parents. The children help their
parents at home. Because of this, their family is living with a
posi�ve rela�onship.

Factors Affec�ng posi�ve Rela�ons among the Families.

Dear students, a family is a building block of any country. So,

it has to be protected and managed well in order to create
posi�ve rela�ons.
But some�mes there are factors that affect this posi�ve
rela�on in the family. These include:
Improper parent.
Children without self-discipline
Unfiltered external cultural influence
Dis func�onal religious and other ins�tu�ons, etc…

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UNIT 3
2

Unit two summary

A family is a group of people that have blood rela�on
All family members are very helpful in good and bad �mes
Family values include respec�ng parents,helping each other
in the family etc...
When we have a posi�ve rela�onship in the family, we can be
advantageous economically,psychologically etc...
When we lack posi�ve rela�onships in a family, various
problems could happen.

Unit two review ques�ons.

Write True if the statement is correct, false if the statement
is incorrect.
1. A family is one of the social units in human life.
2. In good and bad �mes, A family is very important.
3. Helping parents is a moral principle of a family life
4. Having a posi�ve rela�onship in a family is very good.
5. Posi�ve rela�ons in a family can be affected by different
factors.

Moral educa�on - Grade 1

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 UNIT 3
2

UNIT THREE
NEIGHBOURLINESS
Learning outcomes: At the end of this unit, students will
able to:
• Tell the meaning of a neighbor
• Value the importance of good neighbor
• Demonstrate traits of good neighbor
• Describe the roles of effec�ve communica�ons in
building good neighbors
• List the factors affec�ng good neighborhood
3.1. The Meaning of Neighborliness
Dear students, in order to define neighborliness, we have to know
the meaning of a neighbor.

A neighbor is a house or a family that lives next to our home.

When the families living next to each other (neighbors) are very
welcoming, coopera�ve and helpful to one another, it is called
neighborliness.
We Ethiopians have a strong culture of neighborliness. We help
each other in good and difficult �mes. Our parents support each
other economically, socially and security wise. Children help their
neighbors by going to markets or shops to buy different goods.
Children also play together and strengthen their social bond.
Dear students, please tell to your teacher the good rela�ons
that you have with your neighbors.

Shemsu and His Neighbors.

Shemsu is a 7 years old grade 1 student living in Wolkite city.
He is a self-disciplined child. He also has a neighborliness
character. To the le� of his house, emama Tsehay lives.

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15
UNIT 3

Because emama Tseahy is an old woman, Shemsu helps her by

bringing water and shopping in the near-by shop. To the right
his house, the family of Aster lives. Because Aster is 7 years old
she plays with Shemsu a�er school and study �me. The
neighbors live in peace and harmony. This is what is called
neighborliness.

3.2. Traits of Good Neighbors.

Dear students; neighborliness is a very important and
necessary social value. Having a good neighbor is good. This
because good neighbors have the following good characters;
They are very welcoming and approachable in good and hard
�mes.
They are respec�ul towards their neighbors. They respect
their neighbor’s rights and live in peace.
They are reasonably quiet. In order to let their neighbors have
some quiet �me to rest normally or when they are sick, they
avoid sound pollu�on.
They keep the environment very clean so that it will be a
healthy and a�rac�ve surrounding to live.
The above and other quali�es of good neighbors make our
social life very much successful.
Figure 9.

posi�ve rela�onships with neighbors (cleaning their neighborhood

together)

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 UNIT 3

Posi�ve rela�onships with neighbors (helping the neighbors when

they are trying to make maintenance to their house and fence)
3.3. The Importance of Good-neighbors.
Dear students, please always remember that a human being
is a social creature. One individual cannot survive all alone for
a long period of �me. As our families are very important to us,
our neighbors are also important to all of us. Our neighbors
important to us with regards to;
Being the second school for us next to our family. Good
neighbors give us advices that can help our proper social
growth.
Being there when our family is away for different social or
work related reasons.
Providing friends to play and grow together with.
Giving warnings to our parents in advance when they see
some problems.
Being a source of informa�on to our family in rela�on to
iden�fying good schools to children, good hospitals to go to
and job opportuni�es.
Making our social life richer and happier.

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UNIT 3

3.4. Posi�ve Rela�onships with Neighbors.

Having a peaceful rela�on is very important to our various
aspects of life. In order to have a posi�ve rela�onship with our
neighbors, we need to have interpersonal skills. These skills
include;
• Clear communica�ons skill.
• Good at understanding others emo�on
• Caring about other people
• Understanding others point of view
• Helping and comfor�ng others when they need it
• Being an honest and dependable person
• Seriously and ac�vely lis�ng others
• Believing in a team work
• Having a problem solving mentality
• Providing a construc�ve feedback, etc…
By developing the above interpersonal skills, we can have
posi�ve rela�ons with our neighbors and make our life
happier.
Figure 11. Friendly children together.

friendly children (friendly children playing football together)

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 UNIT 3

3.5. Factors Affec�ng Neighborliness

Dear students, as we have men�oned above the good
interpersonal quali�es to have a posi�ve rela�on with our
neighbors, in this sec�on we will learn about factors affec�ng
neighborliness. These factors must be known and understood
in order to avoid them. They are;
Too much privacy
Focus on differences than similari�es
Drug and alcohol abuse
Lack of a friendly personality
An�-social public opinion
Pessimis�c view on human nature, etc…
All the above men�oned factors are obstacles for
neighborliness and hence they have to be illuminated.
Figure 10. Lack of coopera�on leading to disagreement.

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UNIT 4
3

Unit three summary

A neighbor means a household that lives next and close to
our house.
neighbors are very important next to our family members.
Good neighbors respect,help and value each other.
Good neighbors can have very good rela�ons if they have
effec�ve communica�on.
Too much privacy, lack of discipline and bad foreign culture
can nega�vely affect a good neighborhood.

Unit three review ques�ons

Write true if the statement is correct and false if the
statement is incorrect.
1. Neighborliness and neighborhood are similar ideas.
2. A coopera�ve social life is a trait of good neighborliness.
3. In good and bad �mes, good neighbors are very helpful.
4. Effec�ve communica�ons are one of the basic
requirements for neighborliness.
5. Too much privacy can nega�vely affect neighborliness.

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 UNIT 4
3

UNIT 4
STUDENTS’ SCHOOL DISCIPLINE
Learning Outcomes: At the end of this unit, students
will be able to:
• Explain what is meant by students’ discipline in the
school.
• Iden�fy school rules and regula�ons.
• Describe important aspects of posi�ve rela�onships in
the school.
• Understand the importance of ac�ve par�cipa�on in
co�curricular ac�vi�es in the school.
• Demonstrate posi�ve rela�onships with their
classmates.
4.1Students’ School Discipline
Key phrase
Classroom Discipline

Figure 4.1: Students who are a�ending class properly.

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UNIT 4

Ac�vity 1. Students look at the picture above and tell your

teacher what it is all about.
1. What is school discipline according to Figure 4.1?
Classroom discipline means obeying rules and regula�ons of
a school and correc�ng misbehavior which nega�vely affect
the teaching –learning process in a school.

4.2 School Rules and Regula�ons

Ac�vity 2: Look at the picture found in Figure 4.2 below, and

discuss in pair what it shows. Then, tell your answers to your
teacher.

Figure 4.2: School Rules and Regula�ons

Students who are standing in a queue and singing the Na�onal An-
them of Ethiopia in their school compound.

Iden�fy the rules and regula�ons which you obey frequently

in your school in group, and tell your answers to your teacher.
Besides, draw a picture of your school on a no�ce board with
class rules and regula�ons. Show your work to your teacher.

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 UNIT 4

Song
“My school is beau�ful every day.”
I promise today to do my best,
in a�ending class and all the rest.
I promise to abide by the rules,
in my school premises.
I will respect my self and others too,
I will expect the best in all I do.

“I like my school.”
Poem
I enter in to my class room in an orderly manner,
and greet my teacher,
I am polite to my class mates and my teacher.
I listen to my teachers a�en�vely and quietly,
I use rest rooms and play grounds during recess properly.
Students who are standing in a queue and entering in to their class
room.

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UNIT 4

Students who are in the class room

please sit down

Ac�vity 3:
Write “True” if the statement is correct and “False” if it is
not based on the text given above.
1. A responsible student respects school rules and
regula�ons.
2. Singing the Na�onal Anthem before entering the class
room is unnecessary.
3. Coming to school on �me is part of school rules and
regula�ons.
4. Students can use playground during class �me.
5. Wearing school uniforms regularly is the school rule.

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 UNIT 4

4.2.1 Students’ Rights and Responsibili�es in the School.

Students who are exercising their rights to educa�on.

Ac�vity 4: Answer the ques�ons below based on the above

picture in your exercise book, and show your answer to your
teacher.
What does the picture show?
What are the students in the picture doing?

My school promise
Song
I pledge today to do my best,
In studying moral educa�on and all the rest,
It is my right.
I promise to obey all the rules,

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25
UNIT 4

in school premises.
I promise to a�end classes regularly,
with my uniforms worn appropriately,
sharpener, pen and pencil not missing any,
it is my duty.

4.3 Posi�ve Rela�onships in the school

Key phrase
Posi�ve Rela�onships
Students in a school compound interac�ng with each other.

Look at the picture above and, then, answer the ques�ons

below
Ac�vity 5: What does the picture in Figure 4.3 show? Form
groups and discuss the importance of establishing posi�ve
rela�onships among yourselves.

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26
 UNIT 4

Students, you can establish posi�ve rela�onships with your class-

mates and even with other students who learn in your school
when you are respec�ul, kind, honest, friendly, empathic, sympa-
the�c and suppor�ve.
Ac�vity 6: Write “True” if the statement is correct and
“False” if it is not based on the text given above.
1. Students must establish posi�ve rela�onships among
themselves.
2. Students should not be suppor�ve of their classmates.
3. Honesty is one way of developing posi�ve rela�onships.
4. When we listen to each other, we build posi�ve
rela�onships.
5. Kindness has no contribu�on to posi�ve rela�onships.
4.4 Ac�ve par�cipa�on in Co-Curricular Ac�vi�es.
Students who are ac�vely engaging with each other.

Students, what does the above picture show?

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UNIT 4

Ac�ve par�cipa�on in a school’s sport teams, math, reading, music

and talent shows clubs are called co- curricular ac�vi�es of a
school. They are performed outside a class room.

Ac�vity 7: Write “True” if the statement is correct and

“False” if it is not based on the text given above.
1. An ac�ve par�cipa�on school co-curricular ac�vity is
essen�al.
2. Co-curricular ac�vi�es in a school are parts of class room
ac�vi�es.
3. Students who are ac�vely engaged in co-curricular
ac�vi�es are called ac�ve par�cipants.
4. Co-curricular ac�vi�es in a school are conducted outside
the classroom.
5. Par�cipa�ng in a school math club is not a school co-
curricular ac�vity.

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 UNIT 4

Unit 4, summary

Classroom discipline means accep�ng rules and regula�ons

of a school.
school rules and regula�ons include:
� Punctuality,
� Wearing neat uniforms always,
� Singing the Na�onal Anthem of Ethiopia in school
Using school proper�es responsibly. Students have rights to
be educated and advised by their teachers. On the other
hand, their responsibili�es include being punctual, a�en�ve
and dressing appropriately.
Posi�ve rela�onships in the school consist of being
respec�ul, kind, honest, and friendly.
Ac�ve par�cipa�on in co-curricular ac�vi�es found in the
school means engagement of students in co-curricular
ac�vi�es such as math clubs, reading clubs and art clubs.

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UNIT 5
4

Review Ques�ons of Unit 4

The following ques�ons are prepared based on the ideas
found in unit four. Answer the ques�ons based on the
instruc�ons given for each ac�vity.
Ac�vity A: Write “True” if the statement is correct and
“False” if it is not based on the text given above.
1. School discipline is a means of behaving properly in
school.
2. Coming to school on �me is one of the rules and
regula�ons of school.
3. A responsible student does not violate school rules and
regula�ons.
4. Punctuality is not a responsibility of a student.
5. Understanding and a�en�ve listening carefully enable
classmates to establish posi�ve rela�onship among
themselves.

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 UNIT 5
4

UNIT 5
KNOWING COMMUNITY VALUES
Learning Outcomes: At the end of this unit, students will
be able to:
• Explain what is meant by the term community
• Explain the concept of community values
• Iden�fy the key values in the community
• Appreciate the importance of posi�ve community
values
• Demonstrate the core community values

5.1 The meaning of community

Key word
A community comprises different members of a family, a clan, and
a religious group.

Roba lives in a village. His father is a farmer, and his mother is

a house wife. One day, his parents promised to take him to a
city where his cousin lives. The next day, he woke up early in
the morning and his family took him to the city by a bus.

Amina lives in a pastoralist community. Her parents have

large herds of camels and goats. She lives with her father,
mother and two brothers.

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UNIT 5

A rural community: An agrarian village

A pastoralist community

An urban community

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32
 UNIT 5

Ac�vity 1: Write “True” if the statement is correct and

“False” if
it is not based on the stories and the pictures given above.
1. All communi�es are rural.
2. A community is a group of people who live separately.
3. People who live in towns belong to an urban community.
4. Farmers belong to a rural community.
5. An urban community is one which is inhabited by
pastoralist people.

5.2 Community Values

Key phrase
Community Values
Students who are demonstra�ng respect to each other.

Ac�vity 3: Students, look at the picture above and tell your

teacher what it shows a�er discussing it with your
classmates.

5.2.1The meaning of Community values

Community values are beliefs that members of a community who
live in an area share with one another. These include values such

Moral educa�on - Grade 1

33
UNIT 5

as tolerance, collabora�on, respect, hospitality, integrity, and

hope.

Ac�vity 4: Write “True” if the statement is correct and

“False” if it is not based on the text given above.
1. Community values are shared beliefs among members of
a community.
2. Respect is one of the community values which individuals
adopt.
3. Community values are not shared among members of the
community.
4. Collabora�on is not a community value.
5. Tolerance is a good example of a community value.

5.2.2 Core Community Values

Core community values are major beliefs and virtues adopted by a
community.

Ac�vity 5: Look at the pictures below and make your selves

familiar with each one of them and the core community
values they represent.
1. Collabora�on
Students who are collabora�ng with each other

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34
 UNIT 5

2. Tolerance
Students who are exercising tolerance

3.Inclusion
An inclusive atmosphere in a class-room

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35
UNIT 5

4. Meaningful Par�cipa�on
Students who are engaging ac�vely in their school compound

5. Respect
Students who are showing respect to elders

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36
 UNIT 5

6. Hospitality
Students who are welcomed by their parents

7.Integrity
Students of integrity who are doing the right thing

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37
UNIT 5

8. Open mindedness
Open-minded children who are hearing each others stories

9. Hope
A child who is working for a be�er future

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 UNIT 5

5.3 Importance of Community Values

Key phrase
Importance of community values

Students, you have learnt in the above sec�on what

community values are.
Community values are important because they help us to
properly guide our behavior; appreciate our differences and
diversi�es; cooperate with each other, make right decisions,
be honest and respec�ul for all other members of the
community.

Ac�vity 6: Discuss about the importance of community

values in-group and report your answer to your teacher.
A sign post that shows the importance of community values.

The four major community values

Ac�vity 7: Answer the following ques�ons based on the sign
post above.
1. What do the four items posted on the sign post
represent?
2. What does the signpost show about the importance of
community values?

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39
UNIT 5

Unit Summary

A community includes a group of people who live together in

an area.
Communi�es are of different types such as rural,
pastoral, urban and religious communi�es.
Community values are beliefs which members of a
community share.
Collabora�on, tolerance, inclusion, meaningful par�cipa�on,
respect, integrity, open-mindedness and hope are examples
of core community values.
Community values are important because they enable us to
properly guide our behavior, appreciate diversity, enable us to
cooperate with each other, and respect other members of the
community.

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 UNIT 5

Review Ques�ons of Unit 5

Ac�vity A: Write “True” if the statement is correct and “False”
if it is not based on the text given above.
1. People who live in a city belong to a rural community.
2. Collabora�on means working together and suppor�ng
one another.
3. Giving due honor to the Na�onal Flag is associated with
respect.
4. Farmers’ villages are located in a rural community.
5. Community values are helpful in making right decisions.
Ac�vity B: choose the appropriate word or phrase from the
Word
Bank given below.

Word Bank
Community values, Importance of community values,
Community, Urban community, Integrity,

1. A group of people who live together in a specific territory

is ------------------------------
2. Members of a large city belong to a/an_____________.
3. Doing what is right means ---------------------------------
4.Shared beliefs which are common to individuals are
called__________
5. Being respec�ul to all other members of the community is
called___________________

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41
UNIT 6

UNIT 6
KNOWING LOCAL CULTURES
Learning Outcomes: At the end of this unit, students
will be able to:
• Explain the concept of culture
• Explain what is meant by local culture
• List major elements of local culture
• Appreciate their cultural values
• Demonstrate cultural values of communi�es.
6.1 Defini�on of culture
Key phrase
Culture
Culture is a way of life of a group of people. It is transmi�ed from
one genera�on to the next genera�on through oral narra�ves and
wri�ng. People display or show their cultures through their music,
religion, clothes, food, and other ac�vi�es. People’s culture is
based on their tradi�ons.
Ac�vity 1: Discuss the following ques�ons in group, and tell
your answers to your teacher.
What is culture?
How is culture transmi�ed from one genera�on to another?
An elder telling children a story about their tradi�on and ancestors

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42
 UNIT 6

Ac�vity 2: Study the picture in group and tell your teacher

what the picture is all about.
6.2 The Meaning of Local Culture
Local Culture refers to everything which we share with one an-
other in our day to day ac�vi�es in the locality where we live.
Figure 6.2
Hammer villagers displaying their culture

Ac�vity 3 : Study the text and the pictures above. Then,

answer the following ques�ons.
1. What is local culture?
2. What do the pictures tell you about the local culture of
villagers?
3. What do the people in the pictures share?
4. What are three of the customs which you share with
people in your locality?

6.3Major Elements of local Culture

Key Phrase
Major elements of local culture
Students who are communica�ng with each other outside the
class room

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43
UNIT 6

A museum that has different cultural objects, and is being visited

by people

C. musicians who are playing tradi�onal musical instruments in a

music band.

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44
 UNIT 6

The major elements of a local culture are language, symbols,

norms, values, clothing, music, arts, beliefs, food, and religion.

Ac�vity 4: Answer the following ques�ons based on the text

and pictures above.
What are the major elements of local culture?
Iden�fy major elements of culture found in your locality in
group, and tell your answers to your teacher.

6.4 The importance of local culture

Key Phrase
Importance of local culture
Local culture has many advantages. For example, It has social and
economic advantages. It helps us to improve our quality of life; es-
tablish rela�onships with other members of our community; be-
come tolerant; and contribute to an overall wellbeing of our com-
munity.

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UNIT 6

Residents of a community in a get together

Members of a community who are helping each other

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46
 UNIT 6

A boy and a girl who are helping each other

Ac�vity 5: Answer the following ques�ons based on the

pictures above.
Discuss the importance of local culture to individuals and
the community in your group. Then report your finding to
your teacher.

6.5Cultural Values of a Community

Key Phrase
Cultural Values

Cultural Values are major principles and ideals on whose bases the
whole community depends.

Ac�vity 6: Answer the following ques�on in pair based on

the text above.
What is the meaning of cultural values?

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47
UNIT 6

Unit Summary
Culture is a way of life of a group of people.
Cultures are displayed through music, religion, clothing, food,
and ac�vi�es.
Local culture is anything which people share in their day-to-
day ac�vi�es in the place where they live.
Local culture involves shared experience and customs.
Language, values and material objects are major elements of
local culture.
Local culture helps us to improve our quality of life and to be
tolerant.
Cultural values are major principles and ideas which form the
bases of a community.

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 UNIT 6

Review ques�ons of Unit 6

Ac�vity A: Write “true” if the statement is correct and “False”
if it is based on the text given above.
1. Culture is transmi�ed from one genera�on to another
genera�on only through wri�ng.
2. Tradi�ons and beliefs are the bases of cultures.
3. People who live in the same community have shared
experiences in a local culture.
4. Members of a local community should not be tolerant each
other.

Rituals are customs.

Ac�vity B: List the major elements of local culture.

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49