Moral Education

Grade 7
Third Semester

Pilot Edition
2017 - 2018

I
 Ministry of Education - Call Centre
For Suggestions, Inquiries & Complaints

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Trial Edition
2017- 2018

Copyrights reserved -Ministry of Education in the United Arab Emirates - Curriculum and Evaluation Sector

II
 Moral Education
Engaging, Enlightening, Enabling and Empowering Global Citizens

“ ”
‘A country’s greatest investment lies in building generations of educated
and knowledgeable youth.’… ‘To the young men and women of the
Emirates, the future is yours. You are those who will determine your
country’s future’
Sheikh Zayed Bin Sultan Al Nahyan

“ ”
‘Values are the foundation of a 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 Mohammed Bin Zayed Al Nahyan

IV
Moral Education

Moral education seeks to foster in students a set of universal values, which will enable them to

peacefully interact and connect with people from different cultural and social groups who hold

different 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 outcomes.

Moral Education
Character and The Individual and Civic Studies Cultural Studies
Morality (CM) Community (IC) (CIS) (CUS)

Teaching universal The development Concentrating on Focusing on local

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

VI
VII
 Table of Contents
Unit 4 Theme Character and Morality

Unit 4
What kinds of needs do people have?

Human Needs Why is it important to help people meet their needs?

What is the connection between conflict and unmet needs?

How can we show a commitment to helping other people?

Human Needs
Lesson 1 Life Necessities
Lesson 2 Basic Needs
Lesson 3 Is There a Link Between Unmet Needs and Conflict?
Lesson 4 Commitment to the Value of Human Life
Lesson 5 Take Action Now!

What actions can you take to defend human dignity?

1 2

1 Life Necessities ���������������������������������������������������������������������������������������������������������������������������� P. 3

2 Basic Needs ����������������������������������������������������������������������������������������������������������������������������������������� P. 9

3 Is There a Link Between Unmet Needs and Conflict?���� P. 15

4 Commitment to the Value of Human Life ������������������������������ P. 21

5 Take Action Now! ������������������������������������������������������������������������������������������������������������������ P. 27

VIII
Unit 5 Theme The Individual and the Community

Unit 5
Digital Challenge How can social media expand and enhance our lives?

What are the negative aspects of social media that we need to be aware of?

How trustworthy is online information?

Digital Challenge
How can images and information be manipulated or altered to present
different messages?

How and why do people react to information online?

Lesson 1 Digital Resources and Sites

Lesson 2 Privacy and Electronic Safety
Lesson 3 Electronic Abuse
Lesson 4 Smart Selection of Information
Lesson 5 Manipulation of Individuals and Behaviour

What are the main positive and negative aspects of social media for
individuals, communities and cultures?

33 34

1 Digital Resources and Sites ������������������������������������������������������������������������������� P. 35

2 Privacy and Electronic Safety ������������������������������������������������������������������������ P. 41

3 Electronic Abuse �������������������������������������������������������������������������������������������������������������������� P. 47

4 Smart Selection of Information ���������������������������������������������������������������� P. 53

5 Manipulation of Individuals and Behaviour ������������������������� P. 59

Unit 6

Moral Education in Action ������������������������������������������������������������������������������������������������ P. 65

IX
Theme Character and Morality

Unit 4
Human Needs

Lesson 1 Life Necessities

Lesson 2 Basic Needs

Lesson 3 Is There a Link Between Unmet Needs and Conflict?

Lesson 4 Commitment to the Value of Human Life
Lesson 5 Take Action Now!

What actions can you take to defend human dignity?

1
 What kinds of needs do people have?

Why is it important to help people meet their needs?

What is the connection between conflict and unmet needs?

How can we show a commitment to helping other people?

2
Unit 4 Human Needs

Lesson 1

Life Necessities Learning Outcomes

• Name some basic human needs, and explain
what they entail and why meeting such needs
is important.
• Demonstrate a commitment to the
fundamental value of every human life.

Vocabulary

Survival Equality

Dignity

1 Answer the question below. For now, use your own thoughts and prior knowledge, rather
than looking for an answer from elsewhere.

All men are created equal, with the same basic needs which must be met.

In your own words, what are human needs?

3
2 Read the text below and discuss with your group the image that follows.

All human beings on this planet are born equal. They are entitled to be treated with respect and dignity, regardless
of their gender, skin colour, beliefs and values, or countries they come from.
From the moment of birth, humans have basic needs that must be met in order for them to survive. These needs
include things such as food, clean water, clothes, shelter, security, medical care and education.
When these basic needs are met, a person is free to choose the kind of life they want to live and have the ability to
reach their full potential. However, without these basic needs a person’s life can be a daily struggle, leaving them
feeling depressed, isolated and humiliated.
Abraham Maslow (1908-1971) was an American psychologist who taught in many universities. He wrote many books,
but he was best known for the concept known as Maslow’s hierarchy of needs.

Examine the hierarchy of needs below and discuss with your group.

Self
actualization:
achieving one’s full Self-fulfilment
potential, including needs
creative activities

Esteem needs:
Prestige and feeling of accomplishment
Psychological
Belongingness and love needs: needs
intimate relationship, friends

Safety needs:
security, safety
Basic
needs
Physiological needs:
food, clothing, shelter

Unit 4 Lesson 1 4
 3 Read the article about happiness and basic needs and then consider the question.

Did you know that the UAE was ranked as one of the top happiest countries in the world in 2017, according to the
United Nations’ World Happiness Index? The index measures people’s happiness by looking at six domains: income,
health, having someone to count on during times of hardship, generosity, freedom and trust. You might recognise
these things as some of people’s basic needs. When people’s needs are met, they have the chance to be happier.
The UAE is contributing to making the world a happier place: In February 2016, the UAE Government created the
post of Minister of State for Happiness The country also launched the World Happiness Council in 2017 to draw
attention to ways to make people happier and to the governments that are doing just that. Happiness begins at
home, though, and as part of the country’s Vision 2021, the UAE plans to be in the top five happiest countries in the
world by 2021.
Sheikh Mohammed bin Rashid Al Maktoum, the Vice President and Prime Minister of the United Arab Emirates, has
said: “It is the duty of the government to provide citizens with excellent quality of life, prosperity and opportunities
to achieve happiness.” Sheikh Mohammed says: “The development plans we approved, the initiatives we launched
and the policies and laws enforced, all have one goal: to bring about happiness to the citizens, their families and
their children. What we have achieved so far is just an initial milestone that will be followed by harder work and
more accomplishments so that we can become the world’s best.”
If governments make the happiness of their citizens a priority, they can make the world a better place. To do this,
they first need to ensure people’s basic needs are met.

• How can countries like the UAE ensure the basics

needs of its people are met?

After your discussion, create on a separate sheet a mind map

that summarises what human needs mean to you as a citizen
or resident of the UAE.

His higness Sheikh Mohammed bin Rashid

Al Maktoum, the Vice President and Prime
Minister of the United Arab Emirates

5
4 In addition to basic needs, we all have ‘wants’ as human beings.
With your partner, look at the pictures on the board and decide whether each one is a
want or need.

1. Clothes 2. Jewellery 3. Food

4. Medical care 5. Luxuries

Unit 4 Lesson 1 6
 5 Read the scenarios below and consider the questions.

Scenario 1:
Bill is unemployed and very poor, and he hopes to get a mobile phone. Do you think this is a want or
a need?
Bill hopes to get a job. To find work, he needs a phone number, so that possible employers can call him
back. He needs access to the internet, so that he can search for jobs online.
Bill has family in another country. He hopes to save up enough money to get home to visit them. Until
he does, he has to be able to keep in touch with them, by talking to them on the phone and by sending
emails. It’s expensive to make long distance calls but if he has a phone number, they can call him.

• What do you think now? Is Bill’s phone a want or a need?

Scenario 2:
Martin doesn’t earn very much money, and cars are quite expensive. His old car has broken down and he
plans to buy another one. Is this a want or a need?
Martin lives in the countryside, 10 kilometres from the nearest town. He works as a waiter in a restaurant
in town, but he doesn’t earn enough money to rent a house close to his job. His shifts at work are 10 hours
long, and he’s often exhausted when he finishes.
Martin has two daughters, who go to school in the town. The road into town has very few streetlights.
There is no footpath and the cars go by very fast. In the winter, it gets dark at 4pm – before the girls come
home from school. The girls take the bus to and from school, but the bus stop is quite far from their house
– they still have to walk along the busy road for a kilometre. In the winter Martin picks the girls up from
school on his break from work and drives them home.

• What do you think now? Is Martin’s car a want or a need?

7
6 Although we all share some basic human needs and wants, we also have individual wants
and needs, based on our values and beliefs.
Think about your own wants and needs and fill in the table below. What’s important to
you? Why?

My Wants My Needs

1. 1.

Why? Why?

2. 2.

Why? Why?

3. 3.

Why? Why?

Unit 4 Lesson 1 8
Unit
Unit 4
4 Human Needs
Human Needs

Lesson 2

Basic Needs Learning Outcomes

• Name some basic human needs, and explain
what they entail and why meeting such needs
is important.
• Present arguments for or against conflict as a
response to a lack of basic human needs.

Vocabulary

Basic needs Conflict

Humanitarian

1 Look at the following images and answer the question below.

Think about the last lesson when you were looking at the basic human needs that must be met for survival.
Take some time to consider what you see happening in each image.
What conditions make these people’s lives a daily struggle as they fight for their basic needs? Share your
thoughts with your classmates.

1 2

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2 Read the text below and complete the activity as instructed by your teacher.

When we think of people being deprived of their basic needs, we generally think of poor, malnourished people living
in poverty in a country within the developing world. However, in reality, a person in any country, in any part of the
world, can be denied their human dignity and basic needs for a number of reasons.

1 2

3 4

Unit 4 Lesson 2 10
 3 Living in a safe place is one of the basic needs that should be met. Read about the safety
measures in Abu Dhabi then answer the questions below.

Local municipalities in the UAE are the entities authorised for overseeing building and construction safety in the
country. They implement unified building codes, which deal with construction safety and fire protection among
other issues. The codes aim at improving the construction standards for buildings in the UAE.
The Abu Dhabi Building Codes is a complete set of comprehensive and coordinated codes dealing with construction
safety, fire protection and other issues. They are aimed at improving the construction standards for buildings in
Abu Dhabi. The codes are applicable to all projects in Abu Dhabi, including all private and commercial projects.
Companies which are not in compliance with the codes will be subject to penalties and fines.
The Building Code’s requirements for new buildings cover a wide range of aspects – from energy conservation, to
light, ventilation, sanitation, structural strength, stability and maintenance to safety from hazards like fire. They set
the foundation for more cost-effective buildings with greater durability and higher health and safety standards.

a. How does the Building Code fulfil the basic need of safety?

b. Why does the government of the UAE have penalties and fines for those who do not comply
with these codes?

Safe building

11
4 Read about social needs then answer the questions that follow.

We all need time alone every now and then to “take a moment” and gather our thoughts. This is sometimes called
“me time”. However, we soon find ourselves wanting human contact again.
Humans are social creatures with social needs. We thrive when we are part of a group. In early times, humans
gathered in groups essentially for protection. Cave people for example would not have survived if they had to live
on their own. Over time, social needs have evolved into different types of support, including entertainment for each
other. Social ties are important to us.
Our first ties are usually with our family. They protect and provide for us when we are vulnerable babies and as we
grow. Within the family unit, we develop our personalities and learn many of our early skills.
As we grow up, we start to form social bonds outside the family. Consider your school friends, for example. You play
with them and learn from them. You start to develop a personality outside the family unit and become a member of
society.
These different social groups help you develop your moral character. They provide feedback on your behaviour and
give you a chance to help and support others. When you are part of a group or team, you know you are not alone in
the world. And you can have fun with these people too.
a. Who are the members of your family, who are your friends and why are they
important to you?
b. How should you maintain good ties with family and friends?

Social bonds

Unit 4 Lesson 2 12
 5 Now read about self-esteem as a need! Then answer the following questions.

How do you feel today? Take a moment to check in with yourself. Perhaps you feel happy or excited about the rest of
day. Have you done some good things already today?
These questions all relate to your self-esteem. This is simply your opinion of yourself. If you have high self-esteem,
you feel confident about yourself and your strengths. You also feel happy and satisfied. No obstacle scares you. If
you have low self-esteem, on the other hand, you might feel that you’re not able to do much.
It’s important to feel good about ourselves. It’s a basic human need. If we don’t appreciate ourselves, how can we
expect others to? When you accomplish something (such as a good result in a school test), allow yourself some
time to enjoy the achievement. You can build your self-esteem by setting yourself reasonable goals and achieving
them, such as completing a school project before it’s due. These small accomplishments all help to strengthen
your self-esteem and build your confidence. As your self-esteem and confidence grow, you can set yourself more
challenging goals.
a. Why is self-esteem considered a need?

b. Why do you think it’s important to set reasonable and achievable goals?

High self-esteem makes us happy

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6 Your basic needs! Fill in the pyramid below starting at the base with your basic needs.
Then answer the question.

• Are all your basic needs fulfilled? If no, write a paragraph of what you can do in order
to fulfil them. If yes, write what would you do next!

Unit 4 Lesson 2 14
Unit 4 Human Needs

Lesson 3

Is There a Link Learning Outcomes

Between Unmet • Name some basic human needs, and explain
what they entail and why meeting such needs

Needs and Conflict?

is important.
• Present arguments for or against conflict as a
response to a lack of basic human needs.

Vocabulary

Refugee Deny

1 Most societies take their responsibilities seriously in terms of preserving the human
dignity of every person. However, in some parts of the world, human dignity is denied for
different reasons. Can you think of some reasons and write them below?

15
2 Do unmet needs lead to conflict? Read the text then answer the following questions.

Many experts believe that conflicts are caused by unmet basic human needs. These human needs include food,
water, shelter, safety and security, belonging or love, self-esteem and personal fulfilment. When people, either
groups or individuals, feel that their needs are unmet, conflict often occurs.
Simple unmet needs can create simple resolvable conflicts, but when those needs are being threatened, they
provoke conflicts. The more these needs are unmet, the more the conflicts become intense.
People are incapable of living peacefully without the fulfilment of their needs. It is therefore important to address
the cause of this lack of fulfilment to avoid or resolve any such conflicts.
a. Why do you think conflicts occur when human needs are not met?

b. Read the situations below and fill the table with the unmet need and what conflict it
could cause.

Need Conflict Resolution

1.You are hungry, but

your mother did not
have time to cook lunch
today

2.The storm tore down

your house

3.Your father is always

tired and doesn’t spend
time with you

4.You cannot sleep well

due to lots of noises in
the neighbourhood

5.Your friend always

ignores your presence

6.You have been working

in the same position
for years with no
promotion

Unit 4 Lesson 3 16
 3 Examine the conflict circle and consider the questions that follow.

Many people see a connection between conflicts and the denial of human needs. On the one hand, needs can be
denied because of conflict. On the other hand, denial of needs can become a cause of conflict.

Let’s take a look at the conflict circle to help us understand this concept better.

a. What message do you think this conflict circle is trying to convey?

b. Discuss the following: Conflicts are the result of unmet basic needs or unmet needs are the
result of conflicts. Justify your answer with examples.

THINK!
Use the conflict cycle to describe a conflict you read or heard about.

17
4 How did the UAE meet the needs of people in Bangladesh? Read the following then
answer the questions.

Refugees in Bangladesh

Three more airlifts of vital humanitarian supplies for refugees in Bangladesh have been ordered by Sheikh
Mohammed bin Rashid Al Maktoum, Vice President and Ruler of Dubai. The aid drops are targeting more than
230,000 refugees that are fleeing persecution in a neighbouring country. They live in dire conditions in camps and
makeshift settlements, where they lack even the most basic necessities, such as food, shelter, water and clothes.
Conflicts have triggered the exodus of about 520,000 people in the past few months. The move is the latest in
a series of humanitarian flights from Dubai. Earlier, Sheikh Mohammed ordered the creation of an air bridge to
Bangladesh. This has resulted in six airlifts to the Bangladeshi capital Dhaka that have transported 550 metric tons of
relief material.
Food, family tents, tarpaulins, mosquito nets, blankets, solar lanterns, water purification units, medical supplies,
and hygiene kits are just some of the relief items that have been sent to the country. The supplies come from
International Humanitarian City (IHC) stocks of participating aid agencies, including the United Nations High
Commissioner for Refugees, the International Federation of Red Cross and Red Crescent Societies, Médecins Sans
Frontières and Emirates Red Crescent. Last month, the United Nations Secretary General, Antonio Guterres, said
the crisis was a “humanitarian nightmare”. “We have received bone-chilling accounts from those who fled – mainly
women, children and the elderly”, he said. IHC was founded in Dubai in 2003 and is chaired by Princess Haya, wife of
Sheikh Mohammed bin Rashid. Twelve flights have been sent this year from Dubai to crisis-stricken countries around
the world.
a. Can you think of other relief items the refugees might need else of what have been mentioned
in the above text?

b. Why do you think those who fled are mainly women, children and the elderly?

c. Why should we provide humanitarian aid to people who are not from our own country?

THINK!
Imagine you are a refugee. How would you feel when you had to flee your home? How would you feel when your
needs were met by humanitarian workers? What would you hope for the future?

Unit 4 Lesson 3 18
 5 How do we help people with unmet needs? Read the following then do the activity.

When a person’s social needs aren’t met or their self-esteem is low, it can have a bad impact on them. This is why we
should be mindful of the needs of others. Consider these two examples.

Sevan moved from London to a new school in the UAE. She missed her old school, her classmates and even the
London weather. Her new classmates seemed to ignore her and excluded her from their games. One day, Ahmed,
one of her new classmates, noticed her looking sad and talked to her. Sevan opened up about how lonely she felt.
Ahmed was shocked. Everyone had thought Sevan was unfriendly and didn’t like her new school. After Ahmed told
his friends the truth, they all made an effort to get to know Sevan.

Fadia felt very sad. When her friend Maya asked her why, Fadia started crying and explained that she’d failed her
exam. She said she could never do anything right. Maya said she understood Fadia’s disappointment, but she could
do lots of things well. She reminded Fadia about the project they’d worked on together the previous term. The
teacher had praised them both. She particularly liked Fadia’s drawings. Fadia smiled. She’d forgotten all about that!

Remember, if you see someone struggling with self-esteem issues, reach out to them. Self-esteem is a basic need
and it’s important to support others to achieve it.

• Role-play a situation with someone who has an unmet need and their friends rally around to

help them.

Supporting our friends

19
6 Your opinion is important as it makes you feel involved in society, you can learn from
other people’s opinion, and it helps you develop empathy. Complete the following
activity.

Conflicts arise as a result of non-response to human needs and inequality. They can be a threat to people and might
cause conflict. But some people say that: “Conflict will continue to exist in a fair and equal world”.’

How much do you know about this? Have a question/ answer exercise with your partner about it; then share
your opinion with the class.

Unit 4 Lesson 3 20
Unit 4 Human Needs

Lesson 4

Commitment to the Learning Outcomes

Value of Human Life • Demonstrate the need for and commitment to
the fundamental value of each human life.

Vocabulary

Charity Welfare

1 Read this small introduction on the Khalifa Bin Zayed Al Nahyan Foundation and write
about the importance of its work.

Many nations and individuals alike choose to ignore

the cries of the needy, while others choose to stand
up and make a conscious effort to provide aid. The
Khalifa Bin Zayed Al Nahyan Foundation was set
up in July 2007, by his Highness Sheikh Khalifa Bin
Zayed Al Nahyan, President of the United Arab
Emirates. The vision of the foundation is “Pioneering
Initiatives for Welfare” and its strategies are focused
on health and education on domestic, regional and
global scales.

• The foundation’s work is important because:

21
2 Examine the article below about the Khalifa Foundation’s humanitarian work and discuss
with your partner the questions that follow.

The Khalifa Foundation’s humanitarian work is focused on the concept of good and giving.
The Foundation works in helping the poor and needy to meet their basic needs of food, drink, clothing and housing.
It provides aid to 38 countries around the world including 12 Arab countries, 13 Asian, 4 African countries and 8
European countries, in addition to Australia.
The Foundation’s strategy is focused on the development of poor communities in the areas of health and education.
According to the Director-General of the Foundation, “the Foundation operates according to a deliberate action plan
and a long-term strategy for the advancement of the poor and needy societies.”

a. List at least three ways in which the Khalifa Foundation can help the poor and needy to meet

their basic needs.

b. “The Foundation’s strategy is focused on the development of poor communities in the

areas of health and education.” What other areas may be considered for development?

c. In what way is this Foundation linked to the concept of combating unmet human needs?

d. How can the Foundation achieve its goals? Suggest three actions.

Unit 4 Lesson 4 22
 3 Read about education as an important need then answer the following questions.

Dubai Cares aims to increase children’s access to quality primary education through integrated programs that
eliminate the underlying obstacles that prevent children from going to school and learning. This is achieved
through building and renovating schools and classrooms, improving water, sanitation and hygiene in schools,
providing school feeding, deworming activities, early childhood education, as well as teacher training, curriculum
development, literacy and numeracy.

We, at Dubai Cares, believe that education is an irrevocable asset and an essential right of every child. We uphold
this belief by delivering integrated evidence-based quality education programs through strategic partnerships to
create sustainable impact in the lives of underprivileged children globally.

Education is more than a human right; it is an irrevocable asset, a belief held by the founder of Dubai Cares, His
Highness Sheikh Mohammed Bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler
of Dubai. It was from this belief and the desire to give children – regardless of their gender, nationality, race or
religion – the opportunity to become positive contributors to society, that His Highness established Dubai Cares on
September 19, 2007.

Since its inception, Dubai Cares has been working towards providing children and young people in developing
countries with access to quality education through the design and funding of programs that aim to be integrated,
impactful, sustainable and scalable. As a result, the UAE-based global philanthropic organisation has successfully
launched education programs reaching over 16 million beneficiaries in 45 developing countries.

a. What are the needs that Dubai Cares is providing by educating the children?

23
4 Read the articles below and then consider the questions that follow.

Sometimes ordinary people become heroes and heroines in the defence of human dignity and basic needs for
others. Being a responsible member of society means caring about the needs of others and finding ways to help
them play a full part in their community. There are many people who devote their lives to campaigning for human
dignity and against injustice. Here are two prominent examples.

Malala Yousafzai Nelson Mandela

Malala Yousafzai was born in Pakistan on 12 July 1997.
She became an advocate for girls’ education at an
early age. As a consequence of her public speaking
and various blog posts about the importance of
education for girls, she was issued with a death
threat. In October 2012, Malala was shot in the head
on her way home from school. She survived and this
incident led her to become more determined than
ever to highlight the importance of female education.
In 2014, Malala became the youngest person ever
to be awarded the Nobel Peace Prize. In April 2017,
Malala was appointed as a UN Messenger of Peace to
promote girls’ education. She continues to dedicate
her own life to the betterment of others.
A South African former president, Nelson Mandela
helped bring an end to apartheid, an institutionalised
system of discrimination against black people in South
Africa, and became a global advocate for human
rights.
Mandela became involved in the anti-apartheid,
movement in his early 20s. He directed peaceful
protests against the South African government and
their racist policies. Mandela was imprisoned for nearly
three decades as his anti-apartheid activities were seen
as an attempt to overthrow the government.
Mandela was eventually released from prison in 1990.
In 1993, he was awarded the Nobel Peace Prize and
in 1994, he became the first black president of South
Africa. He stayed in this role until 1999.

Unit 4 Lesson 4 24
 Consider these questions:

a. How did these people defend human dignity?

b. What impact do you think they had on other people’s lives?

c. Can you think of any other people who are spokespersons for human dignity?

THINK!
What actions can you take to defend human dignity (in your school; in your community, in your country)?

25
5 In many parts of the world, people are suffering today as victims of conflicts and unmet
basic needs. Imagine you are planning on making an impact on these people’s lives. Use
the problem tree below to plan your strategy, which can later be used to
take action.

Action Action

Action Action

Strategy

Issue

The Problem Tree

Unit 4 Lesson 4 26
Unit 4 Human Needs

Lesson 5

Take Action Now! Learning Outcomes

• Demonstrate the need for and the
commitment to the fundamental value of each
human life.

Vocabulary

Action Planning

1 Consider this quote and express what it means to you.

‘‘One person can make a difference, and everyone should try.”

John F. Kennedy

John F. Kennedy

27
2 Read about the letterman’s jacket and then answer the questions that follow.

Mitch and Abby were two students growing up in Indiana, USA. Abby was a star athlete on the basketball team and a
great student; almost everyone considered Abby a friend. Mitch typically walked through the hallways with his head
down and always heard about his disability instead of his abilities. Mitch and Abby never crossed paths, that is, until
Special Olympics partnered with the Indiana School Athletics Association and expanded Unified Sports across the
state.

Through Unified Sports, Abby and Mitch connected and started to build a friendship based on mutual respect and
understanding. Quickly, Mitch and Abby became best friends, but it still frustrated Abby that Mitch wasn’t seen as
a ‘normal’ athlete like the rest of their peers. Across the United States, when a student plays on a sports team they
receive a ‘letterman’s jacket’. Mitch and the rest of the students who participated in Unified Sports did not receive
a letterman’s jacket but Abby and Mitch knew they could make a difference. They both petitioned the school board
and, after multiple presentations, they were successful! Now, all students who participated in Unified Sports in the
county would receive a letterman’s jacket.

Mitch and Abby now walk the hallways with their heads held high and proudly wear their jackets as a symbol of
their friendship and perseverance. Together these two students saw a need and set out to change the reality for
thousands of students in their town.

Letterman’s Jacket

a. What kind of people were Mitch and Abby? What qualities did they have?

b. Why was it important to Abby that Mitch had a letterman’s jacket?

c. How can Unified Sports help people understand each other better?

Unit 4 Lesson 5 28
 3 How can you help?

Think of the needy and underprivileged children. How many of them have unmet basic needs! With your little
resources, how can we help in this matter? What donation can you make in the name of your class?

With your classmates, think about a project you can do and fill in the following:

Our project: ……………………………………………..

D-Day: ……………………………………………………..
Place: ………………………………………………………

29
4 The plan!

Now that you have decided on your project, plan your tasks with your group for today and until the project
D-Day.
Fill in the table below with the tasks you need to do according to your group role.

Group role • Role: ……………………………….……….…..

and members: • Members: ……………………………………………………..

•
Tasks today
………………………..............………….……….…..
• ………………………..............………….……….…..
• ………………………..............………….……….…..
• ………………………..............………….……….…..

Tasks until • ………………………..............………….……….…..

D-Day •
•
………………………..............………….……….…..
………………………..............………….……….…..
• ………………………..............………….……….…..

Unit 4 Lesson 5 30
 5 Start the execution of the project.

With your group, start executing the tasks you have to do. Each group will do the list of tasks written in the
previous activity. Ask your teacher for help at any time you need to.

Executing our project

31
6 D-Day!

Are you ready? It is D-Day! Prepare the venue, tables, chair. Make sure all your documents are ready.
Each group will do the tasks assigned to it. At the end of this activity, you will proudly take the donations to
the association you chose and send them to the children.
Don’t forget to thank whoever helped you complete your project.

Executing our project

Unit 4 Lesson 5 32
Theme The Individual and the Community

Unit 5
Digital Challenge

Lesson 1 Digital Resources and Sites

Lesson 2 Privacy and Electronic Safety
Lesson 3 Electronic Abuse
Lesson 4 Smart Selection of Information
Lesson 5 Manipulation of Individuals and Behaviour

What are the main positive and negative aspects of social media for
individuals, communities and cultures?

33
 How can social media expand and enhance our lives?

What are the negative aspects of social media that we need to be aware of?

How trustworthy is online information?

How can images and information be manipulated or altered to present

different messages?

How and why do people react to information online?

34
Unit 5 Digital Challenge

Lesson 1

Digital Resources Learning Outcomes

and Sites • Talk about how websites can reflect the values
and views of the providers.

Vocabulary

Social media Global community

Global
Influence
community

1 Study the image below.

There are many different social media platforms and new ones are emerging all the time.

Social media applications

35
 With your group, complete the table.

Platform Purpose

2 Read how social media connects everyone, then complete the activity with your partner.

Social media connects us all

Social media allows you to communicate, exchange ideas and share knowledge globally. There is a vast array of
online resources available to you.
In this lesson, you will think and talk about the background of social media and ask yourself what its purpose is. We
will then take a look at how social media reflects or mirrors your culture, values and views within the wider world.
Being part of social media makes you a member of a global community. Our world, which for most of its recorded
history was thought to be so big, is now perceived as much smaller and accessible at the click of a button. The
unfamiliar becomes familiar and reachable through the use of social media and digital sources. It is important to
consider the authenticity of all social media sources and think about who the author is and what their agenda is.
Cultures, values and views across the world are individual and unique to certain areas and people. The world of
social media has changed all of that as we have become intercultural and globalised.

Work in pairs and identify any words from the text that you think are important or that you do not understand.
Discuss them with your partner.

Unit 5 Lesson 1 36
 3 Read about the types of social media below and then complete the activity.

Social media is used to describe online

communications channels dedicated to community-
based input, interaction, content-sharing and
collaboration.
Nowadays, people are using many different types of
social media to connect online for all kinds of reasons.
Social blogs give people tools to publish content
online in formats that encourage discovery, sharing,
and commenting. These networks range from more
traditional blogging platforms like WordPress and
Blogger to microblogging services like Tumblr. A
weblog is a frequently updated online personal
journal or diary. It is a place to share your thoughts
and your passions.
A wiki is a website that anyone can edit online easily. Different types of social media
Wikis are commonly used to share information about
a given topic. The online encyclopedia Wikipedia is by
far the most popular wiki-based website, and is one of
the most widely viewed sites of any kind in the world.
Podcasts are also becoming more and more popular. A podcast is an episodic series of digital audio or video files
which a user can download and listen to or view. Episodes often focus on a theme or topic like cycling or starting up
your own business.
Online forums (also known as message boards) are one of the oldest forms of social media. They are sites where
you can leave messages and expect to see responses to the messages you have left. Or you can just read the board
for information.
Pinterest and similar social bookmarking sites help people discover, save, and share visual content.

Work in pairs to explore the infographic. Answer the questions below.

a. Did you know that social media involves all these elements?

b. How do they work together to help people to communicate and learn?

37
4 Read the text below and answer the questions that follow.

There is a saying that goes as follows: "Tell me what book you are reading, I’ll tell you who you are”. In regards to
social media, we could change this expression to “Tell me what you are writing, I’ll tell you who you are”. When you
read a blog or any social media post, it is worth remembering that these writings reflect the character and views of
the writer.

Social media is so popular that for many people it has become the main source of news, information and knowledge.
As you have learned, the range of digital sources and social media varies greatly. When you are reading information
on social media, you need to remember a few things.

DATE
1. Who has written it?
2. What type of language have they used?
3. Do you agree with the viewpoint?
4. What does the writing tell you about the character of the writer?

Everything that is shared on social media has been written by someone for a particular purpose or with a
specific viewpoint. Some social media outlets use factual information, some use personal opinion and others
are driven by a campaign they feel passionate about.
Discuss the following questions:

a. What different types of people use social media?

b. What is their purpose?

User Purpose

Friends Looking to share activities, photos

Unit 5 Lesson 1 38
 5 People write different viewpoints on social media. Read the text below and answer the
questions that follow.
Social media is a wonderful way to gather information about a range of subjects. The more time we spend
navigating our way around all the different social media platforms, the better we get at analysing and
understanding the viewpoints of the writers. Different users have different writing styles. The writing style of the
user can give you an insight into their emotions and feelings and very often will give you a good idea of the kind of
character that they possess. The language a writer uses, whether it is angry, sad, bitter or joyous, is another clue
you can use to determine their viewpoint and character. So, when you read content on social media, you need to see
if you can answer the question: what does this writing say about the writer’s character?
Work in pairs. Look at some examples of social media and try to infer what you can say about the viewpoint
and character of the writer.

Out and About

The Village Kitchen is the latest restaurant to open its doors in
the city centre. As the name suggests, this is a place where
you’ll get food like your mother used to make. Traditional
dishes like Harees, Khabees, and Machboos are among the
favourite entrees and the green salad is one of the best I’ve
ever eaten. When you see the dessert menu, you’ll be spoilt for
choice. My own favourite is the Luquaimat, but the others
looked delicious too.

The restaurant has a cosy atmosphere and the staff is super

friendly. Best of all, the bill was very reasonable. Overall,
highly recommended.

Analysing the viewpoint

a. Do you agree with the viewpoint?

b. What is the tone of the writing?

c. Rewrite one of your examples to change the tone.

39
6 With your group, you are going to design your own website. What will be the main theme
of your website. List the ideas you want to share.

Unit 5 Lesson 1 40
Unit 5 Digital Challenge

Lesson 2

Privacy and Learning Outcomes

Electronic Safety • Know how to protect yourself on social media.

Vocabulary

Virus Social media protection

1 List the social media sites you use in order of preference. Work in pairs to write a
definition or draw an image that explains what social media is. List at least two examples
of social media. Be ready to share your ideas with the class.

Social media - connecting the world

41
2 What are the risks involved in using social media? Read the text below and then reflect
on the questions that follow.

Maha loves social media!

She spends many hours each day online, chatting with friends and connections in various parts of the world. She
hasn’t met most of the people in person, only on Facebook, but she still regards them as her friends. However,
she does sometimes get into conversations online with complete strangers. This is very risky! Strangers can be
dangerous in many ways. They might send viruses, use bad language, spread wrong information, or have a negative
influence on the user. They might also use your information in a negative way and hurt you. One should only
connect with people one knows.

Maha also uses social media for her school work. There is just so much information available online! She was
researching an essay about endangered species last week, and she ended up spending an hour looking at funny
videos of animals.

Maha thinks that being able to collaborate with people is a huge benefit. When she’s unsure of something, she posts
a question online and waits for the answers to come in. It’s so much easier than spending hours in the library! Of
course, she doesn’t always know which posted answer is correct.

Maha

a. What benefits does Maha get from social media?

b. What problems does Maha experience when online?

You

a. What do you use social media for?

b. What do you think are the main benefits of using social media?

c. What do you think are the risks?

THINK!
Do you think social media can cause harm in the long term? If so, in what way?

Unit 5 Lesson 2 42
 3 Read what does a virus do to your computer and complete the activity that follows.

Has someone with the flu ever visited

your house? If so, did you get sick? The
flu is a virus that spreads from person
to person. In the same way that humans
can get viruses, our computers can get
viruses too.
Once a virus code gets into your
computer, a lot of damage can be done.
The virus starts to create more of itself
over and over again. Then it spreads
throughout the computer and can
erase important parts of the system,
like files that have been saved, or it can
damage the hard drive, where all kinds
of information is stored. This is really
dangerous if people have sensitive Anti-virus protection
information stored on their computers,
like secret passwords for accounts.
The good news is that there are steps that you can take to protect your machine against these viruses.

• Never open messages from someone you don’t know.

• Avoid non-secure web pages. You can recognise secure page,s as the address begins with ‘https://’ and they
display a padlock icon.
• Use secure passwords. Use a mixture of letters and numbers in your password. Change it every 3-4 months.
• Never provide confidential information via email.
• Read the privacy policy of the platform before you join it.

a. Create a password for your social media account that you think would be strong. Have your

partner guess your password.

b. How would you analyse a privacy policy?

43
4 Protect yourself! Read the text and then answer the questions that follow.

We know that social media can be very beneficial. Some social media sites, like Facebook, are a great way of staying
in touch with friends and family who may live far away. However, it is also important that you take steps to protect
yourself online. Thankfully, the UAE government has put in place laws that protect the individual’s privacy, and
ensure that those who do not adhere to these laws are brought to justice. There may be times when you are on the
internet that you are contacted by someone you don’t know who makes you uncomfortable, or you may see things
that are inappropriate. If this happens to you, it is important that you tell an adult you trust or your parents. There is
no need to be afraid to tell them. You have done nothing wrong.
a. Come up with at least two ways that you can protect yourself on social media.

Staying safe online

QUOTE
Social media is also used to do good things in the world. Read the quote below and think about other examples
where social media was used to do good.
“I used my social media platforms for philanthropic activities this year. I partnered with Red Crescent to help
raise money to build a hospital.”
Saeed Al Rumaithi

Unit 5 Lesson 2 44
 5 Safety checklist for you and your peers.

If you think that your peers are at risk, make sure to tell
them some of the steps that they can take to protect
themselves against malicious attacks. Use the safety
checklist to make sure that you are all doing everything
you can to stay protected.

What to do if you are being targeted on social media:

• Tell your parents or a trusted adult
• Do not retaliate
• Try to ignore the person/comment/image/requests
• Block the person from your site
• Save the evidence. Keep a record of every message but Safety checklist
do not reply
• Accept friends wisely
• Use privacy settings
• Don’t give out personal information
• Use protection software
• Turn off your GPS
• Don’t use auto log
• Use parental controls
• Understand that people can be misleading
• Don’t do anything online that you wouldn’t do in person

a. Do you have any further questions?

b. What did you learn in this lesson?

c. What would you like to learn more about?

45
6 Draw up a contract to ensure that you will take action to protect yourself on social media.

The three actions that I will take to protect

myself on social media are:

a.

b.

c.

I will take action on (date).

I will also help (a friend or
family member ) to take action.

Unit 5 Lesson 2 46
Unit 5 Digital Challenge

Lesson 3

Electronic Abuse Learning Outcomes

• Identify how digital media can be used
maliciously for grooming, bullying
and stalking.

Vocabulary

Cyberbullying Grooming

Stalking

1 Work with a partner. What do you think is the message being conveyed by this image?

47
2 You have heard about and discussed three of the dangers that people face online. Now
think about examples of each of these dangers.

Bullies have been around forever. We are all familiar with stories about the schoolyard bully. Modern technology
has given bullies a whole new platform for their actions. Cyberbullying is the use of technology to harass, threaten,
embarrass, or target another person.
Most of the time cyberbullying is easy to spot — for example, a response to a status update on Facebook that is
mean, or cruel. Other times it can be less obvious, posting personal information designed to hurt or embarrass
another person. Cyberbullying also can happen accidentally. It is very hard to detect the sender’s tone in a short text
message. What one person thinks is a joke could hurt someone else’s feelings.
Stalking is defined as harassing or threatening behaviour that is engaged in repeatedly. Such harassment can be
either physical or virtual. People who have been physically stalked complain about someone following them or
appearing at their home, school or place of business. Their stalker may make harassing phone calls, leave messages
or objects, or sometimes even vandalize the person’s property.
Cyberstalking is similar to stalking, but instead the Internet or other electronic means are used to stalk or harass
a person.
More dangerous that cyberbullying or stalking is online grooming. Online grooming happens when people form
relationships with children online and pretend to be their friend. They do this by finding out information about their
potential victim. They try to isolate the victim and may use flattery and promises of gifts or threats and intimidation
in order to achieve some control over them.

Cyberbullying Grooming Stalking

Unit 5 Lesson 3 48
 3 There is increasing awareness of the dangers of cyberbullying nowadays. Read your
assigned story below. Then work in groups to answer the questions that follow.

Hessa
When she was in the 7th grade, Hessa met someone in an
online chat room. This person forced her to share some
personal information and then released it online. Hessa’s
personal information was released and went viral. Other
kids at her school saw it and started to bully and tease her.
She became really upset.

A year later, after she changed school, she found a new

group of friends. However, her online stalker used her
information to create a fake Facebook page. Most of her
new friends started ignoring her, talking about her, and Cyberbullying can affect anyone
bullying her. She reveals her feelings in her video on
YouTube, describing how she cried every night and how she lost all but one friend.
That one friend, Reem, realised what was going on. She did her best to comfort Hessa. When Hessa started missing
school, Reem decided to take action. She could not go on seeing her friend being so sad and lonely. Reem confided
in her teacher. She told her what had happened to Hessa and how she was the victim of cyberbullying.
The teacher spoke with Hessa’s parents who, in turn, contacted the police. Cyberbullying is a crime in the UAE. The
police arrested the bully and he is now awaiting sentencing. Hessa is slowly returning to the happy, carefree person
she once was.

a. How was social media used maliciously in this case?

b. What was it that affected the individual in the story?

c. How do you think that you would feel if you were in that person’s shoes?

49
4 Read the article about grooming and then do the activity that follows.

There are some people who use social media to harm

others. We need to watch out for this and be mindful of
where dangers may lie. These people are called ‘groomers’.
People who want to groom children will visit the sites and
services that are popular with young people. They will join
in online games or communities that they frequent.

On Facebook, they might send out ‘friend requests’ at

random in the hope that young people will accept them.
They also try to identify young people who might be
particularly vulnerable by looking at the things they post.
They will pay attention to likes and dislikes of a young
person and may strike up a conversation about their Cyberbullying can affect anyone
favourite author or movie, pretending that the groomer
has similar interests. Very often after a friendship has been established, they may ask the young person to chat
privately, perhaps on social media or on a mobile chat app.

If you use online games, social media or chatrooms, it’s important to let a parent know if someone is making you
feel uncomfortable. Most important of all, do not meet up with someone you have met online unless you discuss it
with your parents first.

Discuss the following scenario with your partner: A good friend has told you that they are going to meet a
friend that they met online. Their new friend has told him that he has a new video game that they could play
together. Your friend is planning on meeting this new friend after school. He has not told his parents.

Unit 5 Lesson 3 50
 5 Read the text about stalking and then do the activity that follows.

You may have read in the newspapers about celebrities that have been stalked. Some of these stalkers have even
broken into the celebrity’s home. Many of the celebrities have had to get court orders to restrict their stalker from
coming anywhere close to them. One stalker actually punched his victim in the face!

Nowadays, it is not just celebrities who are stalked. Cyberstalking has become more common recently. Cyberstalkers
use email, instant messages, phone calls, and other communication devices to stalk. It can take the form of
harassment, inappropriate contact, or just plain annoying attention to your life and your family’s activities.

Cyberstalking can be terribly frightening. It can destroy friendships, self-image and confidence. Fortunately, the
UAE has issued Federal Decree No 5 of 2012 [cybercrime law]. This law is aimed at discouraging the misuse of
social media. The law states that anyone who uses a computer network and/or social media to invade the privacy of
another person shall be punished by imprisonment or fine. The prison sentence can run for a period of 6 months.
The fine is between AED 150,000 and AED 500,000.

a. How would you know if someone is stalking you?

b. What actions should you take if this happens?

Cyberbullying can affect anyone

51
6 Imagine how you would feel if you were a victim of cyberbullying.

a. What would your day be like?

b. What could you do to protect yourself?

Work in groups. Write your thoughts on your Footprint sheet.

Steps to take to stay safe on social media.

Unit 5 Lesson 3 52
Unit 5 Digital Challenge

Lesson 4

Smart Selection of Learning Outcomes

Information • Talk about the risks of accepting online
information at face value.
• Recognize how images and text can be used or
modified to present different messages.

Vocabulary

Factual Opinion

Modification

1 A picture is worth a thousand words is a saying that means that it is sometimes easier
to show something in a picture than to describe it with words. However, often adding
a piece of text or a caption can change the meaning of a picture drastically. Look at the
image below and write a caption to accompany the image.

1.

53
Images and even photographs can be altered using image editing software. An image might be altered to portray
or represent a particular message or opinion, sell a product, or even to be used illegally (as in the case of identity
theft).
Examine the image below and answer the questions with your partner.

a. What message is the photo trying to convey?

b. Is this fact or opinion?

Now find an image and alter it or add text to it to change its meaning. You can use a printed image and write on it, or
use a digital image and alter it using editing software.
Present the picture before and after changes to the class, showing how you changed the meaning to present a
different message.

THINK!
If you could change the meaning of an image or text, so can everyone else using social media. Think before you
believe!

Unit 5 Lesson 4 54
 2 Finding the Real Meaning.

Optical illusions are images or pictures that we perceive differently than they really are. Another way of looking at
it is that optical illusions occur when our eyes send information to our brains that tricks us into seeing something
that does not match reality. Reformed images are those where people take photos from a certain angle to show
something different. They might also add or remove things to the original image to create a new one.
With your group, see if you can identify the message portrayed in this selection of pictures. Remember, we all see
things differently!

Image Meaning

55
3 Read about making jokes on social media and answer the question that follows.

Ahmed had over 1,000 followers on Twitter. He was

sitting at home one afternoon and feeling a little
bored. He posted the following message on Twitter:
Stuck in an elevator in the Burj Khalifa for over 24
hours. On the 86th floor. #Please help.
Ahmed went into the kitchen and prepared some
food. When he went back into the living room
he noticed that he had received notifications
that his post was being retweeted. Ten retweets.
Forty retweets. The numbers kept creeping up.
Ahmed was delighted. This will certainly make his
afternoon a lot more interesting.

Ahmed became absorbed playing a video game

and soon forgot about his post. All of a sudden, he noticed his message was trending # DubaiPolice. #Help Ahmed.
Almost 700 of his followers had retweeted his post!
Ahmed grew extremely nervous. His intention was to have a little fun and to liven up what otherwise was a boring
afternoon. He did not want to get into trouble with the police or cause them to be distracted from legitimate work.
Ahmed realised he had to take action and posted the following tweet: I apologise to all my followers. The tweet
about being stuck in the elevator was just a joke. # DubaiPolice # Not funny. # Sorry.

• If you were a friend of Ahmed, how would you have stopped this?

Unit 5 Lesson 4 56
 4 Read the text about advertising on social media and then prepare for a debate on the
topic.

Social media has changed the world of advertising and how businesses engage with their consumers. Traditional
methods of advertising (print, tv, radio, etc.), are no longer enough.
Some people, on social media sites such as Facebook and Instagram, have a huge amount of followers. These people
are known as social media influencers. They have the power to affect the purchase decisions of their followers. One
UAE social media influencer has over 5.4 million followers on Instagram and has become one of the most influential
social media personalities in the Middle East.
Blogging has been connected to influencer
marketing for some time now. There are many
highly influential blogs on the internet. If a popular
blogger positively mentions a product in a post, it
can lead to their supporters wanting to try out and
buy the product.
The down side of this is that many of the social
media influencers and bloggers are now being paid
to promote products. It it becoming more difficult to
know if a positive review is genuine or if it is simply
because the influencer was paid to give the product
a positive review.
Some bloggers go so far as to digitally alter images
to give a positive spin to ‘before’ and ‘after’ photos.
They may use Photoshop to remove wrinkles and blemishes in order to promote a beauty product. Consider the
following topic for debate:
• Social media influencers should not be paid to review a product.

5 Is all what we receive true? Read the below and then answer the questions that follow.

There is a reference and a source for everything. You should always verify what you read or what you hear. People
send messages on phones and share posts on social media, they frequently ask you to share and broadcast them,
but what if the information is not correct? What if they send you wishes for a happy sisters’ week, and they ask you
to send it to all those you consider as a sister? Out of your good will, you do right away. What if it was not
sisters’ week!

So, when you receive a message, always go back to a proper source in order to verify the information you just
received or read. Then, after checking, you think about whether you would like to share it.

a. How can you spot fake news?

b. Why do you need to verify the accuracy of the information?

KEY FACT
The international day of families is on May 15th of every year. It was set by the United Nations to celebrate all
caregivers in each family.

57
6 Images and text on social media can be easily edited and altered. Many of us alter images
online on Instagram or Snapchat, for example. We crop out what we don’t like, add text,
apply filters and insert emojis. These can all change the meaning of the image. When you
look at an image on social media, ask yourself if it has been edited to convey a
specific message.

Change Yourself
• Take a selfie and save it.
• Take another selfie and edit it to convey a positive or happy message. (“I’m happy”, for example.)
• Take a third selfie and edit it to convey a negative or sad message. (“I’m angry’, for example.”)
• Show the three images to your partner and discuss them.

THINK!
There is a trend of spreading incorrect information on social media. If you edit your online photos, are you adding
to this trend?

Unit 5 Lesson 4 58
Unit 5 Digital Challenge

Lesson 5

Manipulation of Learning Outcomes

Individuals and • Explore how the way information is presented
can elicit emotional as well as

Behaviour
rational responses.

Vocabulary

Emotional response Rational response

Unmonitored Debate

1 When people post on social media, they are usually looking to cause some reaction,
either emotional or logical. But these reactions can lead to serious online conflicts.

59
 With your partner, think about a time that you clicked a button to react to something on social media:
• Why did you react? How did it make you feel?
• Was it a positive or negative reaction? Why?
• How did other people react?
• Did anyone write comments about the content? Were the comments reasonable or emotional, or both?

2 A debate is a structured argument.

Two sides speak alternately for and against a particular proposal or topic. The subject of the dispute is often
prearranged so you may find yourself having to support opinions with which you do not normally agree.
When we debate with others, differences of opinion emerge and things can become heated quickly.
Your goal is to passionately promote the sport that you’ve been assigned. You have to argue the following
points, giving logical reasons for each:
• Why your sport is the best sport
• Why your sport is good for the local community
• Why your sport is good for young people
• Why your sport promotes healthy lifestyles
• Why your sport is good for the local economy

Remember, you must passionately argue and defend your points.

Unit 5 Lesson 5 60
 3 Read about reaching out to people on social media then answer the questions
that follow.

People use social media for many reasons. Some of those reasons are to socialize, work, study, or do research.

Depending on the social media platform, the users could differ in gender and age group. Different platforms expose
different interests that target different people. Some are merely for business, others are for fun, another one could
combine both and so on. However, some global news whether happy or sad reaches out to everyone, no matter
what gender or age group they are, no matter which platform they are posted on.

It really depends on the way the news is presented. It can capture the interest of everyone and elicit emotional and
rational responses. An article or even one picture can stimulate reactions or concerns among all kinds of people.
a. What post captured your interest most during the past year? What kind of news would be
interesting to everyone?

b. Create an image or write a small article that would be interesting to everyone and can be
posted on all social media platforms.

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4 Read the passage about monitoring posts and then complete the activity with your
partner.

Countries have different standards when it comes to publishing images in the media. Because images can elicit such
an emotional response, some countries operate a form of censorship and do not allow any pictures that could cause
distress to be on TV or in newspapers. Powerful images of war can sway public opinion. In some countries, people
have turned against their government’s involvement in a war because they have had such an emotional response to
a published image.
The argument in favour of publishing raw and grisly photographs of wars or natural disasters is that they’re
necessary to bring home to people what’s at stake, the real and horrendous damage that these incidents do to
cultures and to human bodies.
On social media, as it can be somewhat unmonitored, there is less censorship. People can post these grisly
photographs and they can be shared and spread throughout the world very quickly. Images or text that we may
prefer not to see can appear in our timeliness.
When we look at an image or a newspaper headline, or a piece of text, it is very often hard to engage the rational
side of our brain, particularly if the writer is presenting an opinion we agree with. It is important to think rationally
about the text you are reading. Analyse the information contained in the article and fact check. If you see a powerful
image, ask yourself what was the agenda of the publisher? Could this image be fake?

When have you had an emotional response to a piece of text or image?

When have you had a rational response to a piece of text or image?
With your group, complete the table.

Emotional Rational

Unit 5 Lesson 5 62
 5 Using social media for conversation can cause disastrous misunderstandings
between people.

When you have face-to-face conversations, it’s easy to see when people are angry or sad or excited. With a text
message, for example, it is not so clear. We have no facial expressions, or tone of voice to give us more information.

When you interact with people online, it can be easy to forget that they are people with feelings. It’s important
to fight this forgetfulness though. The better you are able to understand the feelings of others, the more you can
empathise with them.

Think about your social media behaviour. How do you treat other users? How do you like them to treat you?

Consider the following questions:

a. How do you feel when your friends ‘like’ your post, image or comments?

b. How do you feel when a stranger reacts in a positive way to your post?

c. With your partner, role-play the following: Send your partner a message telling him a story.

Then talk to your partner in person and tell him your story.

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6 How do you behave on social media? Do you interact with people online in the same way
you would interact with them in person? Or do you hide behind a social
media mask?

Design one or more emojis that best describe or illustrate the way that you react/reply to posts on
social media.

Unit 5 Lesson 5 64
 Unit 6

Moral Education in Action

‘We become just by doing just acts, temperate by doing temperate acts, brave by
doing brave acts’ (Aristotle).

Introduction to Moral Education in Action

Now that you have completed the Grade 7 units in the Moral Education programme, what happens next? In this unit
you will engage in an action project collectively with your class, in order to further enhance your emerging skills in
this area. At the heart of the Moral Education programme is the acknowledgement that the values that we hold as
humans shape our actions. This action project can be considered the meeting point of where theory and practice
come together.

Young people are not ‘Citizens in Waiting’ (Professor Audrey Osler). You will be given the opportunity to critically
examine your own understanding of citizenship and reflect on a range of complex, but crucial, moral issues in the
classroom. After engaging with the units so far in the moral education programme, it is hoped that you will feel
empowered, not to mention compelled, to take action for a better community. In this sense, learning from the
lessons that you have encountered is linked to responsible action.

The action in the project might range from individual charitable endeavours and making more ethical consumer
choices, to more collective forms of direct actions, such as raising awareness or campaigns. This action project gives
you both the support and space to begin to try and influence decision making at a variety of different levels. The
‘call to action’ inherent in this project is an essential component of the Moral Education programme in order to give
you a chance to enact the values you have learnt about so far in real-world contexts.

Before deciding on the action project that you would like to embark on it is important that you take some time
to step back and plan for the project.

Reflect about
your school

School policies
School
environment

Is collective Recent actions

action at school
something new
in your school

65
 Reflect about
your project Decide on the
kind of direct
Reflect with all action
the students in
the class

Base your project What change

on what you have can you enact on
studied this year community level?

Think outside
Decide on the of merely
topic the school
environment

Grade 7 Unit 6 66
 The Action
Once you have decided on your project, together with your classmates you should
brainstorm the following questions

What is the specific aim of the project?

How are you going to get it on the agenda of the

relevant decision makers?
How can you encourage the rest of your school to get
on board?
How are you going to encourage the public to make a
change for the better?
What kind of follow-up plans will help to really
maximise change?

Ideas for Action Project

1. Establish a student council:

While individual action is extremely important, establishing meaningful structures for collective decision-
making is also crucial in the context of this new programme. If your school does not have a formal student
body, the cohort of Grade 7 students that you are a part of could be ideally placed to take on this initiative. A
student council, comprising representatives from all grade levels, could be set up, with your Grade level taking
responsibility for the administration and management. The council could decide the parameters of its decision
making in collaboration with representatives from the teaching staff. Some of the areas for consideration
might include:

• What decisions should be delegated to the student body and what should remain in the domain of the staff?
• What social events or school reform might be needed?
• Could the student council organise whole-student body meetings or class debates to ensure that student
voices are heard on any issues of concern?
• Could students prepare for their future voting responsibilities as citizens by organising mock elections or
mock referenda on emerging issues of national or global importance?

2. Policy development:

Developing guidelines or quality standards can be a positive commitment to change at a whole-school

level. Grade 7 students could take charge of leading the school community in developing a new policy that
stakeholders feel might be needed in the context of their school. For example, if discussions indicated that a
policy around environmental protection or sustainable development is required, you could examine energy
usage or paper waste in the school, commit to participating in ‘Earth Hour’, a ‘Meatless Monday’, a litter
campaign or a local ‘spring clean’ initiative. You could look at whether purchases in the school are coming from
sustainable or ethical sources and introduce a Fair trade shop or purchasing policy. Alternatively for example, if

67
 you decided the school needed to develop an anti-racism policy you could set up consultative sub-committees
under the following headings, access and enrolment, programme work, staff professional development,
linguistic diversity, religious diversity, cultural diversity, and code of behaviour.

Showcase Event for Your Parents

Now that you have undertaken the project work, you will want to update your parents about your progress!
Along with the rest of your class you will plan a showcase event. Below are some ideas for organising a
showcase event for them:

1. Design:
• With your class and teacher, choose the space and venue for your showcase. (your classroom or the
school hall).
• Plan how you will design the space.
• You could represent the flags of all the countries of people in your class.
• You could design a ‘name wall’ where everyone writes their name.

2. Display:
• Ensure that everything that you have learned from the action project is visually represented.
• Include posters or other graphical representations of the work that you have done.
• Set up a self-running slideshow of photos that were taken during your action project.

3. Engagement:
• Prepare questionnaires.
• Prepare quizzes for parents to attempt.
• Conversation starter sentences to start dialogues.

4. Think:
• Define the best ways through which you can communicate the new knowledge you have acquired and the
skills you have developed as a result of this project.

Grade 7 Unit 6 68
 Other Ideas for Sharing Your Action Project

You may decide that you would like to share what you have learned through the action project in alternative
ways to the showcase event for parents. Below are some other suggestions:

• Share the main learning from your project in a school blog or newsletter.
• Summarise the main points of your project in a poster or infographic.
• Take part in a partnership event with a local school that has also completed a moral education action project.
• Contribute to a reflective journal or learning log.
• Use social media to share details of some of your project work, for example a class Twitter account or podcasts.

69
QUOTE
‘The great aim of education is not knowledge, but action’
Herbert Spencer

Grade 7 Unit 6 70
 Parents’
Guide
Grade 7

71
Unit 4 Human Needs

Unit 5 Digital Challenge

Grade 7 72
 Lettre to the Parents/ Guardians

Dear Parents/ Guardians,

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

73
Grade 7 Unit 4 74
Theme Character and Morality

Unit 4

Human Needs

Objectives of the Unit

The aim of this unit is to introduce students to the concepts of human needs and wants and their relation to human
dignity. It will also address how unmet basic needs can lead to violent behaviour and hence conflicts.

What actions can you take to defend human dignity?

75
Exploratory Questions
• What kinds of needs do people have?
• Why is it important to help people meet their needs?
• What is the connection between conflict and unmet needs?
• How can we show a commitment to helping other people?

Learning Outcomes:
• Name some basic human needs, and explain what they entail and why meeting such needs is important.
• Present arguments for or against violent conflict as a response to a lack of basic human needs.
• Demonstrate a commitment to the fundamental value of every human life.

Grade 7 Unit 4 76
 Home Activities
Activity 1:
– Discuss with your child how their needs and wants differ from your own. Develop the conversation further by
discussing how your family’s life would be different if it was a struggle to have your basic needs met.
– Help your child understand that many families struggle to make ends meet.
– Ask each member of the family to consider how they personally can economise so that the needs of the family
can be met. Examples include taking a bottle of water when you go out so that there is no need to purchase
drinks, making school lunches instead of going to the canteen, hanging your clothes up every evening so that
they don’t need to be washed so often, etc.
– The activity can be extended by having a discussion about the “wants” that could be provided if significant
savings were made.

Activity 2:
– Encourage your children to be confident expressing their own personal opinions.
– Highlight the importance of conveying their ideas in a way that expresses his needs, emotions, and opinions in a
way that does not ignore or hurt the needs, emotions, or opinions of others.
– To do this you should:
• Help your child identify his feelings
• Explain that the way you speak and the body language you use can influence the way in which others receive
your message. For example, pointing your finger at someone while speaking can alienate that person and the
message gets lost.
– Act out some role plays where you make requests of your child and vice versa. Use different body language and
tone and get your child to notice the link between positive communication and positive results.
– Extend the activity by discussing wider issues and enabling your child to see how an opinion when expressed
influences the way in which that opinion is interpreted.

77
Activity 3:
– There are several things that you and your family can do to help your child understand that helping others is
possible on an ongoing basis.
– Involve your child in choosing clothes, toys, and household items that are no longer in use. Together, as a family,
donate these items to a local charity.
– Encourage your child to help elderly neighbours or relatives who may be in need.
– Your family could have a charity jar in the living room. Encourage your child to regularly put some coins into the
jar. When it is full, the family can decide which charity should benefit from the money.

Grade 7 Unit 4 78
Theme The Individual and The Community

Unit 5

Digital Challenge

Objectives of the Unit

The aim of this unit is to introduce students to the world of social media, helping them to understand the positive and
negative aspects of this exciting resource. In addition to the many ways social media can enhance a user’s life, they
will learn about potential risks and dangers, including identity theft, bullying and misinformation.

What are the main positive and negative aspects of social media for
individuals, communities and cultures?

79
Exploratory Questions
• How can social media expand and enhance our lives?
• What are the negative aspects of social media that we need to be aware of?
• How trustworthy is online information?
• How can images and information be manipulated or altered to present different messages?
• How and why do people react to information online?

Learning Outcomes
• Know how to protect themselves on social media.
• Understand how digital media can be used maliciously for grooming, bullying and stalking.
• Talk about how websites can reflect the values and views of the providers.
• Talk about the risks of accepting online information at face value.
• Understand how images and text can be used or modified to present different messages.
• Explore how the way information is presented can elicit emotional as well as rational responses.

Grade 7 Unit 5 80
 Home Activities
Activity 1:
– Discuss social media, especially the safety aspects, with your child.
– Talk to your child about his online activity. Let your child know that you respect his privacy but you want to
make sure that he is safe. Explain the parental controls that you have put on your online service and the reasons
behind them.
– Make a “social media pact” with your child a contract that you can all sign. In exchange for allowing your child
access to social media, the agreement could state that:
• Personal information is never given out
• Privacy is protected by not posting photographs
• Being mean to someone online is just as unacceptable as it is face-to-face
• You will be informed if he is experiencing any harassing messages that others have posted
• Family rules regarding social media are observed

Activity 2:
– Discuss the use of online resources for school projects with your child. Highlight the importance of checking the
information you find online.
– Together with your child, do some online research about a place where you have all been or a local attraction
perhaps a favourite holiday destination or a local archaeological site. Access many different online sources to build
up a bank of information.
– Evaluate the accuracy of the information you gather. For example, do all the images you come across truly represent
the location or has there been any enhancement or misrepresentation?

81
Activity 3:
– Connect to a social media platform with your child and identify examples of bias, opinionated posts, propaganda,
campaigns and factual information. Discuss with your child.
– Work with your child. Look for examples of advertising, campaigning and bias in print media and on television.
– Most children get their news from their news feeds so it is essential that you teach them how to view stories
critically.
– With fake news on the rise, it is becoming harder to distinguish facts from fiction.
– Help your child evaluate their online reading by going online together and asking questions like:
• What is the source of the information?
• Is the information or news story aimed at a specific audience?
• Has the story been paid for by an individual or a specific organisation? Who benefits if you click on the story?
• Is the story believable or is is far-fetched?

Grade 7 Unit 5 82
 Glossary
Action: Something done by a person or a thing.

Basic Needs: The resources humans need for their well being.

Charity: Giving help of one’s free will, usually giving money to people
in need.

Conflict: Disagreement between two or more people or countries, or

internal struggle.

Cyberbullying: The use of technology to harass, threaten,embarrass,

or target another person.

Debate: A formal discussion on a certain matter, it usually ends

by voting.

Deny: Refuse to give something to someone, deprive someone of

his rights.

Dignity: The value of a person, that means they are deserving

of respect.

Emotional Response: A reaction triggered by emotions.

Equality: Treating people in such a way that the outcome for each
person can be the same.

Factual: Something that is based on or involves facts.

Global Community: When the people or nations of the world are seen
as being closely connected by modern telecommunications including
social media.

83
Grooming: The process in which an older person forms an
inappropriate emotional connection with a younger person.

Humanitarian: Something or someone who is trying to reduce

human suffering.

Influence: Having an effect on someone or something. It could also be

the effect itself.

Modification: The process in which something is changed or adapted.

Opinion: A belief or way of thinking about something.

Planning: Establishing the steps to carry out an action.

Rational Response: A reaction resulting from thinking and analyzing.

Refugee: A person who has been forced to leave their country or home
because of conflict or disaster.

Social Media: A platform or place where individuals and communities

share information and connect using computers. Smart phones,
tablets etc.

Social Media Protection: A mechanism or plan that can be followed

for effective security and shielding from possible risks associated
with using social media.

Stalking: The act of following or watching someone over time in a

manner that can be disturbing or threatening.

Survival: Continuing to live in spite of hardships.

84
 Unmonitored: Something that is not closely observed.

Virus: A code that can be transmitted to a device and corrupt all

its system.

Welfare: An overall state of happiness and contentment.

85
87
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