Moral Education
Grade 9
Third Semester
Teacher’s Guide
Pilot Edition
2017 - 2018
I
Ministry of Education - Call Centre
For Suggestions, Inquiries & Complaints
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04-2176855
ccc.moe@moe.gov.ae
www.moe.gov.ae
Trial Edition
2017- 2018
Copyrights reserved -Ministry of Education in the United Arab Emirates - Curriculum and Evaluation Sector
II
Moral Education
Engaging, Enlightening, Enabling and Empowering Global Citizens
“
”
‘A country’s greatest investment lies in building generations
of educated and knowledgeable youth.’… ‘To the young men
and women of the Emirates, the future is yours. You are those
who will determine your Country’s future’
Sheikh Zayed Bin Sultan Al Nahyan
“
‘Values are the foundation of a nations stability, and the spirit
of its laws. Without values a country has no security, stability
or continuity.’
“
‘The future belongs to those who can imagine it, design it and
execute it. It isn’t something you await, but rather create.’
“
”
HH. Sheikh Khalifa Bin Zayed Al Nahyan
”
HH. Sheikh Mohammed Bin Rashid Al Maktoum
‘Our children face major challenges, and it is our
responsibility to prepare and protect them. We should not sit
back and watch. We should race faster than light, to ensure
that future generations are well prepared to continue
achieving and progressing.’
”
HH. Sheikh Mohammed Bin Zayed Al Nahyan
IV
Moral Education
Moral education seeks to foster in students a set of universal values, which will enable
them to peacefully interact and connect with people from different cultural and social
groups who hold different and divergent views and perspectives. It seeks to empower
them to become active, responsible, local and global citizens. It enables them to develop
mutual understanding, respect for difference and empathy, in order to sustain our
cohesive, and prosperous society. Through dialogue and interaction, students are
provided with opportunities to explore different worldviews, to challenge one another’s
assumptions and attitudes and to develop the knowledge, skills and attitude necessary
to think critically, to make informed ethical decisions and to act on them in the interests
of their society.
Values of the Moral Education Course
V
Key Pillars of Learning
The Moral Education Course will be experienced by students as they work their way
through four key pillars of learning as they progress through the course. Each of the four
pillars is constructed around a series of Learning Outcomes.
Moral Education
VI
Character and
Morality (CM)
The Individual and
Community (IC)
Civic Studies
(CIS)
Cultural Studies
(CUS)
Teaching universal
ethical values,
such as fairness,
caring, honesty,
resilience,
tolerance and
respect.
The development
of moral thinking
for individuals as
active members of
their families,
social environment
and communities
at large.
Concentrating on
Emirati history,
trade, travel,
governance, as
well as global
citizenship.
Focusing on local
Emirati heritage,
archaeology, and
the importance of
preserving culture.
Key Skills
The Moral Education Course takes a holistic approach to teaching and learning. It focuses
on educating the Head (the cognitive domain - knowing), the Heart (the affective domain
- feeling) and the Hands (the pragmatic domain - doing), so that students are equipped
with an appropriate skill set to fully participate in a fast-changing world.
Deliberation
Care
Curiosity
Problem solving
Dealing with complexity
Research
Solidarity
Resilience
Managing oneself
Creativity
Adaptability
Teamwork
Working independently
Empathy
Critical thinking
Taking action
Enquiry
Critical reflection
Multiple perspectives
Imagination
Collaboration
Communication
Autonomy
Decision-making
Moral reasoning
Respect
Participation
Active listening
Anti-racism
VII
Values
Values are at the heart of moral education. They are essential to a person’s sense of self;
they operate as the personal benchmarks that guide our thoughts and actions. The
Moral Education aims to support students in identifying their personal goals and the
motivation behind them. Moral education explores many multi-faceted issues, including
trade, mental health and the distribution of resources. It also enables teachers and
learners to explore the ethical implications behind complex global issues, enabling them
to engage as members of the UAE and international community.
It is hoped that in working through the Moral Education curriculum, teachers and
students will become inspired and motivated by a commitment to the values of social
justice, human rights, care for the environment, empathy, respect for diversity and
global solidarity. The lessons of Moral Education course are founded on the principles of
solidarity, equality and inclusion, and support a process for teaching and learning which
explores how personal values are shaped and directed. This Moral Education course does
not impose values, but rather encourages students to explore ethical issues, and
develop an awareness on their individual values.
Teaching and Learning – A Pedagogical Approach
Group is important in encouraging students to be proactive and autonomous learners.
Throughout this moral education curriculum, there is a focus on inclusive group work,
and a student driven approach to teaching and learning in the classroom. Students are
encouraged to have open discussions, guided conversations, activities, and philosophical
debates. This is intended to take students through a process of awareness-raising and
critical thinking, which will allow them to consciously enact moral reasoning in their
everyday lives.
Action Projects
In the upper grades of the course students are encouraged and enabled to undertake
Action Projects, where students are actively involved in developing an issue or topic, which
arises in class, beyond the usual limits of textbooks and course materials. These Action
Projects encourage active and co-operative learning and the development and acquisition
of skills. They are part of the ‘Hands’ (pragmatic) domain of skills development.
VIII
Moral Education Course Education Resources
In order to teach the Moral Education course a suite of resources has been developed to
support the teaching and learning of all participants:
Unit
4
Moral Education
Governments, Authority and the Judiciary System in the UAE
Grade 9
Unit
Lesson 1
Lesson Objectives
Exploring the UAE
Constitution and
Understanding the
Government System
in the UAE
Learning Outcomes
•
•
• Copy of the UAE Constitution (for reference)
Learning Outcomes
• Describe the main features, principal bodies and
activities of government and the judiciary within
the UAE.
• Understand how the work of government
seeks to implement the principles expressed in
the constitution.
Stability
Citizen
Constitution
Suggested Answers
a. Respecting each other, listening to the teacher,
sharing in class, cleanliness, doing homework,
being polite and disciplined.
List some classroom rules.
Why do we have rules in the class?
c.
Who made those rules?
d.
Who enforces them?
e.
What happens if somebody breaks the rules?
Describe the main features, principal bodies
and activities of government and the judiciary
within the UAE.
Understand how the work of government
seeks to implement the principles expressed
in the Constitution.
2 Read about constitutions and then answer the following question.
Every society has certain standards which ensure that its members’ actions do not harm the society. There are
two types of standards: verbal and written standards. The verbal standards are not written down but are taken for
granted and handed over from generation to generation, they are rules and values of the society like customs and
traditions that people follow according to their culture. The written standards are those written down and are hard
to change or amend as it requires strict measurements and procedures.
In the UAE, and in any state, the main set of rules is called the constitution. It provides these rules that give rights
and duties to the citizens. And these rules are generally obeyed by everyone. A constitution also outlines the values,
goals and aims of the country.
a.
Compare verbal and written standards and give examples of both.
Security
Stability
Citizen
Constitution
a.
List some classroom rules.
b.
Why do we have rules in the class?
c.
Who made those rules?
d.
Who enforces them?
e.
What happens if somebody breaks the rules?
Abu Dhabi, UAE
b. To make sure there is order in the class and that
everyone is doing his duties and is treated fairly.
1 Answer the following questions and share your answers with the class.
b.
•
1 Answer the following questions and share your answers with the class.
Divide students into pairs. Ask them to answer the
questions in their books, then share their answers
with the class.
Vocabulary
Security
Learning Outcomes
•
Vocabulary
Activity 1 (10 minutes)
a.
Governments, Authority and the Judiciary System in the UAE
Exploring the UAE
Constitution and
Understanding the
Government System
in the UAE
Required Materials
Describe the main features, principal bodies
and activities of government and the judiciary
within the UAE.
Understand how the work of government
seeks to implement the principles expressed
in the Constitution.
4
Lesson 1
Understand the aims of the UAE constitution.
c.
The school council, the teacher, some rules are
made by the ministry.
d. The teacher, the principal, the prefect of the
class.
Unit 4 Lesson 1
3
4
e. A certain punishment or discipline is applied.
Explain to the students that we have rules in the
classroom, we have similar rules at home, and we
have more official rules for the whole country.
Deduct with the students that there is a framework for
creating rules, applying them and disciplining those
who do not abide by them.
On the country level, this framework is called
the constitution.
Model a definition on the board:
A constitution is a set of rules and laws that
determines the system of a country or state.
3
3
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Student Book
Teacher Guide
A book specifically for students with a range of
illustrations, images, texts and activities to engage
and support students in their learning.
The Teacher Guide takes teachers through the course,
highlighting key aspects of the lessons, suggestions
for questions and classroom activities, and specific
guidance on handling each lesson in the classroom.
Also included are suggestions for differentiation and
assessment for learning.
Lettre to the Parents/ Guardians
Dear Parents/ Guardians
Welcome to a new term, one that we hope will be fruitful and beneficial.
We have decided to teach Moral Education in order to facilitate the character development of our
students. We aim to introduce them to a set of individual and social values, which we hope they
will abide by. This will enable them to play an effective role in the community and create a bright
future on both personal and social levels.
Therefore, we hope you will contribute to our efforts by talking to your children and discussing
with them the topics and lessons of this course.
At the beginning of each unit, you will find a summary of its content and intended learning
outcomes. We hope you will read the summary and learning outcomes and work with your children
to complete one or more activities from the menu suggested in this unit, thus ensuring interaction
between the students and their family members.
73
Parent Guide
Digital Resources
Each unit of the course has a short guide for parents,
outlining the essential elements of the unit with
suggestions as to how parents can engage with the
course and their children.
Where appropriate, learners will have opportunities to
use digital technologies, such as eBooks and digital
objects, to support and extend their learning about
aspects of moral education across each unit of the
Moral Education course.
The Moral Education programme includes two volumes
IX
The Moral Education Course Cover and What It Symbolises
A design that evokes local culture, contemporary society and global citizenship
The cover draws inspiration from the flower
with five petals, which is prevalent throughout
the Sheikh Zayed Mosque, in Abu Dhabi.
The intersecting circles are a key element in
the pattern’s design. They serve to symbolise
union and connection, both at the national
and international levels and within the
community.
The intersections represent the complexity of
the relations between the different entities
living in an interdependent world as global
Inspired by the Sheikh Zayed
Grand Mosque, Abu Dhabi
citizens.
At the centre of the cover is a star. This guiding star is created out of infinite circles, and
represents the moral compass that we should all aspire to follow, just as the North Star
has guided travellers through the ages. At the same time the star symbolises the
individual in the middle of the complex structure that is society.
As the grades progress, the number of circles increases, symbolizing how, as students
progress, they develop more connections with contemporary society and international
communities.
The gradation of colour portrays the complexity of the 21st century living.
Books and their covers vary in size. Keeping to the concept of interconnected ideas
influencing one’s moral behaviour, the circular pattern derived from the mosque
matures into a more complex design reflecting how morality and character grow in
complexity as we age.
X
XI
Table of Contents
Unit 4
Moral Education
Civic Studies
Unit 4
Theme: Civic Studies
Governments, Authority
and the Judiciary System
in the UAE
Unit 4
Governments,
Authority and the
Judiciary System in
the UAE
Teacher’s Guide
Grade 9
Theme
(CIS5) Governments,
Authority and the
Judiciary System in the
UAE
Unit Objectives
The aim of this unit is to enable young people to
explore the different federal authorities in the UAE,
and how they work together to govern the emirates.
They will also explore the role of the judiciary and the
local government authorities.
Lesson 1
Exploring the UAE Constitution and Understanding
the Government System in the UAE
Lesson 2
The Federal System
Lesson 3
Federal Authorities of the UAE
Lesson 4
Law and Order in the UAE
Lesson 5
Local Governments Across the UAE
Exploratory Questions
What are the main features and activities of the five federal authorities
in the UAE?
These questions provide an overview of the concepts
that the students will learn throughout the lessons in
this unit.
What changes have occurred in the political system since the foundation of
the federation?
How do federal authorities apply the principles expressed in the constitution?
How do federal and local authorities work together to govern the
different emirates?
Unit Description
The concepts underpinning this unit are taught over
five lessons and are designed to answer the central
question.
How do the different federal authorities work together to govern the
UAE?
1
2
Central Question
Learning Outcomes
Each unit has a Central Question, around which all the lessons of the unit are
structured. Throughout the unit, students explore the concept of the Central Question.
1.
Describe the main features, principal bodies and activities of government and the
judiciary within the UAE.
2.
Understand how the work of government seeks to implement the principles
expressed in the constitution.
3.
Identify significant changes in the political system since the establishment of the
Federation.
4.
Discuss the relationship between the federal government of the UAE and the
local system of government with which they are most familiar.
1
MEd_TG_G09_U04_UO_EN.indd All Pages
1 Exploring the UAE Constitution and Understanding
the System Government in the UAE.������������������������������������������������������������������������������������������ P. 3
2 The Federal System ������������������������������������������������������������������������������������������������������������������������������������������������ P. 9
3 Federal Authorities of the UAE ������������������������������������������������������������������������������������������������������� P. 15
4 Law and Order in the UAE ������������������������������������������������������������������������������������������������������������������������� P. 21
5 Local Governments Across the UAE �������������������������������������������������������������������������������������� P. 27
XII
2
3/6/2018 9:57:20 AM
Unit 5
Moral Education
Civic Studies
Unit 5
Theme: Civic Studies
Being an Active Citizen
Unit 5
Being an Active Citizen
Teacher’s Guide
Grade 9
Theme
Exploratory Questions
How can we develop and apply the competencies required to be active
citizens?
These questions provide an overview of the concepts
that the students will learn throughout the lessons in
this unit.
How can we make a positive contribution to our communities and societies?
How can we positively demonstrate leadership and good teamwork?
(CIS7) Being an Active
Citizen
Unit Objectives
This unit focuses on civic engagement and its
methods. Students learn about civic and community
engagement, study the current reality in the United
Arab Emirates, and recognise the most prominent
faces and groups. In this context, students define their
role as good and active citizens in the community and
plan a project aimed at developing their competencies
in civic engagement, and how to promote and raise
awareness about it.
Lesson 1
Civic Engagement
Lesson 2
The Good Citizen
Lesson 3
The Good Citizens in my Country
Lesson 4
Developing my Competencies in Civic
Engagement (1)
Lesson 5
Developing my Competencies in Civic
Engagement (2)
What does it mean to be an active citizen?
Unit Description
The concepts underpinning this unit are taught over
five lessons and are designed to answer the central
question.
33
34
Central Question
Learning Outcomes
Each unit has a Central Question, around which all the lessons of the unit are
structured. Throughout the unit, students explore the concept of the Central Question.
1.
Demonstrate a willingness to develop and apply the competencies necessary for
effective civic engagement.
2.
Identify how to make a positive difference to the local community and wider
society.
3.
Demonstrate personal skills such as leadership and good teamwork.
33
MEd_TG_G09_U05_UO_EN.indd All Pages
34
3/6/2018 9:57:33 AM
1 Civic Engagement ���������������������������������������������������������������������������������������������������������������������������������������������������� P. 35
2 The Good Citizen ������������������������������������������������������������������������������������������������������������������������������������������������������ P. 41
3 The Good Citizens in my Country������������������������������������������������������������������������������������������������� P. 47
4 Developing my Competencies in Civic Engagement (1) ������������������� P. 53
5 Developing my Competencies in Civic Engagement (2) ������������������ P. 59
Unit 6
1 Moral Education in Action ������������������������������������������������������������������������������������������������������������������� P. 65
XIII
Moral Education
Grade 9
Theme
Civic Studies
Unit 4
Theme: Civic Studies
Governments, Authority
and the Judiciary System
in the UAE
Unit 4
(CIS5) Governments,
Authority and the
Judiciary System in the
UAE
Unit Objectives
The aim of this unit is to enable young people to
explore the different federal authorities in the UAE,
and how they work together to govern the emirates.
They will also explore the role of the judiciary and the
local government authorities.
Lesson 1
Exploring the UAE Constitution and Understanding
the Government System in the UAE
Lesson 2
The Federal System
Lesson 3
Federal Authorities of the UAE
Lesson 4
Law and Order in the UAE
Lesson 5
Local Governments Across the UAE
Unit Description
The concepts underpinning this unit are taught over
five lessons and are designed to answer the central
question.
How do the different federal authorities work together to govern the
UAE?
1
Central Question
Each unit has a Central Question, around which all the lessons of the unit are
structured. Throughout the unit, students explore the concept of the Central Question.
1
Teacher’s Guide
Exploratory Questions
What are the main features and activities of the five federal authorities
in the UAE?
These questions provide an overview of the concepts
that the students will learn throughout the lessons in
this unit.
What changes have occurred in the political system since the foundation of
the federation?
How do federal authorities apply the principles expressed in the constitution?
How do federal and local authorities work together to govern the
different emirates?
2
Learning Outcomes
1.
Describe the main features, principal bodies and activities of government and the
judiciary within the UAE.
2.
Understand how the work of government seeks to implement the principles
expressed in the constitution.
3.
Identify significant changes in the political system since the establishment of the
Federation.
4.
Discuss the relationship between the federal government of the UAE and the
local system of government with which they are most familiar.
2
Moral Education
Grade 9
Unit
Lesson Objectives
4
Governments, Authority and the Judiciary System in the UAE
Lesson 1
Understand the aims of the UAE constitution.
Exploring the UAE
Constitution and
Understanding the
Government System
in the UAE
Required Materials
• Copy of the UAE Constitution (for reference)
Learning Outcomes
• Describe the main features, principal bodies and
activities of government and the judiciary within
the UAE.
seeks to implement the principles expressed in
the constitution.
Divide students into pairs. Ask them to answer the
questions in their books, then share their answers
with the class.
Suggested Answers
a. Respecting each other, listening to the teacher,
sharing in class, cleanliness, doing homework,
being polite and disciplined.
b. To make sure there is order in the class and that
everyone is doing his duties and is treated fairly.
The school council, the teacher, some rules are
made by the ministry.
e. A certain punishment or discipline is applied.
Explain to the students that we have rules in the
classroom, we have similar rules at home, and we
have more official rules for the whole country.
Deduct with the students that there is a framework for
creating rules, applying them and disciplining those
who do not abide by them.
On the country level, this framework is called
the constitution.
Model a definition on the board:
A constitution is a set of rules and laws that
determines the system of a country or state.
3
•
Describe the main features, principal bodies
and activities of government and the judiciary
within the UAE.
Understand how the work of government
seeks to implement the principles expressed
in the Constitution.
Security
Stability
Citizen
Constitution
1 Answer the following questions and share your answers with the class.
Activity 1 (10 minutes)
d. The teacher, the principal, the prefect of the
class.
•
Vocabulary
• Understand how the work of government
c.
Learning Outcomes
3
a.
List some classroom rules.
b.
Why do we have rules in the class?
c.
Who made those rules?
d.
Who enforces them?
e.
What happens if somebody breaks the rules?
Teacher’s Guide
Security
2 Read about constitutions and then answer the following question.
Every society has certain standards which ensure that its members’ actions do not harm the society. There are
two types of standards: verbal and written standards. The verbal standards are not written down but are taken for
granted and handed over from generation to generation, they are rules and values of the society like customs and
traditions that people follow according to their culture. The written standards are those written down and are hard
to change or amend as it requires strict measurements and procedures.
Stability
Citizen
In the UAE, and in any state, the main set of rules is called the constitution. It provides these rules that give rights
and duties to the citizens. And these rules are generally obeyed by everyone. A constitution also outlines the values,
goals and aims of the country.
a.
Constitution
Compare verbal and written standards and give examples of both.
Being free from danger or
threat.
The state of being firm and
solid and unlikely to change
suddenly.
An inhabitant of a city or
town, or a legally recognised
member of a country.
A set of rules and laws that
determines the system of a
country or state.
Abu Dhabi, UAE
Unit 4
Lesson 1
4
Activity 2 (10 minutes)
Ask students to read the text about constitutions. Answer any questions.
Then ask them to answer the question in their books.
Suggested Answers
Both standards are rules to be followed. The verbal standards are rules from our
culture, they are the ethics and values that we abide by. While the written standards
are those written by the authorities of each state or country. They are both rules and
laws that have to be followed. And they both have consequences if not followed.
The verbal standards have social consequences while the written laws have legal
consequences.
Examples of:
Verbal standards are: respect, generosity, hospitality, care, etc..
Written standards are: do not steal, do not kill, be honest, etc..
4
Moral Education
Grade 9
Activity 3 (10 minutes)
3 Read about the UAE constitution and then, with your group, answer the questions below.
Ask the students to read the text, then divide them
into groups of three or four. Ask them to answer the
questions in the student book.
The United Arab Emirates is a constitutional federation established in December 1971.
A federation is a political body consisting of a union of partially self-governing states under a central government.
The political system in the UAE is based on the Constitution which demonstrates the main purpose of the
establishment of the federation and its objectives at the local and regional levels. It explains the main rules of
the political and constitutional organisation of the country. And it guarantees all UAE citizens equal rights and
opportunities, safety and security, and social justice.
The Constitution has 152 articles establishing the basis of the UAE and the rights of citizens in 10 areas.
Point out that the objectives of the UAE constitution
guide the governments of the seven emirates when
making decisions. Remember, the constitution should
be the basis of all government decisions. From the
objectives, it’s clear that the leaders of the emirates
should work closely together to ensure cooperation
among the seven emirates. By being so closely
united, the emirates can protect their citizens and
defend themselves against any external threats.
The constitution helps leaders find the delicate
balance between respecting the independence of
the individual emirates and ensuring the collective
security of the federation.
Here are some provisions regarding the federation, fundamental social and economic basis of the federation, and
some provisions regarding public freedom, rights and duties:
Article 1 of the Constitution provides that the United Arab Emirates is a federal, independent and sovereign state
consisting of the emirates of Abu Dhabi, Dubai, Sharjah, Ajman, Umm Al Quwain, Fujairah and Ras Al Khaimah.
Article 21 states that private property shall be protected.
Article 24 provides that the basis of the national economy is social justice.
Article 25 provides that all persons are equal before the law without discrimination between the citizens in regard to
race, nationality, religious belief or social status.
Article 26 provides that personal liberty is guaranteed to all citizens.
Article 28 provides that an accused shall be presumed innocent until proven guilty in a legal and fair trial.
Explain how the UAE is a constitutional federation.
b.
Deduct the aims of the UAE Constitution from what you have read above.
Article
Suggested Answers
a. The UAE is a federation because it consists of a
union of partially self-governing states under
a central government. Those states are the
seven emirates under the union of the UAE. It
is constitutional because it follows a certain
constitution.
1
21
24
25
26
b.
5
a.
28
Article
Aim
1
Unity
21
Safety and security
24
Social justice and equal
opportunities
25
Equality and tolerance
26
Public freedom
28
Rights and duties
5
Aim
Teacher’s Guide
Activity 4 (10 minutes)
4 Read about the UAE’s foreign policy and then, with your group, answer the
Ask the students to read the text. Have a discussion
about the points of strength of the UAE mainly being
supportive of its citizens and providing security,
equality and safety to them. Also discuss the foreign
policy of the UAE and how it supports other nations.
Then ask students to answer the questions.
questions below.
The UAE seeks to reinforce its position and consolidate its values of respect and appreciation with governments and
citizens across the world.
Parallel to its economic and military strength, the UAE’s long-term plan is to promote a strong coherent
international policy, build diplomatic relationships and introduce and influence the UAE’s culture, values, history,
knowledge and vision to all.
The following articles are part of the Constitution:
Article 2:
The Union shall exercise sovereignty in matters assigned to it in accordance with this Constitution over all territory
and territorial waters lying within the international boundaries of the member Emirates.
Article 8:
The citizens of the UAE shall have a single nationality specified by law and shall enjoy abroad the protection of the
Federal Government in accordance with the generally-accepted international principles. No citizen of the Union may
be deprived of his nationality nor may his nationality be withdrawn except in exceptional circumstances which shall
be defined by law.
Article 12:
The foreign policy of the UAE shall be directed towards supporting the Arab and Islamic causes and interests
and towards establishing closer friendship and co-operation with all the nations and peoples on the basis of the
principles of the charter of the United Nations Organization and international ideals.
a.
How does the Constitution aim to reinforce and consolidate the values of the UAE across
the world?
b.
Point out the objectives of sovereignty, security and stability from the text.
Suggested Answers
a. The Constitution aims at being in accordance
with international principles (Article 8). It also
says that the foreign policy of the UAE shall be
supportive of the Arab and Islamic causes. It
will establish good close relationships and be
cooperative with all the nations. The UAE shall
also be respective and abide by the principles of
the United Nations.
b. The UAE aims at the objective of sovereignty by
having the authority to govern itself. It clearly
states that it is the only ruler on its territories
(land and water). The single nationality for all
and the protection of the Federal Government
to its citizens along with its strong coherent
international policy provide them with safety
and stability.
Unit 4
Lesson 1
6
6
Moral Education
Grade 9
Activity 5 (10 minutes)
5 With your group, create a constitution for your class. Use the following steps:
Divide the class into four groups. Assign a task to each
group as listed in the Student Book.
Then join all the answers to create a constitution for
the class.
Suggested Answers
Group 1
• A clean class
Group
Task
1
Come up with the aims and goals:
1.
2.
3.
4.
Think of who will benefit from this Group:
1.
2.
3.
4.
Write the responsibilities and the duties for each student:
1.
2.
3.
4.
List the rules that should be followed:
1.
2.
3.
4.
2
• Understand lessons
• Be active
• Be compassionate
Group 2
• All students
3
• The teacher
• Parents
• The school
4
Group 3
• Be a clean student
• Listen to the teacher
• Do homework
• Help other students
Group 4
• Do not litter
• Be attentive
• No bullying
• No cheating
7
7
Teacher’s Guide
Activity 6 (10 minutes)
6 Read the following quote from Sheik Zayed bin Sultan Al Nahyan (May God have mercy
Remind students that the UAE uses a federal system
of government. Read out the quote from Sheik Zayed
bin Sultan Al Nahyan.
upon his soul) and answer the question below.
"Our experiment in federation, in the first instance, arose from a desire to increase the ties that bind us, as well as
from the conviction of everyone that they were part of one family, and that they must gather under one leadership."
a.
Analyse what Sheikh Zayed meant by ‘the ties that bind us’?
Ask students to consider the question. After five
minutes, ask them to share their answers with
the class.
Facilitate a short discussion.
Suggested Answer
Explain that the federal system enabled the UAE to
preserve the shared Islamic culture of the region while
enabling each emirate to develop its own identity.
Key Skills (Head, Heart, Hands)
• Research
• Teamwork
• Communication
• Critical thinking and deliberation
Sheik Zayed bin Sultan Al Nahyan
Unit 4
Lesson 1
8
8
Moral Education
Grade 9
Unit
Lesson Objectives
4
Governments, Authority and the Judiciary System in the UAE
Lesson 2
Outline the five federal authorities in the UAE.
Learning Outcomes
The Federal System
•
Required Materials
• Various printed images relating to the authorities
• Blank poster cards (suggested size is A3 and
Describe the principal bodies, main features,
and activities of government and the
judiciary within the UAE.
colour card would work best; however, white
poster card would also work)
• Colouring materials including pencils, crayons
Vocabulary
and/or markers
• Glue
• Scissors
• Copy of the UAE Constitution (for reference)
Decrees
Promulgate
Ratifying
1 Look at the image and then complete the question that follows.
Learning Outcomes
• Describe the main features, principal bodies, and
activities of government and the judiciary within
the UAE.
Family Collaboration
a.
Are they all doing the same job? Describe the job of each member of this family.
9
Activity 1 (5 minutes)
Ask students to look at the image of the family in the student book. Point out that the
family members cannot all do the same job. Each one has something to do and the
tasks are divided among them.
a. Ask students if this is the case in the government. Make sure they understand
that the jobs of the government are divided among the people in it; each has
certain authorities and responsibilities. Give examples such as:
The president represents all the country.
The minister for education takes care of schools and universities.
The police make sure the country is safe.
9
Teacher’s Guide
2 Read about the three branches of the government, then answer the question that follows.
Decrees
Authorities in a federal government have three different responsibilities. The constitution structures these
responsibilities into branches: The legislative, the executive and the judiciary.
The legislative is made up of a group of people who have the power to make new laws or alter existing ones,
including the constitution itself. They write laws and issue regulation according to needs.
The executive has the responsibility to apply the rules which the legislative defines. They implement, support and
enforce the rules made by the legislative authority.
The judiciary executes justice in the state, and makes sure that all the laws are obeyed by the citizens.
It is the legal branch of the government that hears cases of dispute and crime and gives verdicts.
Promulgate
Ratifying
An official order that has the
force of law.
Put a law or decree
into effect by official
proclamation.
Signing or giving formal
consent to a treaty, contract,
or agreement, making it
officially valid.
Constitutional
structure
Legislative
a.
Executive
Judiciary
Who represents the legislative, executive and judiciary sections in the cases that your teacher
will read out.
Unit 4
Lesson 2
10
Activity 2 (15 minutes)
Explain the three sections of the institutions of the state. Ask students questions like:
who makes the rules (the legislative), who enforces them (the executive) and who
disciplines those who do not abide by them (the judiciary).
Now read out some hypothetical cases and ask the students to identify who would
represent the legislative, executive and judiciary in each situation.
Choose the cases according to your class. Start with simple cases that are close to the
students’ daily life, then introduce more general cases.
Suggested Cases
The Case
Discipline in the
classroom
Feeding time
for animals in
the zoo
Preserving trees
Legislative
School
committee
Executive
The teacher
Judiciary
School
principal
Animal experts
Workers at
the zoo
The manager of
the zoo
The
government
Ministry of
Environment
Police/ judges
10
Moral Education
Grade 9
Activity 3 (10 minutes)
3 Read about the federal authorities of the UAE and then complete the activity.
Read the opening sentence then divide the class into
five groups. Ask each group to read about one of the
authorities. Answer any questions.
The Constitution outlines the federal authorities that run the country. Each of them has its responsibilities in
governance. In Article 45, the authorities consist of the following:
1. The Federal Supreme Council: It draws up general policies and approves various federal legislations. It consists of
the rulers of the seven emirates.
Stress the responsibilities of the three branches of
government. Emphasise that all three branches are
essential to the running of government.
2. The UAE President: The president is the head of the state, the supreme commander of the armed forces and the
chairman of the supreme council and the supreme petroleum council.
3. The Federal Council of Ministers: It executes all internal and external affairs of the federation as written in the
UAE Constitution and the federal laws.
The legislative branch makes, or legislates, the laws.
4. The Federal National Council: It is the consultative council, the parliamentary body of the UAE. Its main function is
passing, amending or rejecting federal draft laws.
The judiciary interprets, or judges the laws to make
sure they are in line with the constitution.
5. The Federal Judiciary: In cases of conflict, it determines which laws and policies are constitutional, or allowable,
and which are not.
a.
The executive applies, or executes the laws and
ensures that they are followed.
AUTHORITY
This ensures that the constitution is adhered to.
The judiciary is making sure that the government is
passing laws that are constitutional. And the executive
is making sure that citizens are following these laws.
This way, both government and citizens are playing
a role in ensuring that the constitution is being
followed. Explain to the students that the Federal
Supreme Council is both an executive and legislative
branch of government.
1. The Federal
Supreme Council
2. The UAE President
3. The Federal Council
of Ministers
4. The Federal
National Council
5. The Federal Judiciary
Ask students to complete the activity in the
student book.
Suggested Answers
AUTHORITY EXECUTIVE LEGISLATIVE JUDICIARY
1. The Federal
Supreme
Council.
2. The UAE
President
and Vice
President.
3. The
Federal
Council of
Ministers.
4. The
Federal
National
Council.
5. The
Federal
Judiciary.
11
Complete the following table by using a star symbol to identify the branch an authority
falls under.
11
EXECUTIVE
LEGISLATIVE
JUDICIARY
Teacher’s Guide
Differentiated Learning
4 Who are the federal authorities? Read the following then answer the questions.
For Beginners
Students will make a poster detailing the members
of the Federal National Council. They should include
the emirate the member represents and the role that
they play within the council. Images of members can
be sourced from the internet and/or newspapers
and magazines.
1. The Federal Supreme Council:
Consists of the rulers of all the emirates composing the
federation, or of their substitutes in the event of their
absence or incapacity to attend.
2. The UAE President and his deputy:
The Federal Supreme Council elects from among its
members a president and a vice president for a five-year
term according to the Gregorian calendar, and may be reelected for the same office.
3. The Federal Council of Ministers:
This is a good activity as groups can be formed by
a mix of beginners and advanced students. Thus
students can learn from one another.
Consists of:
· The Prime Minister
· Two Deputy Prime Ministers
· The Ministers of the UAE
· An active General Secretariat composed of a number of
employees to assist it in the conduct of its work.
The President appoints the Prime Minister, the Deputy
Prime Minister and the Ministers.
4. The Federal National Council:
Consists of fourty members. Twenty members elected by
the citizens and twenty nominated by the rulers of the
emirates. The number of seats assigned to each emirate is
proportionate to its population as follows:
· Abu Dhabi - 8 seats
· Dubai - 8 seats
· Sharjah - 6 seats
· Ajman - 4 seats
· Umm Al Quwain - 4 seats
· Ras Al Khaimah - 6 seats
· Fujairah - 4 seats
5. The Federal Judiciary:
For Advanced Students
Students will create a venn diagram to compare and
contrast the roles and responsibilities of the President,
the Prime Minister, and the Ministers.
Federal National Council
The legal structure in the UAE is composed of two systems:
· The Federal Judiciary presided over by the Federal Supreme Court as the highest judicial authority.
· The local judicial departments at the local government (Emirate) level.
The Supreme Court maintains five judges appointed by the President of the UAE, after an approval by the Federal
Supreme Council.
a.
Why is the Federal Supreme Council the first on the list of authorities?
b.
Deduce why the national council includes members from all the emirates.
c.
Analyse reasons behind the way that judges are appointed to the federal judiciary.
Unit 4
Lesson 2
12
Activity 4 (15 minutes)
Ask students to read the text. Have a discussion about each part of it explaining who
is included and how they are appointed or elected. Then ask the students to complete
the questions.
Suggested Answers
a. It is the first on the list because it is the most important. That is because it
consists of the highest authority in each emirate, which is the ruler.
b. Since the government system of the UAE is a federal one, then it has to include
members from all the states/ emirates.
c.
The Federal Judiciary is a key authority. It makes sure the law is implemented and
it secures fairness in the country. For this reason, it is the president who appoints
the judges and all the rulers of the seven emirates approve his decision.
12
Moral Education
Grade 9
Activity 5 (10 minutes)
5 With your group, create an infographic that includes the five authorities of the Federal
Divide students into groups. Ask them to draw an
infographic showing the five authorities of the Federal
Government of the UAE.
Government of the UAE.
Make sure to include:
The name of the authority.
Who they are.
What they do.
How they are appointed or elected.
Hang the poster in the classroom.
Help students divide their design into five categories.
Then allow them to mark each function in a different
colour. For example:
The name of the authority: in violet
Who they are: in blue
What do they do: in green
How they are appointed or elected: in yellow
When the students finish their posters, hang them on
the classroom wall.
13
13
Teacher’s Guide
Suggested Answers
6 Authorities and Responsibilities
The table below lists the five federal authorities and five responsibilities. Link the correct responsibility to the
corresponding authority.
The Federal Supreme Council
Examining the annual general budget, draft law and the
draft law of the final accounts.
2
The UAE President
Interrogation of ministers and senior federal officials on
the basis of a request by the Federal Supreme Council.
3
The Federal Council of Ministers
Approve the various federal laws prior to their issuance.
4
The Federal National Council
Supervising the implementation of laws, decrees,
decisions and regulations at the federal and local level.
5
The Federal Judiciary
Appoint the Prime Minister and accept his resignation.
1
1. The Federal
Supreme
Council.
4. Examining the Annual General Budget
draft law and the draft law of the final
accounts.
2. The UAE
President and
Vice President.
5. Interrogation of ministers and senior
federal officials on the basis of a request
by the Federal Supreme Council.
3. The Federal
Council of
Ministers.
1. Approve the various federal laws prior
to their issuance.
4. The Federal
National
Council.
3. Supervising the implementation of
laws, decrees, decisions and regulations
at the federal and local level.
5. The Federal
Judiciary.
2. Appoint the Prime Minister and
accept his resignation.
The correct answers for the above are
Authority
Responsibility
1
3
2
5
3
4
4
1
5
2
i.e. The Federal Supreme Council - Approve the various
federal laws prior to their issuance.
Unit 4
Lesson 2
14
Activity 6 (5 minutes)
Wrap up the lesson by reminding students that each authority has responsibility for
different aspects of the UAE government.
Ask students to read the table in the student book. Address any questions they raise.
Ask students to match the authorities with the responsibilities. After three minutes,
prompt students to share their answers with the class.
14
Moral Education
Grade 9
Unit
Lesson Objectives
4
Governments, Authority and the Judiciary System in the UAE
Lesson 3
Explore in detail the workings of the five federal
authorities in the UAE.
Learning Outcomes
Federal Authorities
of the UAE
Required Materials
•
•
• Copy of the UAE Constitution for reference
•
Learning Outcomes
• Describe the main features, principal bodies, and
Vocabulary
activities of government and the judiciary within
the UAE.
Reform
• Identify significant changes in the political system
The Federal Supreme Council is the highest legislative and executive authority. It draws up general policies
and approves various federal legislations.
Activity 1 (10 minutes)
Remind students that the Federal Supreme Council is
the highest legislative and executive authority. Check
that students know what ‘legislative’ and ‘executive’
mean. Explain that legislative refers to deciding
and drawing up rules, and ‘executive’ refers to
implementing, or carrying out, the rules. The Federal
Supreme Council draws up general policies and
approves various federal legislations. It consists of the
rulers of the seven emirates.
Divide the class into pairs. Ask students to discuss the
two questions in the student book.
Suggested Answers
a. The President of the UAE chairs, or leads, the
Supreme Council meetings. Check that students
know who the President is. (Sheikh Khalifa bin
Zayed Al Nayhan, the ruler of Abu Dhabi).
b. The meetings are usually informal and discuss
issues that are of common concern to all the
emirates. These would include the federal
budget, international relations or ratifying
federal laws.
Emphasise the Supreme Council, as its name
suggests, is the supreme executive authority and is
the first of the five federal authorities in the UAE.
15
Democracy
1 Research and answer the following questions
since the establishment of the Federation.
Draw students’ attention to the Key fact. Explain that
the Supreme Council meets four times a year, and the
rulers of each of the seven emirates attend. If a ruler is
unable to attend, he sends a representative
in his place.
Describe the main features, principal
bodies, and activities of government and the
judiciary within the UAE.
Identify significant changes in the political
system since the establishment of the
Federation.
Understand how the work of government
seeks to implement the principles expressed
in the constitution.
a.
Who leads the Supreme Council meetings?
b.
List three possible discussions or topics that might be discussed in a Supreme Council meeting.
Federal Supreme Council
KEY FACT
The Federal Supreme Council meets four times a year.
15
Ask students why, do they think, it is important that the rulers of all seven emirates are
on the Supreme Council. Explain that because the rulers of all seven emirates attend
the meetings, each emirate has a voice on the Supreme Council. This helps to ensure
that the Supreme Council represents all the citizens of the UAE.
Teacher’s Guide
2 Read the text Vision 2021 then complete the task that follows.
Reform
In 2010, the Vice-President and Prime Minister of the UAE launched the UAE Vision 2021. This initiative aims to
make the UAE one of the best countries in the world by the
Golden Jubilee of the Union (2021). Inspired by the principles
of the UAE’s founding fathers, the Vision is guided by the
National Work Programme launched by His Highness Sheikh
Khalifa bin Zayed Al Nahyan, the President of the UAE. The
Prime Minister’s Office plays a major role in coordinating and
supporting the UAE Vision 2021 activities and programmes.
Democracy
This UAE Vision 2021 aims at empowering both the country
and citizens by reinforcing the national identity, the spirit of
confidence, and the sense of responsibility, building stable
families and a coherent society that is based on authentic
Islamic and Arab values; strengthening security, integration and balanced development, building a diversified
knowledgeable economy that will be powered by the best competencies to ensure long-term prosperity for the
UAE; developing high quality educational and health systems, and maintaining a sustainable environment that
ensures prosperity for future generations.
a.
A change or improvement,
especially in the area of
government or politics.
A system of government
where citizens vote to elect
representatives.
• Developing high-quality education (engaging with
children; incorporating latest teaching methods
from around the world, as appropriate; taking
advantage of technology, especially smart and
mobile technology)
Choose one aim of the UAE Vision 2021 and think of two ways the government could promote
that aim.
• Maintaining sustainable environment (making
citizens environmentally aware; rewarding
sustainable energy schemes; holding
competitions for sustainability ideas)
Remind students that the constitution captures the
values and beliefs of the UAE and guides leaders on
how to apply them. The Vision 2021 initiative aims to
raise the profile of these values and get all citizens
thinking about how they apply them in their daily
lives. Government is not some abstract function in a
faraway city; it is a way of life that can be applied a the
national, local and individual levels.
Differentiated Learning
Unit 4
Lesson 3
16
Activity 2 (10 minutes)
Explain that the Vision 2021 is an example of an exciting initiative that was announced
by the prime minister. It is an initiative that some students may already be familiar
with. (Check students’ familiarity with the initiative.)
For Beginners
Students choose one aim and look for ways to
promote it.
For Advanced Students
Students choose three aims and rank them in order of
importance. They give a reason for their ranking and
explain how these aims could be applied.
Invite a student to read out the extract to the class.
Then ask students to suggest aims and how these could be accomplished. What would
they do if they were involved in implementing the Vision 2021. Encourage students to
‘think big’ and come up with creative ideas.
Suggested Answers
Reinforcing national identity (celebrations of culture; further education about
history and heritage; field trips to historical sites)
•
• Strengthening security (raising awareness of security issues; raising profile of
security services; carrying out ‘mock’ drills)
16
Moral Education
Grade 9
Activity 3 (10 minutes)
3 The President and the Federal Supreme Council work very closely together. However,
Remind students that the President is the head of the
Supreme Council and signs and issues its laws.
they each have their own responsibilities.
Who is responsible for the following tasks (the President or the Supreme Council)?
Emphasise that although the President and the
Supreme Council work closely together; they do have
separate responsibilities.
Ask students to examine the seven responsibilities
listed in the student book, and then identify who is
responsible for which.
Suggested Answers
a. Federal Supreme Council
Appointing the Prime Minister
c.
Approving Federal laws
d.
Dismissing Federal judges when necessary
e.
Appointing diplomatic representatives to other countries
f.
Ratifying treaties
g.
Granting pardons
To help you write this paragraph, here are some possible questions to answer:
Federal Supreme Council
d. Federal Supreme Council
e. President
f.
Establishing public policies for all issues related to the federation
b.
Taking these responsibilities into account, write a short paragraph discussing the relationship between the
Federal Supreme Council and the President of the UAE.
b. President
c.
a.
Federal Supreme Council
h.
What type of relationship do they have?
i.
Is this relationship important? Why?
j.
What is the significance about their relationship to a federal system of government like
the UAE?
g. President
Ask students to think about these different
responsibilities and then write a short paragraph
about the role of the President and his relationship
with the Supreme Council. Direct their attention to the
three questions in the student book.
After 5 minutes, invite students to share their answers
with the class.
Suggested Answers
h. The President is elected from the Supreme
Council and is its head. The President can be one
of the leaders of the seven emirates.
i.
j.
Because the President is elected by the Supreme
Council, there is a close and effective working
relationship between the two.
The role of the President is important in a federal
system because the President is also a leader of
one of the emirates. This strengthens the bonds
between the individual emirates and the federal
office of the President.
Emphasise that the President is elected by the leaders
of the emirates, so each emirate has a say in who the
President will be. In this way, the President reflects
the will of the emirates, which in turn reflect the will
of their citizens. The President also acts as the voice
of the Supreme Council and, in turn, the voice of the
UAE. Although the current President is the leader of
Abu Dhabi, he also represents and inspires
all UAE citizens.
17
Sheikh Khalifa Ben Zayed Al Nahyan, President of the UAE
17
Differentiated Learning
For Beginners
Some students may find it difficult to write a lengthy paragraph detailing the
relationship between the president and the federal supreme council. Instead students
can answer the questions and regular questions and for further differentiation –
answer some but not all questions.
For Advanced Students
Challenge students to prepare an additional question to answer and include in
the paragraph.
Teacher’s Guide
Suggested Answers
National brainstorming sessions
The Prime Minster is the head of the cabinet, or Council of Ministers. The current (2018)
4 Prime Minister of the UAE is H.H. Sheikh Mohammed bin Rashid Al Maktoum.
•
• UAE National Agenda
• UAE Government Strategy Plan
• Government Creativity Lab
• UAE Flag Day
• Smart Learning Program
• Mobile Government
• UAE Pioneers Award
• Green Growth Strategy
Sheikh Mohammed bin Rashid Al Maktoum, Prime
Minister of the UAE
Differentiated Learning
a.
Do you know of any other titles he holds?
b.
What do these titles indicate about the role of the Prime Minister?
c.
Identify one achievement or initiative (apart from Vision 2021) of the current Prime Minister.
For Beginners and Advanced Students
Allow students to work in pairs or groups when
exploring the initiatives of the Prime Minister. Perhaps
one student could identify an initiative and another
student could explain the impact of that initiative and
outline why it is important.
Share this achievement or initiative with your class.
Unit 4
Lesson 3
18
Activity 4 (10 minutes)
Remind students that the Prime Minster is the head of the cabinet, or Council of
Ministers. He is appointed by the President and the Supreme Council.
Give students 2 minutes to answer the first two questions in the student book. Prompt
them to share their answers.
Explain that the current Prime Minister of the UAE is H.H. Sheikh Mohammed bin
Rashid Al Maktoum. He is also:
• Vice President
• Ruler of Dubai
• Minister of Defence
Next, direct students’ attention to the final task and ask them to identify one
achievement. After 3 minutes, prompt students to share answers with class.
18
Moral Education
Grade 9
Activity 5 (10 minutes)
Discuss with the students the cabinet and the
ministries. Remind them that the cabinet is part of
the legislative authority. They implement and enforce
the laws. Ask them to think of 5 ministries and their
responsibilities. Then you can research with them
the names of the current ministers in charge of each
ministry.
The cabinet, or Council of Ministers, is appointed and supervised by the President and
5 Supreme Council.
With your group, list 5 federal ministries, what are their main responsibilities, and the current ministers in
charge.
The ministry
Main responsibilities
Ministry of
Defence
Defend the country’s borders,
protect the people and reconcile
external and internal threats in
solidarity and cooperation with
other ministries and government
institutions.
Ministry of
Finance
manage and develop the federal
government financial resources.
Ministry of
Education
Develop an innovative Education
System for a knowledge and global
competitive society, that includes all
age groups.
Ministry
of Human
Resources
and
Emiratisation
(Labour)
To regulate the labour market,
through legislation, policy making,
enforcement and partnerships, to
promote the participation of UAE
nationals in employment, and attract
and retain international talent.
Ministry of
Interior
To enhance the quality of life in the
UAE community, through delivery of
safety and security services.
Ministry of
Health &
Prevention
To enhance community health by
providing comprehensive, innovative,
and fair healthcare services as
per international standards, and
performing its role as a regulator and
supervisor of the healthcare sector.
Ministry
of Foreign
Affairs
Promote the strategic political
and economic interests of the
UAE through effective diplomacy
to support security, stability and
sustainable development, and
deliver excellence in services and
care for citizens abroad.
Achieve national economy’s
development and competitiveness.
Prepare for an environment that
encourages the practice of economic
businesses.
To provide a justice judicial system
through judicial, justice and
creative services to improve pioneer
legislation that ensures the role of
law and the production of rights and
liberties.
Striving towards integrated
management For Environment
Ecosystem and Natural resources
to realize Green Economy for the
present and future generations.
19
Current minister
1
Suggested Answers
The ministry
Main responsibilities
2
Current
minister
3
4
5
19
Differentiated Learning
For Beginners
Provide Students with the answers on a separate piece of paper, jumbled up.
For Advanced Students
Ask students to think of a third responsibility for each minister.
Teacher’s Guide
c.
6 Changes in government
Every now and then, there could be a change in government. This change can entail a change of ministers or the
creation of new ministries. As an example, the ministries of Tolerance, Happinness, the Future, Youth, and Climate
Change have been introduced in February 2016.
With a partner, discuss why changes to government occur and why new ministries are created.
Some questions to consider:
a.
What are the typical ministries in a government?
b.
What are the benefits that new ministries bring to a government?
c.
How can governments reflect the current concerns of their citizens?
Emphasise that although the functions and
workings of government have been laid out
in the constitution, each new government can
implement reforms and initiatives to ensure that
the government is addressing current issues that
reflect the concerns of the citizens. The addition
of a Minister for Climate, for example, reflects
growing concerns about the impact of climate
change on the environment, the economy, and
the daily lives of the UAE citizens. The addition of
a Minister for Tolerance reflects that reality that
the UAE has become a multi-cultural society, and
people sometimes need guidance on how best to
interact with and learn from other cultures, while
also promoting and respecting the UAE culture.
In this way, the government evolves with society,
and also guides society through changes.
Key Skills ( Head, Heart, Hands)
• Research
• Critical thinking
• Communication
• Creativity
Student thinking
Unit 4
Lesson 3
20
Activity 6 (10 minutes)
Explain that in 2016, the Prime Minister announced a new government. Read the
introduction to the activity.
Divide the class into pairs. Prompt students to consider the three questions in the
student book.
After 5 minutes, ask students to share their answers.
Suggested Answers
a. The new ministries will address pressing current social issues, such as mental
health, diversity, youth health and well-being, and climate threats.
b. Having ministers dedicated to these issues will help ensure that they are dealt
with in a focused manner. However, having too many ministers could make
government more cumbersome and less agile.
20
Moral Education
Grade 9
Unit
Lesson Objectives
Law and Order in
The UAE
Required Materials
Describe the main features, principal bodies, and
activities of government and the judiciary within
the UAE.
Understand how the work of government seeks
to implement the principles expressed in the
constitution.
Discuss the relationship between the federal
government of the UAE and the local system of
government with which they are most familiar.
Vocabulary
Jurisdiction
Litigation
Amendments
1 The judicial structure in the UAE.
• Laptop/iPad/phone(research)
• White tack - sticky reusable adhesive putty
• Blank paper
• Research resources: online, books, journals,
In this lesson, you will work with different groups to create information stations about different aspects of the
judicial system of the UAE.
An information station allows groups to work together to create an area of expertise that can be shared with the
class. Knowledge can be shared with informative displays including text and images. The main thing is to be as
creative as you can be, making engaging stations for your classmates.
newspapers, print outs, photocopies and so on
• Copy of the UAE constitution for reference
The first activity focuses on the judicial structure in the UAE.
The UAE is a federation. So the UAE legal system is governed by the UAE Federal Constitution. Under the
Constitution, each emirate is allowed to either establish its own judiciary or to merge with the federal court system.
As a result, there is a combination of federal and local (or emirate) courts in the UAE with parallel jurisdictions,
depending on which system the individual Emirate has chosen.
The judicial systems of most of the Emirates have merged into the UAE
Federal Judicial Authority. However, Abu Dhabi, Dubai, and Ras AlKhaimah have retained their own distinct and self-governing local judicial
systems.
This means that essentially there are four judicial authorities in the UAE.
Learning Outcomes
• Describe the main features, principal bodies, and
activities of government and the judiciary within
the UAE.
• Understand how the work of government seeks
21
•
•
(provided by teacher.)
government of the UAE and the local system of
government with which they are most familiar.
Learning Outcomes
•
• Large A1 heavy card/cardboard
• Colourful poster paper
• Colouring markers
• Scissors
• Glue sticks
• Images related to the judicial structure of the UAE
• Discuss the relationship between the federal
Authority and the
Governments,
Authority
Judiciary
andSystem
The Judiciary
in the UAE
System in The UAE
Lesson 4
Examine how the principles of law and order are
implemented in the UAE.
to implement the principles expressed in the
constitution.
44
21
Teacher’s Guide
2 The UAE Federal Court System.
The UAE federal system is divided into courts of first instance (trial court), courts of appeal and the court
of cassation (Supreme Court).
Court of First Instance, (federal and local) has the jurisdiction to hear all civil, commercial, administrative, labour
and personal status lawsuits. Its jurisdiction includes examining statement of claims, authentication of documents,
all urgent matters related to disputes among the people and safeguarding their rights.
Court of Appeal, (federal and local) entitles the litigant affected by the Court of First Instance to appeal his or her
case before a higher court.
Only the convicted may appeal the court judgement. Thus, appeal is not possible to anyone who accepts the first
ruling.
The time limit to challenge a ruling starts from the day following its issuance, unless the law provides otherwise.
The time limit for appeal is 30 days unless otherwise provided by the law, and 10 days in urgent cases. The failure to
observe the time limits of appeal in the judgements results in the loss of the right of appeal.
Jurisdiction
The right or power to impose
laws and punish those who
don’t follow them.
Litigation
A lawsuit or a court case.
Amendments
Changes to an existing law.
Activity 1 (20 minutes)
Federal Supreme Court (at the federal level) and the Court of Cassation at the local level of the emirates which have
independent judicial departments, is the higher judicial body with power to try cases contested by the Court of
Appeals. It supervises the interpretation of laws and its proper enforcement.
At this court, litigants may appeal only on points of law, such as violation of law or on incorrect application or
interpretation. The appeal must be filed within 60 days of the judgment of the Court of Appeal. All decisions of
Court of Cassation are final and binding and are not subject to appeal.
Explain that the first activity will focus on the judicial
structure in the UAE.
For this activity, the group needs to:
• Create a large heading to display on the station.
• Pick out key information (two or three points)
from the student book to include.
• Define the Key word: Jurisdiction. (“The right or
power to impose laws and punish those who
don’t follow them.”)
• State the judicial authority you live in.
List the four judicial authorities in the UAE: • Abu
Dhabi • Dubai • Ras Al Khaimah • The Federal judicial
authority covering Sharjah, Fujairah, Umm al-Quwain
and Ajman .
Unit 4
Lesson 4
22
Prompt students to read the text in the student book
and do any further research necessary to complete
the task.
Activity 2 (20 minutes)
Explain that the second activity will focus on the
federal court system.
For this activity, the group needs to:
• Create a large heading to display on the station.
• State three courts and outline each one.
• Create a drawing or diagram that makes the
hierarchy of the three courts clear.
• Define the key word: litigation. (“A lawsuit or a
court case.”)
Prompt students to read the text in the student book
and do any further research necessary to complete
the task.
22
Moral Education
Grade 9
Activity 3 (20 minutes)
3 The role of Sharia laws in the UAE’s courts.
Explain that the third activity will focus on the mixed
legal system in the UAE.
The UAE’s Sharia courts have the exclusive jurisdiction to hear family disputes, including matters of divorce,
inheritance, child custody, child abuse and guardianship of minors.
For this activity, the group needs to:
• Create a large heading to display on the station.
• Outline the two legal systems used within
Usually, the judges of Sharia courts are trained in Islamic Jurisprudence and Law. In addition, the UAE’s courts may
rely on principles of Islamic jurisprudence in the construction and interpretation of the UAE laws.
the UAE.
• Include key information from book.
• Research other dual legal system around
the world.
• Research the reasons and or benefits of dual
legal system.
Sharia
Prompt students to read the text in the student book
and do any further research necessary to complete
the task.
Civil law
Differentiated Learning
For Beginners
Assign students a country that has a dual legal system
to research. For example, China, Cyprus, India, Japan,
Scotland or Sudan.
For Advanced Students
Students can research a country that has a mixed legal
system. (More than two legal systems). They should
compare and contrast the legal systems.
23
23
Teacher’s Guide
Activity 4 (20 minutes)
Explain that the fourth activity will focus on the
deployment of smart technology in the UAE judicial
system.
4 The smart transformation of the judicial system.
In order to speed up the cases before courts, the Ministry of Justice had, as of May 2015, transformed 95 per cent of
its services into electronic services.
For this activity, the group needs to:
• Create a large heading to display on the station.
• Outline how online technology is transforming
Some of these services include search of status of a case, which allows people to view the hearing schedule online.
In addition, it has engines for searching lawyers, eNotary public, eFiling and case calculator.
The Case Management System (CMS) helps people to file documents electronically, reduces delays in civil court
cases and improves efficiency by making information more accessible to all parties.
the judicial system.
• Include a “Did you know?” fact. (For example,
In addition, the Ministry of Justice launched the legislations ePortal (in Arabic and English).
how many online transactions were made in
2016? Research latest figures.)
In 2016, 613,102 legal transactions were done online.
Local judicial departments have also adopted eServices.
Prompt students to read the text in the student book
and do any further research necessary to complete
the task.
Unit 4
Lesson 4
24
24
Moral Education
Grade 9
Activity 5 (20 minutes)
5 The Ministry of Justice.
Explain that the fifth activity will focus on the UAE
Ministry of Justice.
At the federal level, the Ministry of Justice oversees courts and prosecution departments across the UAE. It
appoints judges and licenses lawyers, experts and legal translators. It proposes and implements amendments to
the rules of procedure for civil and criminal litigation as would serve the interests of justice.
For this activity, the group needs to:
• Determine the role of the Ministry of Justice.
• Outline the key word: amendment. (“A change to
According to Article 6 of Federal Law No. 1 of 1972 on the Jurisdictions of the Ministries and the Competences of the
Ministers, its jurisdiction involves regulating and supervising the administrative and financial affairs of the federal
courts, preparing draft laws related to the Federal Judiciary, the federal public prosecution, general amnesty from
the judgements issued by the federal courts. It also peruses the studies, fatwas and all other legal affairs required
by the work needs in different federal ministries, and prepares major draft legislations related to the different laws.
an existing law.”)
• Find out who the current Minister of Justice is
and other relevant people are and display them.
• Include a “Did you know?” fact: What was the
most recent amendment proposed by the
Ministry of Justice?
Prompt students to read the text in the student book
and do any further research necessary to complete
the task.
25
25
Teacher’s Guide
Key Skills (Head, Heart, Hands)
6 Visit the information centers that your class have created and learn about the different
• Research
• Communication
• Listening
• Teamwork
aspects of the judicial system in the UAE.
Unit 4
Lesson 4
26
26
Moral Education
Grade 9
Unit
Lesson Objectives
4
Governments, Authority and the Judiciary System in the UAE
Lesson 5
Explore the role of local government in the running of
the individual emirates.
Learning Outcomes
Local Governments
Across the UAE
Required Materials
•
•
• Copy of the UAE constitution for reference.
• Access to https://government.ae/en/resources/
mgovernment-apps.
Vocabulary
Autonomy
Learning Outcomes
• Understand how the work of government seeks
Local governments have jurisdiction in all matters not assigned to the exclusive
1 jurisdiction of the Federal Government.
to implement the principles expressed in the
Constitution
Each local government has an Executive Council in
addition to a number of autonomous agencies with
clearly specified powers.
• Discuss the relationship between the federal
government of the UAE and the local system of
government with which they are most familiar
Research the executive council of the Emirate in
which you live.
a.
Activity 1 (10 minutes)
(It is advisable that you have completed your own
research on the emirate you are currently teaching in.)
After 5 minutes, ask students to share their answers.
Answers will vary, depending on the emirate that
students are living in. Ensure that students exhibit
a good understanding of the role of the local
executive council and its importance in promoting
the values and beliefs of the UAE constitution and
the UAE federation. Emphasise that each emirate
has its own cultural identity, as well as being part of
the wider Emirati culture. Having local executives
also gives citizens a greater sense of belonging as
they can see that they have a ‘local voice’ within the
Federation. This gives them an element of control
over local affairs, enabling them to create their own
unique identity within the overall UAE structure.
Whilst they are still under the jurisdiction of the
Federal Government, they still retain an element of
independence.
27
What is the purpose of the
executive council?
Record your findings in your copybook and
reference where you found the information.
Explain that while the Supreme Council is responsible
for most aspects of government, each emirate is also
responsible for its own local government.
Read the introduction to activity and address any
questions that students ask. Then prompt them
to answer the question in the student book. Make
sure suitable reference materials (online, books,
magazines, journals, photocopies and so on) are
available to the students.
Understand how the work of go vernment
seeks to implement the principles expressed
in the Constitution.
Discuss the relationship between the federal
government of the UAE and the local system
of government with which they are most
familiar.
27
Differentiated Learning
Students in need of differentiation could be provided with sample questions, the
teacher would like to be answered.
Example of questions can include:
• Who leads the executive council?
• When do they hold meetings?
• What does the executive council want to achieve?
For Beginners
Students research their own emirate’s executive council. Some could research the
purpose and objectives of the council, and other could research its responsibilities.
For Advanced Students
For higher differentiation, ask students to research another emirate’s executive council
and outline similarities and differences. Also, compare and contrast the role of the
local executive council and the role of the Federal Government.
Teacher’s Guide
2
Before the Federation was established in 1971, each emirate had its own
governing institutions.
Autonomy
Under the UAE Constitution, there are certain matters that fall under the legislative and executive jurisdiction of the
Federal government. Since 1971, the UAE has sought to strengthen the federal institutions. However, each emirate
retains substantial autonomy.
Suggested Answers
It’s important for emirates to retain some
autonomy because they are best placed to
address local issues. This also helps retain the
local character of each emirate. They can keep
this local character while also ensuring that
the UAE has a cohesive, unified identity as a
federation. After all, being part of a federation
gives each emirate an element of security and
protection that it mightn’t have on its own.
•
Article 122 of the Constitution states that the emirates shall have jurisdiction in all matters not assigned to the
exclusive jurisdiction of the Federation in accordance with the provisions of Articles 120 and 121.
Article (122)
The Emirates shall have jurisdiction in all the matters not conferred exclusively upon the federal authorities as
provided in the two preceding articles.
Discuss the following with your partner:
a.
The quality or state of being
self-governing.
What are the advantages of giving each emirate a level of autonomy?
If pairs are struggling, you can prompt them with
some questions:
• What issues might a local government be better
able to deal with?
• How can each emirate contribute to the security
of the federation?
Differentiated Learning
With group work it is advised to pair up students
of varying abilities. This will give students the
opportunity to share strengths and weakness but
ultimately to learn from one another.
Unit 4
Lesson 5
28
One student could identify advantages of each
emirate having autonomy, and the other student
could challenge him to dig deeper and explore those
advantages in detail. The aim is for the students
to challenge each other so they both develop
greater understanding.
Activity 2 (10 minutes)
Explain that although the UAE is a federation of emirates, each emirate has a certain
amount of autonomy. Check that students understand the word ‘autonomy.’
Explain that autonomy is the quality or state of being self-governing.
Explain that this lesson focuses on the relationship between federal and local
Governments. The constitution establishes this relationship. Both the federal and the
local governments have a duty to uphold the principles in the UAE constitution.
Ask a student to read out the introduction to the activity. Address any questions
that arise.
Divide the class into pairs. Ask students to consider the question in the student book.
After 5 minutes, ask students to share their answers with the class.
28
Moral Education
Grade 9
Activity 3 (10 minutes)
3 Article 120 from the UAE constitution outlines the matters in which the UAE has
Explain that Article 120 from the UAE constitution
outlines the matters for federal government
jurisdiction.
jurisdiction over.
Ask students to carefully read the text of the article.
Then prompt them to address the question in the
student book.
Suggested Answers
Ensure that students have a good understanding
of why some matters fall under the control of the
federal government and some are controlled by
local governments. For example, by controlling
foreign affairs, the federal government can
ensure that the UAE presents a strong and united
voice on the international stages. By looking
after education the federal government ensures
that the same values and ideas are taught
throughout the UAE. And by maintained control
of electricity, the federal government can ensure
that all UAE citizens have equal access to the
necessary resources.
•
Read the article and then consider the question that follows.
Article (120)
The UAE has exclusive legislative and executive jurisdiction in the many matters. These include foreign affairs,
defence, and matters pertaining to security, order, and government in the permanent capital city of the UAE.
The federal government also looks after federal finances, taxes, and federal public loans. And it has jurisdiction over
many aspects of communications, including post, telephone, and wireless services, as well as roads and paving, and
air control.
In addition, the federal government has jurisdiction over education, public health and medical services, and utilities,
such as electricity services. And it looks after passports, and issues relating to residence and immigration.
Imagine you work for the federal government. A citizen has asked you about the role of federal authority in the
UAE. Write a short letter back to the citizen, explaining why it is so important that the federal government retain
jurisdiction over some aspects of UAE government.
Differentiated Learning
For Beginners
Give students a list of possible answers. However, ask
students to explain the matter and or state why the
matter is important or why it might be left under the
jurisdiction of local government.
For Advanced Students
Ask students to: discover recent initiatives, news,
changes etc. from local government around the
authority or agencies they have researched.
29
29
Teacher’s Guide
Differentiated Learning
4 Read the text Local Governments and Authorities then answer the question that follows.
Teachers can give resources such as the ones
mentioned above to help students that need more
guidance. Or they could suggest some federal
departments in the assigned emirate and ask students
to research them.
The local governments of the seven emirates differ in size and mechanisms, depending on factors such as
population, area and degree of development. In each emirate, there is an executive council and different agencies.
However, there are also various departments that reflect the federal ministries that are based within emirates that
are linked to the executive council and the ruler of
the Emirate.
With your group:
a.
For Advanced Students
Can you find out if there are any initiative or programmes that the local government in your
assigned emirate has implemented recently?
Students could research the same information but
for a different Emirate. They could then compare and
contrast how each emirate interacts with the federal
government.
If students don’t have access to the internet, students
could answer an additional question:
• Can you describe the relationship between the
executive council and federal government?
Reiterate that local autonomy does not weaken
the strength of the federation. On the contrary, by
allowing local authorities and agencies to deal with
local matters, the federal government frees itself up
to deal with other matters, in particular international
relations and issues that affect all of the emirates. In
addition, by having federal agencies in each emirate,
the government can ensure that there is good
communication between local and federal offices.
Unit 4
Lesson 5
30
Activity 4 (10 minutes)
Explain that local governments comprise an executive council and a number of
agencies.
Ask a student to read out the introduction to the activity. Address any questions that
students raise.
Divide the class into seven groups. Assign an emirate to each group. Direct each group
to the question in the student book.
Allow 5 minutes for the groups to discuss the question. Ensure the students have
access to the necessary research material (online, print outs, photocopies, books and
so on).
Ask each group to share its answer with the class.
30
Moral Education
Grade 9
Activity 5 (10 minutes)
5 Read this article about the evolution of traditional government then discuss
Explain that although the UAE government is
constantly evolving, some traditional forms of
government still have a role to play, both in federal
and local government today.
the question that follows.
Ask a student to read out the article about the Majlis.
Then facilitate a discussion about the Smart Majlis.
Ask students to say whether they think the Smart
Majlis is a good idea, and to give a reason for their
answer.
Draw a table with Yes and No columns on the board,
and write students reasons in the relevant column.
Emphasise how local traditions have adjusted to
rapid change over the last century. Point out that the
UAE constitution aims to preserve the values and the
traditions of the region. However, as times change,
the ways these traditions are applied evolve. And
emerging technologies makes it possible to apply
traditional values on new platforms. So the application
of the values can change, but the values themselves
remain timeless and intact.
The relationship between the federal and local governments is laid down in the Constitution. However, both federal
and local governments also evolve pragmatically with emerging technologies. An example of this is the Smart
Majilis, a modern twist on the traditional Majilis.
The traditional Majlis is a forum where rulers and their senior family members hold open discussions with their
people, be they common, merchants or the elite.
In recent years, the majlis has adapted and changed in relation to growing populations and rapid development of
the federal and local government. Most recently, a bright and innovative initiative was launched in 2015.
Sheikh Mohammed Bin Rashid himself announced the
introduction of Smart Majlis, a newly developed platform
that gives everyone the opportunity to participate in the
development of a new future for Dubai and the UAE.
Write students’ suggestions for other smart
technology uses on the board. This will provide a basis
for the activity that follows. Explore ways that the
internet, social media, mobile technology, and location
technology could be used.
Differentiated Learning
Providing differentiation for this activity could again
involve students working together in pairs or groups.
Perhaps weaker students could voice their opinion,
and then stronger students could ask them questions
to challenge their opinion (in a constructive way) and
encourage them to explore the issue deeper.
Another option would be to open the floor to students
after reading the text aloud.
31
31
a.
Do you think the launch of Smart Majlis is a
good idea? Why?
b.
Can you think of any other ways that smart
technology could be used by local or federal
authorities to get citizens more engaged and
active?
Teacher’s Guide
• An app with handy contact details of local
6 There are multiple government apps that can help you find important information.
representatives.
• An app that lists and maps all cultural and
You can find apps that help you discover more about ministries departments, local authorities, laws, transport and
so on.
political sites in the UAE with details about
exhibits and so on, and suggested activities.
Explore the following link and discover helpful apps that you can use and are based in your emirate:
https://government.ae/en/resources/mgovernment-apps
• An app that helps you promote your emirate,
using photos, stories, videos and so on.
Ministry of Education
MOCCAE
• An app that helps you contact local UAE
MOJ mJustice (UAE)
representatives when you’re travelling abroad.
After 5 minutes, ask students to share their app ideas
with the class.
Ministry of Foreign
MOHRE UAE
As a homework assignment, you could ask students to
develop the app idea further, and come up with a logo
for it and sketch a home page for it.
Ministry of Economy
a.
Choose one app that helps you discover more about the local government of the Emirate you
live in. Do you think this app is useful?
b.
Can you think of an idea for another app? Can you think of the next great idea to help you and
other become a more informed citizen? Get creative!
Unit 4
Lesson 5
Key Skills ( Head, Heart, Hands)
• Managing Information
• Research
• Communication
• Creativity
• Critical thinking
32
Activity 6 (10 minutes)
Explain that government continues to evolve with the times, and this had led to the
development of a number of government apps that enable citizens to find important
information.
Direct students to the link to the government apps web page. Point out that from this
link, students can access emirate-specific apps.
Allow students to explore the apps for 2 minutes. Then ask them the first question.
Next, prompt students to think of an idea for a new app. What would be its purpose?
What about its name?
Suggested Answers
• An app that gives a daily motivational quote based on the values captured in the
UAE constitution. User can then suggest ways to apply that in their daily lives.
• A fun quiz app (with rewards and so on) that tests users’ knowledge of UAE
politics and government.
32
Moral Education
Grade 9
Theme
Civic Studies
Unit 5
Theme: Civic Studies
Being an Active Citizen
Unit 5
(CIS7) Being an Active
Citizen
Unit Objectives
This unit focuses on civic engagement and its
methods. Students learn about civic and community
engagement, study the current reality in the United
Arab Emirates, and recognise the most prominent
faces and groups. In this context, students define their
role as good and active citizens in the community and
plan a project aimed at developing their competencies
in civic engagement, and how to promote and raise
awareness about it.
Lesson 1
Civic Engagement
Lesson 2
The Good Citizen
Lesson 3
The Good Citizens in my Country
Lesson 4
Developing my Competencies in Civic
Engagement (1)
Lesson 5
Developing my Competencies in Civic
Engagement (2)
What does it mean to be an active citizen?
Unit Description
The concepts underpinning this unit are taught over
five lessons and are designed to answer the central
question.
33
Central Question
Each unit has a Central Question, around which all the lessons of the unit are
structured. Throughout the unit, students explore the concept of the Central Question.
33
Teacher’s Guide
Exploratory Questions
How can we develop and apply the competencies required to be active
citizens?
These questions provide an overview of the concepts
that the students will learn throughout the lessons in
this unit.
How can we make a positive contribution to our communities and societies?
How can we positively demonstrate leadership and good teamwork?
34
Learning Outcomes
1.
Demonstrate a willingness to develop and apply the competencies necessary for
effective civic engagement.
2.
Identify how to make a positive difference to the local community and wider
society.
3.
Demonstrate personal skills such as leadership and good teamwork.
34
Moral Education
Grade 9
Unit
Lesson Objectives
5
Being an Active Citizen
Lesson 1
In this lesson, students will be introduced to the
concept of civic engagement. In particular, they
will learn about the skills and qualities required for
effective civic engagement.
Learning Outcomes
Civic Engagement
•
Demonstrate a willingness to develop and
apply the competencies necessary for
effective civic engagement.
Required Materials
• Definitions of Active Citizen and Civic Engagement
• Pictures of different activities an Active Citizen
Vocabulary
can do for the community
• Quotation from His Highness Sheikh Mohamed
Active citizen
Civic engagement
Well-being
Civic duties
Bin Zayed Al Nahyan
Civic responsibilities
• Ranking Ladder template
• Traffic Light Cards (AFL Strategy)
1 Let’s think about civic engagement and what it means to be an active citizen.
First consider the definitions.
Learning Outcomes
• Civic engagement means working to make a positive
difference in the civic life of our communities and
developing knowledge, skills, values and motivation
to make that difference. It means promoting the
quality of life in a community, through both political
and non-political processes
• Active citizen: a person who is actively involved
in his or her community on a local, national or
global level.
• Demonstrate a willingness to develop and apply
the competencies necessary for effective civic
engagement.
Activity 1 (5 minutes)
Read the introduction and definitions to introduce the
concepts of civic engagement and active citizens.
Pay attention to buzz words and phrases such as
positive difference; promoting the quality of life; and
working together to make a positive difference.
These phrases highlight the importance of being
involved. Allow students time to discuss what they
think they mean.
Next, draw students’ attention to the two questions.
First ask them to quickly write down some ideas or
thoughts in answer to these questions. This is the
‘Think’ part of the task.
Now ask them to compare their answers to those of
the person next to them. This is the ‘Pair’ part of
the task.
Finally, arrange students in groups of four to discuss
what they have come up with. This is the ‘Share’ part
of the task.
If there is time remaining, each group can take it in
turns to share its conclusions with the class.
35
35
a.
What sort of things would an active
citizen do in a community?
b.
What sort of things could someone do to
demonstrate civic engagement?
Teacher’s Guide
2 Read the text below and answer the questions that follow.
Promoting Civic Engagement in the UAE
Civic engagement is crucial to building and
strengthening a sense of identity and attachment
to the nation. In a diverse and colourful society
such as that of UAE, encouraging civic engagement
can strengthen the bond between the various
communities and contribute to the growth of the city.
In Europe, the US and some other western societies,
civil society is strong. Many individuals take an active
role in their respected communities and see value in
volunteering.
Here in the UAE, there is great potential to benefit
from civic engagement, and people from all age
groups can participate. For children, partaking in civic engagement activities can provide them with an opportunity
to learn more about the UAE. Volunteering can also contribute to their healthy growth, instil confidence and develop
their leadership skills. Volunteer activities could include a trip by a children’s choir to a nursery; kids painting pottery
items that are donated to a cancer organisation or baking and selling cupcakes with all profits donated to a
local charity.
As for young adults, civic engagement will provide them with the opportunity to interact and diversify their views
beyond the boundaries of a defined, traditional education. It will also help them build confidence and better prepare
them to face the ‘real world’. Students can volunteer to work with the disabled, or at an art museum, or help a
non-profit organisation with its marketing.
Society can also greatly benefit from senior citizens’ experience. At the same time, older adults can pursue strength,
structure, purpose, affiliation and growth as well as add meaning to their lives through civic engagement. Older
adults can volunteer at a library, teach a local or foreign language, or help school children with art projects.
a.
Do you agree that civic engagement can build attachment to the nation? How?
b.
In what way can participating in civic engagement activities provide young people in the UAE
with an opportunity to learn more about the UAE?
c.
How can volunteering "contribute to young people’s healthy growth, instil confidence and
develop their leadership skills"?
Active citizen
A person who is actively
involved in his or her
community on a local,
national or global level.
Civic engagement
Individual and collective
actions designed to identify
and address issues of public
concern; involves citizens
working together to make
a positive difference in the
community.
Well-being
The state of being content, in
good health and fulfilled.
Civic duties
Responsibilities or actions
that citizens are required by
law to perform.
Civic
responsibilities
Duties or actions that citizens
should perform out of moral
duty or social responsibility,
but are not required by law
to do.
c.
THINK!
Do you personally know anyone who plays an active role in their community or volunteers? What do they do?
Unit 5
Lesson 1
Volunteering gives young people the opportunity
to take on responsibilities, confront challenges
and work in unfamiliar areas. They grow in
confidence, gain experience and develop
leadership skills from this, which contributes to
their positive development.
36
Activity 2 (20 minutes)
Read the text Promoting Civic Engagement in the UAE aloud. Then ask the questions
in the student book.
Suggested Answers
a. If someone is actively involved in their society through civic engagement, which
could include working with others to improve it and contribute to it, they feel
more connected to that society and more a part of it. They will also feel a bond
and connection with the other people they are working with, who may be from
other communities within the society. This fosters stronger attachment to the
nation.
b. When young people participate in civic engagement activities, they often have
the opportunity to work or be involved in areas or sectors that they would not
otherwise encounter. This introduces them to aspects of the UAE’s society or
culture that they wouldn’t have ever known about. From this, they learn more
about the UAE.
36
Moral Education
Grade 9
Activity 3 (5 minutes)
3 Why Civic Engagement Matters?
Remind students that civic engagement involves
citizens working together, either individually or
as a group, to make a positive difference in their
community.
How clean would a community be if residents and
businesses didn’t take proper care of their rubbish?
How safe would a community be if people didn’t obey
laws or report crime?
Some communities show a higher level of civil
engagement than others. And in those communities
where everyone is involved in defining and
implementing public services and amenities, there is
greater civic pride and responsibility. This in turn leads
to stronger community wellbeing.
It was in the 1980s that non-profit organisation
the National Civic League coined the phrase ‘civic
infrastructure’ and created an index to describe and
measure the essential elements of community in
which everyone has a role in decision-making and
public problem-solving. The civic league has worked to
support civil engagement in American communities for
120 years. It believes that, through civic engagement,
the many parts of a community — government,
business, residents, non-profit agencies, and others
— can work together to address public needs and
desires. Whether it’s economic development, safety,
health, environmental quality or other matters, civic
leadership and community partnerships can lead to
lasting solutions that represent the values and desires
of each part of the community.
Great communities have at their core strong and inclusive civic engagement that makes the most of the ideas and
talents of all members of the community to ensure the common good and create lasting health and prosperity.
Then read the text aloud, checking for understanding.
Ask a student to read the list of examples.
This list contains simple ways that an active citizen can
get involved in their community and is an opportunity
to start a discussion in the classroom.
Divide students into pairs. Ask them to work with their
partner to rank the actions in order of importance
from 1 to 5.
There are no right or wrong answers. The objective
is for students to realise that every one of these
actions is an opportunity to make a difference in the
community and therefore they are all important.
Nonetheless, encourage students to consider why
they are ranking one action over another by asking
them to think about the consequences if the action
was not done.
Look at the list of things that an active citizen could do to contribute to their community. Rank them from 1 to 5
in order of importance.
Rank
Examples
Clean up litter
Obey the speed limit
Help elderly neighbours
Always recycle
Volunteering
37
37
Teacher’s Guide
4 Read the text below and answer the questions that follow.
Activity 4 (10 minutes)
Read the introduction aloud. Ask students if they
know what it means to be socially conscious. (A sense
of responsibility or concern for the problems and
injustices of society).
Civic engagement is an umbrella term used to describe the activities which promote the bridging of
communities with socially conscious thought and action. The following are examples of civil engagement.
Volunteerism
People over the world engage in volunteerism for a great variety of reasons: to help to eliminate poverty and to
improve basic health and education, to tackle environmental issues, to reduce the risk of disasters or to combat
social exclusion and violent conflict. In all of these fields, volunteerism makes a specific contribution by generating
well-being for people and their communities.
Volunteers are motivated by values like those of justice, equality and freedom. A society which supports and
encourages different forms of volunteering is likely to be a society which also promotes the well-being of
its citizens.
Community Service
Community service refers to doing something
beneficial to the community. There are many people
associated with different aspects of community
development. People full of philanthropic feelings
are those who work hard for the betterment of the
community regardless of race, customs and traditions.
Any nation equipped with the feelings of community
development and working to help the weak and less
privileged communities to improve their standard of
living is actually preparing itself for a healthier and
happy community structure.
Enviromentalism
National
Service
Ask volunteers to read the text out loud to the class.
Check for understanding. Now divide students into
pairs. Tell them that they are to roleplay the following
scenario: You and your friend both want to benefit
from civic engagement. You are very passionate
about the environment. Convince your friend that
environmentalism is the best way for you both
to be involved.
Volunteerism
Try to pair a beginner student with an advanced
student. Walk around the room to ensure students are
engaged in the task.
Community
Service
National Service
National service is a system of either compulsory or voluntary government service, usually military service.
Voluntary enrollments at the Peace Corps are also known as national service. Many young people spend one or
more years in such programmes.
In 20 14, National Service became mandatory for Emiratis. Emirati men who have finished secondary school or aged
between 18-30 will have to serve a year, while those who have not will serve two years. The service is optional for
women, who may be trained for nine months, regardless of their education, according to the law.
Environmentalism
Environmentalism can be described as a social movement focused on the welfare of the environment.
Environmentalism seeks to protect and conserve the elements of earth’s ecosystem, including water, air, land,
animals, and plants, along with entire habitats such as rainforests, deserts and oceans. Environmentalism works
to correct the damage already caused as well as prevent future destruction, creating numerous environmental
groups around the world. Even with the combinations of legislation and improved corporate behavior, nonprofit
organisations still play a significant role in achieving environmental goals.
Unit 5
Lesson 1
38
38
Moral Education
Grade 9
Role play the following scenario.
You and your friend both want to benefit from civic engagement. You are very passionate about the
environment. Convince your friend that environmentalism is the best way for you both to be involved.
Activity 5 (15 minutes)
Read the text in the student book aloud. Arrange the
class into small groups of 3-4 students.
5 Read the text below and answer the questions that follow.
Ask students to talk within their groups about groups
they know that are involved in civic engagement,
focusing, in particular, on what they have done for
their communities.
There are many different types of organisations involved in civic engagement. Some of these organisations
have a mix of paid and volunteer staff, like most charities. Other organisations are much more loosely defined,
like community groups, and can be composed entirely of volunteers.
Try to mix the groups to encourage effective
differentiation. This enables students to encourage
and help one another, while also asking one another
questions.
Some of the examples of organisations in the voluntary sector include the following:
Charities and Foundations
A charity is an organisation set up to help society in some way – whether it’s helping certain groups nationally or
internationally, promoting arts or sport, or helping the environment or animals. A charity’s aims have to fall into
categories which the law says are charitable – such as the prevention or relief of poverty, or the advancement of the
arts, culture, heritage or science.
It has to be established exclusively for what is known as public benefit. That means its only purpose must be
charitable. Most importantly, all the money charities raise has to go back towards achieving their aims. A charity
can’t have owners or shareholders who benefit from it.
Charities have to state what their charitable objectives are in order to be registered with the Charity Commission,
and then explain how they are meeting them in their annual reports, which are publicly available.
Social Welfare Organisations
A social welfare organisation is an nonprofit organisation operated exclusively for the promotion of social welfare;
and local associations of employees whose earnings are devoted to charitable, educational, or recreational
purposes. Example of social welfare organisation: the Environmental Protection Agency (EPA).
Advocacy Groups
Advocacy groups use various forms of advocacy in order to influence public opinion and/or policy. They have
played and continue to play an important part in the development of political and social systems. An example of an
advocacy group is the World Wildlife Fund.
Think of a group you know that is involved in civic engagement. What have they done to promote civic
engagement? Who benefitted from their actions?
39
39
Teacher’s Guide
6 Complete the following activity.
Activity 6 (5 minutes)
Read the text in the student book aloud. Arrange the
class into small groups of 3-4 students.
Think of active citizens that you know. Who are they and what have they done to promote civic engagement?
Who benefitted from their actions ? What led them to become active in the community?
Ask students to talk within their groups about active
citizens they are familiar with, focusing, in particular,
on what they have done for their communities.
Tell your group about the active citizens you know.
Try to mix the groups to encourage effective
differentiation. This enables students to encourage
and help one another, while also asking one
another questions.
Unit 5
Lesson 1
40
40
Moral Education
Grade 9
Unit
Lesson Objectives
5
Being an Active Citizen
Lesson 2
In this lesson, students will learn about the concept
of the good citizen. In particular, they will learn what
it means to be a good citizen and how someone
becomes a good citizen.
Learning Outcomes
The Good Citizen
•
•
Required Materials
• Special paper or carton for posters
Demonstrate a willingness to develop and
apply the competencies necessary for
effective civic engagement.
Identify how they can make a positive
difference to the local community and wider
society in which they live.
Vocabulary
Learning Outcomes
• Demonstrate a willingness to develop and apply
the competencies necessary for effective civic
engagement.
Character
Community
Good citizen
Resourceful
1 Write a short answer to each of these questions. Discuss your answers with your partner.
Then share them with the class.
• Identify how they can make a positive difference
to the local community and wider society in
which they live.
Good citizens are active in their communities. You are part of a very special community: your school community. This
is where civic engagement begins.
Activity 1 (10 minutes)
Remind students of a previously provided definition of
Good Citizen.
Read the introduction and the questions. Instruct
students to write a short answer in the space provided
to each question.
Then put students into pairs. Instruct them to discuss
their answers with their partners.
Finally, ask each pair to give their answers to one
or two questions (depending on how much time is
available).
QUESTIONS
41
41
MY ANSWERS
Who is part of your school community?
Students, teachers, teaching assistants, administrative staff,
maintenance staff and students' parents.
What do you do to contribute to this community?
I treat everyone - and the school itself - with respect. I try to be
friendly and polite at all times. I also get involved in activities
and try to make a positive contribution to improve things.
Why is it important to be involved?
Things only improve when we work together to improve them.
That's why it's important for everyone to get involved and
participate.
What can you do to promote change in your school?
By making sure that I always treat others with respect,
politeness and friendliness, I am contributing to a positive
atmosphere within the school. I can also promote change by
suggesting improvements and sharing ideas, and supporting
other people's suggestions for improvement.
Teacher’s Guide
QUESTIONS
Character
MY ANSWERS
Who is part of your school community?
Community
What do you do to contribute to this
community?
Good citizen
Why is it important to be involved?
Resourceful
What can you do to promote change in
your school?
The way a person thinks and
acts in general.
A group of people living
in the same place, sharing
interests and concerns.
Someone who is respectful,
responsible and resourceful,
who contributes to their
community and follows rules.
Being capable of dealing
with unfamiliar or
challenging situations.
Activity 2 (15 minutes)
2 Read the text. Then answer the questions that follow.
Read the text Raising Good Citizens aloud. Check
for understanding. Ask students to think about who
should be responsible for raising good citizens.
Should this be parents or schools. Divide the
students into pairs. Ask them to debate the topic:
Schools have a part to play in raising good citizens.
Raising Good Citizens
Many parents hope their children will learn to be good citizens when they go to school, but parents have an
important role, too. Good character is learned at home. A solid moral and ethical foundation supports the
development of compassion, integrity, commitment, selflessness, and all of the other attributes that make someone
a "good citizen". Children need to be taught respect, responsibility and resourcefulness.
Teaching Respect
Respect for others is the basis of good citizenship. Instilling a respectful attitude in a child requires that discipline,
when necessary, be delivered resolutely, yet calmly; that the child’s point of view be taken into account when
making family decisions; and that parents’ actions be consistent with their words.
Suggested Answers
•
Teaching Responsibility
A community cannot thrive without citizens who are
willing to ask - to paraphrase John F. Kennedy - not
what the community can do for them, but what they
can do for the community. Children acquire this
sense of social responsibility if they are consistently
expected to contribute to their families, and if they
are not overindulged. Children who aren’t expected
to perform daily chores are in danger of believing
it’s possible to get something for nothing. This is not
good for a child’s healthy character development. The
more productive a child is within the family, the more
productive a citizen that child will become.
Yes, I do. Parents are very careful about how
they raise their children. They place a lot of
importance on teaching them the right way
to behave and think, and this includes making
them respectful, responsible and resourceful.
OR
•
Unit 5
Lesson 2
42
No, I don’t. I think children spend too much time
watching television and playing videogames,
and, as the text points out, they are not going to
learn good citizenship skills this way.
The purpose of this activity is to initiate a discussion about students' involvement in
their school community. It will take students through what is important about school
community and how they can be active citizens in this community.
Being active is not only about understanding national and global issues, it is about
reflecting on the communities in which the students are already involved.
Let the students see that they have a great opportunity to start civic engagement in a
familiar setting.
42
Moral Education
Grade 9
Activity 3 (10 minutes)
Teaching Resourcefulness
Children also need to learn how to be resourceful. You can help your children develop an "I can!" attitude by setting
reasonably high goals and then providing the support and encouragement needed to reach those goals. A second
aspect of resourcefulness is imagination. The more opportunities a child has for creative play, the stronger the
child’s imagination becomes. Give your child plenty of opportunities for free play, and also see to it that the benefits
are not cancelled out by too much television watching or video-game playing, which are inert and passive activities
that do not encourage creativity.
Remember, children don’t learn good citizenship skills from babysitters, electronic devices or otherwise, but from
their parents.
The best way for parents to teach students how to be good citizens is by being positive examples and inviting
children to help them. Recycling, encouraging children to say "please" and "thank you," talking about national issues
and volunteering all promote good citizenship.
Read the text aloud with the students.
Ask students to read the questions and to write a
short answer in the space provided to each question.
Then put students into pairs. Instruct them to discuss
their answers with their partners.
Finally, ask each pair to give their answers to one
or two questions (depending on how much time is
available).
With your partner debate the following topic: Schools have a part to play in raising good citizens.
Let’s Think Together:
• Do you think children today are being raised to be good citizens? Why?
Suggested Answers
a. Both are similar. In the UAE, H.H Sheikh Khalifa
bin Zayed Al Nahyan has a long-established
priority of seeking active citizenship from UAE
citizens. One of the major actions his highness
has taken in this regard is the passing of the first
anti-discrimination law in the Arab region.
3 Read the text and answer the questions that follow.
The state should play a vital role in the development of good citizens, primarily because the success of a state
depends on good citizens.
Similar to that of schools and parents the onus is on state to provide positive examples of good citizenship.
Governments also need to heavily fund education and encourage more active citizenship.
b. Promoting social inclusion, leadership, tolerance,
respect for others.
43
43
Teacher’s Guide
In Europe, the pursuit of equity and social cohesion has been a growing priority over recent years at national and
European level. Encouraging citizens, particularly young people, to actively participate in social and political life has
been seen as one of the principal means to address these issues, and education has been identified as a major force
in this respect.
Major policy documents, have recognised the importance of promoting active citizenship and, as a result, it has
become one of the main objectives for education systems throughout Europe.
Furthermore, the European reference framework on key competences for lifelong learning proposed that young
people should be helped to develop social and civic competences, defined in terms of knowledge, skills and
attitudes, during their school education. This competence-based approach calls for new ways of organising
teaching and learning in citizenship education.
In addition to this, the EU Youth Strategy 2010-2018 declared fostering active citizenship, social inclusion and
solidarity among all young people as one of its main objectives. The Strategy includes several lines of action
related to developing citizenship in both formal and non-formal educational activities, for example, ‘participation
in civil society’ and ‘volunteering as a vehicle for social inclusion and citizenship’. In addition, in 2011, the year was
designated as the European Year of Voluntary Activities Promoting Active Citizenship.
a.
Compare the European initiative with what the UAE government is doing in regards to
developing good citizens.
b.
How do voluntary activities promote active citizenship?
4 Read the text and complete the activity.
Civic Morality
‘Civic morality is a nobler virtue than individual
morality, observed a judge of the Supreme Court of
India, Jasti Chalameswar’.
What exactly is civic morality? Civic morality or civic
virtue is when a citizen does an act of goodness for
the whole community as opposed to doing it for
themselves. An individual may exhibit civic virtue
by volunteering, organizing a book group, or doing
jury duty. In general terms, the individual recognizes
himself as a member of a larger social fabric and,
therefore, considers social problems to be at least
partly his own. Such an individual is willing to see the
moral and civic dimensions of issues, to make and justify informed moral and civic judgments, and to take action
when appropriate.
One volunteer group, Habitat for Humanity Lebanon (HFHL) is a Civil Company not for profit. It demonstrates the
concept of civil virtue. The mission of HFHL is to create a world where everyone has a decent place to live.
It strives to fulfill its mission by building, rebuilding, renovating and rehabilitating houses through partnership
models to reach the families in need of housing services across Lebanon. Through these efforts, HFH Lebanon has
assisted over 4,600 families—more than 20,700 Lebanese—to transform their war-damaged, decrepit, incomplete,
or otherwise inadequate shelter into healthy, dignified homes where they can feel secure.
Unit 5
Lesson 2
44
Activity 4 (10 minutes)
Read the text aloud with the students checking for understanding.
Ask students to come up with examples in the UAE that demonstrate civic morality.
Suggested Answers
National service, volunteering for charities and non-profit organisations
Tell students that they will design a poster that will encourage civic morality.
Posters can be hung on the classroom walls when complete.
44
Moral Education
Grade 9
Activity 5 (10 minutes)
Research the following volunteering organisations and fill in the table below.
Put students in pairs. Either assign a quote to each
pair or let each pair choose a quote. Allow students a
few minutes to discuss the meaning of their quote.
Volunteering Organisation
Mission
Activities
Mawalif
Takatof
Red Crescent
Human Appeal Int.
5 Read these quotes about citizenship and good citizens. Choose one and discuss it with
your partner.
"Citizenship consists in the service of the country"
- Jawaharlal Nehru, the first Prime Minister of India (1889-1964)
"I think it’s easier than ever to hear only what you want
to hear. That doesn’t make a good citizen."
- Eli Pariser, entrepreneur (1980-)
"Every good citizen makes his country’s honour his own"
- Andrew Jackson, seventh President of the US (1767-1845)
"Ants are good citizens: they place group interests first"
- Clarance Day, author, 1874-1935
Share your conclusion about the meaning of your quote with the class.
45
Quote
"Citizenship consists in the service of the
country"
Suggested Answer
Good citizens dedicate themselves to their
country.
"I think it's easier than ever to hear only what you Good citizens need to be fully informed about
want to hear. That doesn't make a good citizen." what is happening.
45
"Every good citizen makes his country's honour
his own"
A good citizen is committed to ensuring his or
her country is held in respect and esteem.
"The only title in our democracy superior to that
of President is the title of citizen."
The role of citizen is extremely important
"Ants are good citizens: they place group
interests first"
Good citizens are people who put the collective
interest ahead of their own individual interest.
Teacher’s Guide
6 Are you a good citizen? Or are there things you could do better?
Think of three things you do that make you a good citizen and three things that you could do better.
Things I do that make me a good citizen
Things I could do better to be a good citizen
Unit 5
Lesson 2
46
Activity 6 (5 minutes)
Remind students that a good citizen is someone who is respectful, responsible and
resourceful; it is someone who follows the rules; it is someone who is active within and
contributes to their community.
Ask students to think of ways in which they are good citizens - ask for suggestions
from the class. Then ask them to think of things they could do better - again, ask for
suggestions from the class.
Then ask students to write three examples of each that are true for them personally.
46
Moral Education
Grade 9
Unit
Lesson Objectives
5
Being an Active Citizen
Lesson 3
In this lesson, students will learn about civic
engagement in the UAE. In particular, students will
learn what it means to be a Good Citizen in the context
of the UAE.
The Good Citizens in
my Country
Learning Outcomes
•
•
Required Materials
• Close your book activities
• Think, Pair, Share
• Group work
Demonstrate a willingness to develop and
apply the competencies necessary for
effective civic engagement.
Identify how they can make a positive
difference to the local community and wider
society in which they live.
Vocabulary
Advancement
Fulfilment
Honourable
Prosperity
1 What does it mean to be a Good Citizen in the UAE?
Learning Outcomes
• Demonstrate a willingness to develop and apply
Look at this table on Emirati citizens’ responsibilities and duties towards their country, family and community.
the competencies necessary for effective civic
engagement.
• Identify how they can make a positive difference
to the local community and wider society in
which they live.
47
Activity 1 (5 minutes)
Read the table on Emirati citizens’ duties and responsibilities. This serves to remind
students about the concept of the Good Citizen. However, it applies this to the specific
context of the UAE. Remind students that the traits, characteristics and behaviours of
a good citizen in one country are not necessarily the same as the traits, characteristics
and behaviours of a good citizen in another country.
Point out that this is not a ranking of duties and responsibilities - these duties and
responsibilities are all of equal importance.
47
Teacher’s Guide
An Emirati citizen has duties and responsibilities
towards...
And these duties and responsibilities are...
...his or her family
- to provide an honourable life to the family
... his or her community
- to behave with good ethics and favourable manners
...his or her country
to be loyal to the nation
- to observe laws
- to work towards the advancement and prosperity of the
nation
Advancement
The act of progressing or
moving forward.
Fulfillment
Feeling of being content and
satisfied.
Honourable
Possessing or displaying
respect and good character.
Prosperity
A state of wealth or
abundance.
2 Read the extract from UAE Vision 2021, which aims to make the UAE among the best
countries in the world by 2021, which is the Golden Jubilee of the union.
c.
CONFIDENT AND RESPONSIBLE EMIRATIS
Emiratis will be confident citizens, steadfast
in carving out their future in a spirit of
entrepreneurship and responsibility, engaged in
the course of their nation and embracing moral
values for richer fulfilment.
We want Emiratis to take charge of their path
through life with confidence to map out a
productive and fulfilling future for themselves and
their nation.
UAE vision 2021
No, wealth and success should not be pursued at
the expenses of “strong and healthy emotional
balance”. A good citizen is focused on character
as much as anything else. Also, citizens have a
moral duty to ensure that their personal success
brings benefit to society as well.
• A Good Citizen is someone who has high
In their professional lives they will prove that the route to success lies through personal commitment, dedication
and a strong work ethic. Satisfaction and motivation will reward their self-reliance and initiative; their appetite for
risk-taking will be fuelled by a vigorous entrepreneurial spirit.
At the heart of every Emirati’s ambition is a profound awareness of duty towards their nation. Through this deeply
held commitment, personal success and prosperity will grow hand in hand with moral responsibility. Emiratis will
reinforce this noble and socially responsible dimension of the national character through greater participation
in society.
Emiratis’ dedication to the common good will keep them alert to events and changes that will impact our nation.
Their proactive and persistent nature will inspire them to shape our nation’s future as active members of society,
rising to the challenges that tomorrow hold.
Efforts to succeed and prosper will not come at the expense of Emiratis’ strong and healthy emotional balance. To
Unit 5
Lesson 3
48
ambitions both for himself and his country. He
is someone who works hard to succeed and has
an entrepreneurial spirit. He also understands
that he has responsibilities and duties towards
his country. These duties include actively
participating in society, being informed about
developments throughout the UAE, and ensuring
that personal success benefits others in the
UAE. A good citizen also knows, though, that
success and wealth should not be pursued at
any cost - he must look after his emotional and
spiritual health.
Activity 2 (15 minutes)
Read the text Confident and Responsible Emiratis aloud. Then ask the questions in
the Student Book.
Suggested Answers
a. This means that Emirati citizens should be involved in what’s happening within
the country, which includes taking personal interest and responsibility for the
welfare, progress and success of the UAE. Everyone should take responsibility for
making the UAE better and better every day. The “course of the nation” is not just
the government’s job - it’s everyone’s job.
b. Citizenship brings many rights and privileges, but it also brings duties and
responsibilities. You cannot take the rights and privileges, but not fulfil your
duties and responsibilities. That’s what it means to say we must all be aware of
our duty towards the nation.
48
Moral Education
Grade 9
Activity 3 (15 minutes)
ensure stability amid the ever-changing demands of modern life, the notion of success must be broadened away
from material wealth or social standing: it must also be defined by spiritual gratification. Prominent Emiratis will
be well aware of their moral duties towards others and must allow society at large to share in their success. Those
whose actions benefit the common goodwill will become role models in a society that recognises and values those
who engage and serve their country.
Read the text General Ethics and Conducts of a
Good Emirati Citizen aloud. Then ask the questions in
the student book.
Suggested Answers
a. When taken together, these duties and
responsibilities certainly add up to a high
standard - and it would be an enormous
achievement for someone to fulfil all these
duties and responsibilities at once. They should
perhaps be seen as ultimate ideals. This means
they are things we should keep in mind and work
towards over the course of our lifetimes, doing
as well as we can at any given time. It takes time,
effort and sacrifice to be a truly good citizen.
a.
What does it mean to say that Emirati citizens should be "engaged in the course of
their nation"?
b.
Why should Emiratis have an "awareness of duty towards their nation"?
c.
Should a good citizen prioritise wealth and social standing over everything else?
THINK!
Based on the ideas in this text, can you describe, in your own words, what a Good Citizen would be like?
3 A good Emirati citizen has responsibilities relating to general ethics and conducts. Read
about these responsibilities. Then answer the questions that follow.
General Ethics and Conducts of a Good Emirati Citizen
b. Each of the duties and responsibilities are
applicable to everyone, but some are perhaps
more directly applicable or relevant to young
people and students. For instance, the fourth
duty, which is about diligence and perseverance,
is a reminder to students to apply themselves
properly to their studies and school work, setting
themselves high standards and working hard to
achieve those standards.
The first duty of a good Emirati citizen is to abide by
good ethics and conduct. This means being honest
and honourable in daily dealings. It also means having
good manners, and respecting public taste and
civilised, promoted values. In the face of hardship,
a good citizen is patient and mild tempered, and
observes religion and tolerance when dealing with
people.
The next duty is to be faithful to Islamic values and
religious tolerance. This means abiding by Islamic
values and principles, while also respecting other
religions. A good citizen avoids extremism and
extravagance.
A good citizen should also embrace the customs and
traditions of the UAE. This means applying these
customs and traditions in daily life, and blending them
into all interactions and dealings with others. It also
means representing Emirati customs and traditions
with respect to people of other nationalities.
The fourth duty of a good Emirati citizen is diligence and perseverance. This means always aiming for brilliance and
high standards, knowing that success comes from continued effort and hard work.
49
49
Teacher’s Guide
part, they are polite, respectful and conscientious.
I also think Emirati children have a good sense of
Islamic values and Emirati customs and traditions.
And young Emiratis definitely have a strong sense
of patriotism and pride in their nation - you can see
that during international sporting events, such as the
Olympic Games, when Emiratis cheer on and support
their national athletes. And, lastly, I would say Emirati
children have a lot of respect for their parents, siblings
and extended family, and behave with trust and
honesty towards all. This is certainly true of my friends
and other young people I know!
The next duty is innovation and leadership. A good citizen aims for creativity and innovation in different aspects of
daily life, including work. It is also important to continually develop skills that enhance creativity and leadership,
while also keeping up with developments in different fields.
A good citizen also works earnestly and diligently to achieve personal goals, aiming for continuous education,
improvement and learning. It is also important, however, to achieve balance between psychological and physical
health, because this is to the benefit both of the individual and the community. It is important, too, to achieve
balance between work and family, giving each the attention it needs.
When abroad, a good citizen behaves well, observing laws, customs and traditions of the host country, being careful
to represent the UAE in a positive way.
a.
The article identifies seven different areas of duty or responsibility that UAE citizens must
meet. Is this asking too much of people?
b.
Which of the duties and responsibilities are most applicable to young people and students?
• Community:
4 What makes a good citizen is different from one country to another. Read an extract
of the interview of an Emirati postgraduate student in a Canadian university, on duties
towards family and community. Then answer the following question.
Emirati society is fair, open and equitable. It does not
matter where someone lives, what they do for a living
or where they come from - everyone is treated fairly
and equally. I also think people are judged according
to their abilities, not their background, so it is correct
to say there is no discrimination or favouritism shown.
Irrespective of anything else, if someone is ambitious
and willing to work hard, they will be successful in the
UAE. That’s all that matters!
INTERVIEWER: Tell us about duties relating to the
family unit. What must a ‘good citizen’ do?
Student: The family has a big role in Emirati society.
The first obligation is to nurture your family so it is
united, harmonious and contributes to the community.
INTERVIEWER: In what way?
• Societal:
Student: Parents must educate their children,
ensuring they understand the bond between family and community. Parents also have a duty to teach children
about Islamic values and good ethics, as well as general Emirati customs and traditions. We want people to feel
patriotic and proud of their nation. Parents explain to children they have a duty to make sacrifices to benefit their
country.
INTERVIEWER: And does a ‘good citizen’ have duties within the family unit too?
Student: Oh, yes. Within the family unit, children are taught to respect their parents, their siblings and other
relatives. They are taught to trust and be honest with one another.
INTERVIEWER: And what about other members of the community?
Unit 5
Lesson 3
50
Activity 4 (15 minutes)
Read the transcript from the radio interview with an Emirati student who is studying
abroad at a university in Canada. The student has been invited onto a radio programme
about good citizenship around the world. He is talking about good Emirati citizens’
duties towards family and citizenship.
I believe that Emirati citizens do feel a high level of
social responsibility. People are grateful for the good
fortune, opportunities and privileges they enjoy as
a result of being Emirati citizens. And I believe, too,
that there is a genuine commitment to help the less
fortunate members of Emirati society. People in
the UAE are kind, caring, generous and charitable.
However, I wonder whether Emiratis get involved in
voluntary initiatives as much as they could. I have
read that there is a stronger culture of voluntary work
in certain other countries, such as in the USA. I do
not think this is because Emiratis do not want to do
voluntary work - rather, I think it is because there are
not enough opportunities for people to get involved in
voluntary work. This is something we should all work
to improve.
Point out to students that the previous activity explored citizens’ duties towards
general ethics and conduct, while this one explores duties towards family and
community. (The next activity covers duties towards the nation, although it may not be
necessary or helpful to point this out just yet).
Suggested Answers
a. Responsibilities:
Family:
•
Parents in the UAE take their responsibilities with regard to rearing their children very
seriously. They put a lot of time, care and thought into this responsibility. I think you
can see the results of this in Emirati children’s behaviour and attitudes. For the most
50
Moral Education
Grade 9
Activity 5 (10 minutes)
Read the introduction and excerpts in the Student
Book aloud.
Student: As a good Emirati citizen, you have important responsibilities when dealing with others within the
community. For example, you must respect everyone, irrespective of their status or background. You must
respect other cultures within the community, never discriminating or showing favouritism. The principle of equal
opportunity is really important in Emirati society.
Ask students to read the excerpts again and choose
the one that they personally relate to most.
INTERVIEWER: And what about a good Emirati citizen’s duties to the broader Emirati society?
Arrange the class into pairs.
Student: Well, every citizen should feel a sense of social responsibility... almost as if we have a debt that we must
repay to society. So you should do voluntary and charitable work, and you should do what you can to promote
community harmony. Everyone has a duty to do whatever they can to help the less fortunate, such as the disabled,
orphans, elderly and the poor.
Now instruct students to tell their partner why they
chose the excerpt they chose, and explain why they
feel it has some personal relevancy.
a.
If there is time, ask students to volunteer to share
their thoughts.
In the discussion, the Emirati student outlines responsibilities relating to family, community
and society. How do you think most Emirati citizens perform in each of these categories?
Choose one and share your thoughts with the class.
5 Although many qualities and characteristics of a Good Citizen are the same everywhere,
the exact details differ from country to country. It depends on the particular society.
Some time ago, the Ministry of Presidential Affairs in the UAE held a competition to identify what good citizenship
means in the UAE.
Read these excerpts from some of the winners’ submissions.
A Grade 2 student took as his theme the need to be responsible and merciful to others, taking his inspiration from
friends and the older generations.
51
51
Teacher’s Guide
Activity 6 (10 minutes)
"My mother told me that visiting a sick person is from Islam. So I went with my father to visit my cousin. He was ill
for a couple of days because of something in his stomach. I brought him a gift.
I always pour gahwa and chai halib for my grandfather when he wants some. I hold the bags for him when we are
out. I walk with him to the mosque. I hold his hand to support him in walking. We should always respect the elderly."
Drawing on what students have learned about what
it means to be a Good Citizen in the UAE, ask them to
write a profile of a Good Citizen in the UAE. It can be a
real person that they know, such as a parent, sibling,
teacher, friend, neighbour or relative. Alternatively
students can create a fictional character.
A Grade 9 student explained the importance of the Quran and regular praying in his life.
"People might think it would take from your time and would distract you from your studies. It actually helped me be
better in school. And my marks were better."
The mother of the winner in the kindergarten section said she had discussed the concept of being a good citizen
with her son.
Each profile should be three or four sentences in
length. It should describe some of the things this
person does and the benefit these actions bring to this
person’s family, community or nation.
"Removing harmful things from the road is an act of charity. I was surprised when my five-year-old removed a thorn
from the streets one day while we were walking. He explained that he was worried that someone would step on it or
that it might damage car tyres."
6 Now that you’ve learned about what makes a Good Citizen in the UAE, let’s describe an
actual one! Write a profile of a Good Citizen in the UAE.
Evaluation/Reflection
It can be a real person that you know or a fictional person. The profile should be three or four sentences in length.
• Traffic Lights
• Two Stars and a Wish
Differentiated Learning
• Mixed groups
• Questions for beginners and advanced students
Unit 5
Lesson 3
52
52
Moral Education
Grade 9
Unit
Lesson Objectives
5
Being an Active Citizen
Lesson 4
In this lesson, students will learn how to develop their
competencies when it comes to civic engagement.
The focus, in particular, is on how students can make a
positive difference both to their local community and
wider society.
Developing my
Competencies in
Civic Engagement (1)
Required Materials
Learning Outcomes
•
•
•
• Think, Pair, Share
• Social Media examples- tweets, etc.
• Alice Walker image/quote
• Hot Seat Activity
Demonstrate a willingness to develop and
apply the competencies necessary for
effective civic engagement.
Identify how they can make a positive
difference to the local community and wider
society in which they live.
Demonstrate personal skills such as leadership
and good teamwork.
Vocabulary
Competency
Mobilise
Quality
1 How good a citizen are you?
Learning Outcomes
• Demonstrate a willingness to develop and apply
A good Emirati citizen has duties and responsibilities in many different areas and aspects of Life. These include
general ethics and conduct, family and community.
the competencies necessary for effective civic
engagement.
Give yourself marks out of 10 for each category. Note what you do well and what you do better in each case.
• Identify how they can make a positive difference
to the local community and wider society in
which they live.
• Demonstrate personal skills such as leadership
and good teamwork.
Activity 1 (5 minutes)
Remind students of the different categories of duties/
responsibilities that a good Emirati citizen has - these
were covered in Lesson 3.
If necessary, remind the class of some of the duties/
responsibilities within each category from the detailed
lists provided.
Duties and responsibilities by category:
General ethics and conduct
To be honest and honourable in daily dealings
•
• To have good manners
• To respect public taste and civilized, promoted
values
• To be patient and mild tempered
• To be tolerant when dealing with others
• To have high standards and be willing to work
hard to achieve goals
• To aim for creativity and innovation
• To continually develop skills that enhance
creativity and leadership
53
53
• To work earnestly and diligently to achieve personal goals
• To aim for continuous education, improvement and learning
• To achieve balance between psychological and physical health
• To achieve balance between work and family
Family
To nurture your family so it is united, harmonious and contributes to the
community
•
• To ensure children understand the bond between family and community
• To teach children about islamic values and good ethics
• To teach children about general emirati customs and traditions
• To teach children they have a duty to make sacrifices to benefit their country
• To respect parents, their siblings and other relatives
• To trust and be honest with one another
Teacher’s Guide
Mark /10
What I do well
What I could do better
General ethics and
conduct
Family
Competency
A skill, talent or ability.
Mobilise
To organise or encourage
people to come together
to act.
Quality
A feature or characteristic of
something or someone.
Community
2 Read the text and answer the questions that follow.
‘Know your community to contribute better’
Knowing your community and the country is key giving
something back, according to a Pakistani documentary
filmmaker, who was addressing the Pakistan Youth
Convention in Dubai.
Urging young people to find ways to contribute to
society both in Pakistan and the UAE, she said, "unless
you empathise with people, you can’t help them.
Unless you know the people and understand their
situations, you won’t know how to help them. You will
only be making assumptions about their needs."
Activity 2 (20 minutes)
Read the text ‘Know your community to contribute
better’ aloud. Then ask the questions in the
student book.
He said that you don’t need a lot of money to help others, but can contribute by devoting time, energy and skills, as
well as mobilising support for the right causes.
One way to contribute, she said, is to connect with the local Pakistani communities in the UAE and try to understand
their needs.
Suggested Answers
a. Mobilising support means getting other people
involved in supporting or helping a cause, which
means that the cause has more energy and
momentum behind it. That makes it more likely
that the effort will be successful.
"There are people from different socioeconomic background who don’t mix with each other easily. As residents, you
can reach out to them. You can reach out to these people through events that they enjoy, such as cricket and other
sports. This will bring people together. Once they are together, more social work can be done," said Fatima.
Organised by Pakistan Youth Forum, an affiliate of Pakistan Association Dubai, the convention brought together
young Pakistani expatriates for an evening of cultural experience.
"We work hard to bring together different aspects of Pakistan and showcase a positive image of Pakistanis to the
community," said the chairperson of the organisation.
a.
How can "mobilising support" help a cause?
b.
How can someone connect with a community?
c.
In what way can "more social work... be done" when the people of a community are together?
THINK!
Does community engagement depend on active citizens?
Unit 5
Lesson 4
54
b. You can connect with a community by
communicating, engaging and interacting with
the people within that community. Getting
involved in community issues or joining
community clubs is another way to connect with
a community.
c.
Community
To respect all members of the community, irrespective status or background
•
• To respect other cultures within the community
• To never discriminate or show favouritism
• To feel a sense of social responsibility
• To do voluntary and charitable work
• To promote community harmony
• To help the less fortunate, such as the disabled, orphans, elderly and the poor
When people get together, an effort has more
resources and energy behind it, so it is possible
to achieve more. The chances of success are
greater.
• Ultimately, yes. However, one active citizen can
reach out to a community and mobilise that
community, energising and motivating people to
become active citizens.
54
Moral Education
Grade 9
Activity 3 (5 minutes)
3 Read the story about how a community came together to help one of its less fortunate
Read the story Every Door on the Street aloud.
members. Then answer the question that follows.
Then ask the question in the student book.
‘Every Door on the Street’
Suggested Answers
a. Projects or movements of active citizenship and
civic engagement can be initiated from anywhere
and adopted at any level. Some initiatives
come from an official or organised level, such
as government or local council. Others come
from people or groups of influence within the
community, such as schools, community groups
or businesses. However, it is also possible for
these initiatives to be initiated and adopted
by individuals or small groups of people who
identify a problem or a challenge and want to
make a difference. Throughout history, some of
the most momentous acts of active citizenship
have stemmed from humble beginnings. One
person truly can make a big difference.
If time permits, open a class discussion around the
main purpose/point of this story, which is that projects
or initiatives of active citizenship or civic engagement
do not necessarily have to be implemented from a
high level or a position of influence or authority. These
initiatives do not necessarily have to be adopted first
by a government, city council or community leader.
Rather, active citizenship and civic engagement can
come from anywhere and anyone. A project of active
citizenship can be initiated and implemented by one
person acting alone - it is even better if the initiative
is adopted by the local community. In addition, the
aim is to show students that civic engagement does
not necessarily have to involve a big issue or one that
attracts a lot of publicity. An initiative to help one
person is just as laudable as one that helps many.
55
Community togetherness can turn a tragic story
into an inspirational one. This is a story about how
a community, moved by humanity and compassion,
came together to help one of its less fortunate
members.
A terrible traffic accident had left a 9-year-old girl
unable to walk. It was tough to watch this once-active
child unable to do the things she once took for
granted. It was tough, too, to see her family struggling
to adapt.
Caring for the girl was now a full-time occupation.
Her mother was happy to take on the role, of course.
However, there were three other children to look after, too, so the father had to switch to part-time work. This put
the family under financial pressure. They had some savings, but these were soon spent on medical bills and therapy
for their daughter.
The most heartbreaking thing for the girl’s parents was watching her struggle to move around her own home.
Their small suburban house was not wheelchair accessible - and they lacked the finances to make the necessary
alterations. Due to narrow doorways, steps and stairs, the young girl was unable to move from room to room. Even
using the bathroom was difficult.
The family were too proud to ask for help, but they did not have to.
Aware of the family’s difficulties, an elderly neighbour decided to help. He knocked on every door on the street,
explaining the situation. Not one person refused to help.
Three days later, the house was fully wheelchair accessible - ramps were fitted, doors were widened and electric
wheelchair was fitted. Some people gave their time and skills, others gave money.
One small community came together to help one small girl in a wonderful and inspiring case of
community engagement.
a.
55
How do you think active citizenship or civic engagement projects are usually adopted or
initiated? Do you think the way it happened in this story is normal or typical?
Teacher’s Guide
Activity 4 (10 minutes)
4 Read the text about active citizenship in the UAE. Discuss the questions with your
Read the text Get Involved for Change aloud.
Arrange students into pairs. Ask them to discuss the
questions in the student book with their partners.
partner. Then share your thoughts with the class.
‘Get Involved for Change’
It’s easy to pass judgement on what goes on around
us but if you really want to change things you need to
get involved. While the UAE has been identified as the
world’s largest donor of development aid, relative to
its national income, a study conducted by Abu Dhabi’s
Al Bayt Mitwahid Association a few years ago, found
that only 25 per cent of young Emiratis rated ‘civic or
social responsibility’ as one of their top three values.
After a few minutes, ask for volunteers to share their
thoughts with the class.
Suggested Answers
a. The answer to this question is open. It aims to
encourage students to think about why assuming
the government (or someone else) will take care
of everything is dangerous and often means that
people do nothing.
By making 2017 the Year of Giving in the UAE, the
government placed charity and volunteering at the
heart of what it means to be a good citizen today.
Helping the elderly or disabled or using our skills to
mentor and guide others are great examples of active
citizenship and community engagement.
There is also a new breed of active citizen. Social philanthropists and entrepreneurs are citizens who contribute not
only their money but, crucially, their time, knowledge and skills to give back. The non-profit organisation Team1971
which was established to encourage young Emiratis to give back to local communities is a good example. In 2011
when founders saw how a tweet regarding the litter following UAE’s 40th National Day celebrations in 2011 led to a
huge spontaneous clean-up which attracted people from all walks of life, they set up Team1971.
b. Individuals are often better able to see what
the community needs and can react faster.
Also, helping within your own community
brings people together and strengthens
community bonds.
Since then, the group has engaged in projects with the elderly, labour workers and cancer patients bringing
neighbours and communities together across the UAE. The Book Joint, an electronic moving library for patients
across hospitals is one such project. Often, people still confuse their work for charity, and Bin Hendi is keen to
change this perception. "This isn’t charity. This is social work; awareness, community service."
a.
Do you think that what social columnist and blogger Khalid Al Ameri says is true? Is this a
good thing? Why?
b.
What is the benefit of individuals setting up projects that help the community?
c.
Can you think of something you and your classmates could do?
c.
The answer to this question is open. However,
examples may include:
• Reading to younger children or the elderly.
• Setting up an inter-generational exchange
whereby the elderly mentor younger people on
studying, school subjects, traditional cooking,
etc. while younger people help the elderly learn
about modern technology.
• Collecting unwanted toys and books for poorer
families within the community.
Unit 5
Lesson 4
56
• Bake sales.
56
Moral Education
Grade 9
Activity 5 (15 minutes)
5 Read the text about cooperation and answer the questions that follow.
Explain to the class that increasing income levels is
a pervasive problem in our society and one that is
difficult to solve. The aim of this text is to highlight
that finding solutions to social problems is complex
and that many elements are involved. Below is a list
of initiatives not mentioned in the text that have been
implemented to help increase income levels. These
can inform the discussions raised by the questions.
‘Co-operating to build a better future’
Most of the issues facing our society are complicated and they require complex solutions with numerous
government departments and organisations working together. The improvement of income levels, one of the UAE’s
stated goals for 2030, is a good example.
The first part of this initiative is the provision of high quality education and a healthy job market to ensure citizens
and residents can earn a decent living. In the UAE the budget for education is huge; in 2016, 21.2 per cent of the
federal budget (AED 10.28b) went to fund education. The Ministry of Education has developed the Education 2020
strategy, a series of five year education plans aimed at developing a state of the art education system. To this
end, various initiatives have been launched such as School Leadership Development Project and School Health
Education Project.
• By law Dubai Government departments allocate
Laws ensure that children must start school at 6 and
remain there until they have completed Grade 12 or
are aged 18. The UAE Government also passed a law
in 2006 protecting the rights of people with special
needs to education. Students with special needs are
entitled to enrol in any school, without exception.
at least 5 per cent of their annual purchasing
budget to buying from UAE Nationals who own
and operate small and medium-size businesses
to ensure that smaller businesses have a chance
to grow.
Social support is another part of the solution to this
problem and the Ministry of Community Development
provides assistance to families and individuals unable
to provide sufficient income for themselves. Other
entities also offer various types of support such as the
Zakat fund which disperses zakat (alms) to people in need, the Marriage Fund which organises mass marriages and
disperses marriage grants and the Sheikh Zayed Housing Programme which provides housing and land.
• National Literacy strategy.
• Ministry of Education provides expert teachers
who specialise in dealing with children with
special needs.
• There are scholarship programs for special
Financing businesses is a another way of helping people increase their income levels and in 2007 the Khalifa Fund
for Enterprise Development was set up to help develop local businesses and support entrepreneurs. The fund has
several outreach programmes such as the Al Radda programme which, in collaboration with the Abu Dhabi police,
aims to support Emirati prison inmates in entering the business sector and reintegrating into society after serving
their sentences.
Discus with your partner the following questions then present a report to your classmates.
needs children.
• Implementation of labour laws covering working
hours, official leaves and vacations, Wages
Protection System (WPS), end of service benefits,
safety at work, accommodation and insurance.
• Ministry of Human Resources and Emiratisation
has developed a strategy to ensure the right
of workers to receive their wages, enjoy
more flexibility and freedom of movement
between different jobs and to provide
workers with suitable housing and a safe
working environment.
• Measures to protect workers from illegal
recruiters, abuse and non-payment of wages.
Read the text aloud.
Arrange the class into pairs. Ask the questions in
the student book. Instruct students to discuss their
thoughts with their partner.
Suggested Answers
All questions are open, so students are free with their
own personal opinions.
57
57
a.
Were you surprised at how many elements there were to finding a solution to lower income
people? Which initiative surprised you the most?
b.
Can you think of other things that need to be done that may not be mentioned in the text?
c.
Choose another problem facing the UAE such as climate change, the changing world of
technology, the preservation of our national heritage and outline a strategy to solve the
problem. Think about what kind of organisation might be involved and how you might
mobilise volunteers to help your project.
Teacher’s Guide
Activity 6 (5 minutes), Optional
6 Complete the following activity.
Drawing on what students have learned so far,
encourage them to think about their own potential for
civic engagement and active citizenship.
How could you personally make a positive difference either to your local community or wider society?
Think of an issue and what you could do to help or solve it. Then discuss your idea with your partner.
Ask students to think of a local community or wider
society problem or challenge where they could make a
positive difference.
Arrange the class into pairs. Ask students to discuss
their ideas with their partners.
Key Skills (Head, Heart, Hands)
• Critical thinking
• Group work
• Oral presentation
Differentiated Learning
• Mixed groups
• Questions for beginners and advanced students
Unit 5
Lesson 4
58
58
Moral Education
Grade 9
Unit
Lesson Objectives
5
Being an Active Citizen
Lesson 5
In this lesson, students will learn how to develop their
competencies when it comes to civic engagement. The
focus, in particular, is on how to demonstrate personal
skills, such as leadership and effective teamwork.
Developing my
Competencies in
Civic Engagement (2)
Required Materials
Learning Outcomes
•
•
•
• Case studies and pictures
Demonstrate a willingness to develop and
apply the competencies necessary for
effective civic engagement.
Identify how they can make a positive
difference to the local community and wider
society in which they live.
Demonstrate personal skills such as leadership
and good teamwork.
Vocabulary
Learning Outcomes
• Demonstrate a willingness to develop and apply
the competencies necessary for effective civic
engagement.
• Identify how they can make a positive difference
Entrepreneurship
Leadership
Philantropy
Teamwork
1 Think again about civic engagement. Do you remember the definition?
to the local community and wider society in
which they live.
Write it here:
• Demonstrate personal skills such as leadership
and good teamwork.
Consider your own community. Is there a high level of civic engagement in your community? Or could it
be improved?
Make a list of four things that could be done to improve civic engagement and active citizenship within
your community.
Activity 1 (10 minutes)
Ask students to consider civic engagement in their
local community. They should first think about
what civic engagement is. Ask them to recall the
definition of the civic engagement and write it in their
student book.
Model a definition on the board
Civic engagement: individual and collective actions
designed to identify and address issues of public
concern; involves citizens working together to make a
positive difference in the community
Emphasise that civic engagement requires both:
Leadership: Someone needs need to organise the
effort, making sure that the goals are clearly set, and
that all activities are working towards those goals.
Otherwise, the effort could meander with lots of work
being done, but no results being achieved.
Teamwork: Civic engagement requires people to work
together. It’s a collective effort to achieve common
goals. Also, more can be achieved when people work
together rather than working in isolation.
Bearing the two ideas in mind, ask students to come
with four ways to improve civic engagement in their
local community. This could be their local community,
their school community or any other community that
students are involved in.
59
Recommendation
1
2
3
4
59
Suggested Answers
A community effort to tidy up the local area
•
• A collective effort in the school to raise awareness about how students can tackle
environmental issues by making one simple change in their daily lives
• A fundraiser (such as a fashion show or concert) to raise funds for a local project
• Organising weekly trips for older people in the community
• Raising awareness about local cultural and historical sites
Write students’ suggestions on the board.
Teacher’s Guide
2 Read the article "A True Leader within the Community" and answer the questions
Entrepreneurship
that follow.
The people of Sukumbasi Tole, a village in Nepal, are
culturally, socially and economically marginalized.
Nonetheless, with the help of UAE-based
philanthropic organisation Dubai Cares (which works
to provide children in developing countries with access
to education), they are bringing great opportunities to
their children through education.
Leadership
Philanthropy
One 14-year-old student, Suraj, has shown dedication, power, and strength to change the future of his village
through education. His father is away working in India, surviving on a meagre salary and sending as much money
home as possible, so Suraj has had to become the leader of the family. Currently the family is rebuilding their home,
which means they have no shelter and are sleeping outside.
Teamwork
Despite these challenges, Suraj is a leader within his community. He is the Chairperson of the Children’s Club at his
school. One of the Club’s current projects is to educate community members on the importance of latrines. Assisted
by his teachers, Suraj and seven other classmates are showing people the health dangers of not using latrines. Suraj
is also involved in the construction of the first proper school structure in his village. Now that the school year is over,
Suraj spends every day on the worksite doing various jobs – digging the foundation, carrying sand and rocks, and
filtering sand. Despite his small size and young age, he makes a huge contribution to the construction of the school.
"If I study, I can be a successful person in the future," he says. Despite his young age, Suraj understands that
education is the key to his future. His goal is to become either a doctor or an engineer.
The Work of Dubai Cares
Can you identify any examples of leadership in the article?
b.
Can you identify any examples of teamwork in the article?
c.
Is this a good example of civic engagement? Why?
d.
Research the work of Dubai Cares. Identify some other civic engagement projects it is
involved in?
c.
Yes, this is an excellent example of civic
engagement. It involves both individual and
collection action to address an issue of public
concern - first, Suraj is working to educate
people about the health benefits of latrines, and,
second, the entire village are working to provide
the village with its own school. Without question,
they are all making a positive difference to their
community (Advanced Students).
d. Dubai Cares works in 45 developing countries. Its
projects include providing learning alternatives
for vulnerable children in Bangladesh; offering
food assistance in Ethiopia; enhancing literacy
in India; and using IT to enhance education in
Kenya.
THINK!
Do you think civic engagement is more common in economically marginalised societies such as Nepal or wealthy societies such as the UAE?
Unit 5
Combined effort or work by
a group of people.
an example of teamwork because it is the
community members themselves who are
building it (Beginners).
Dubai Cares supported the establishment of 220 libraries and the publishing of 5 local language titles/books,
of which 336,000 copies have been printed and distributed. In partnership with BuildOn, Dubai Cares is directly
benefitting 2,100 primary school age children in 14 schools, and 1,200 illiterate women from indigenous rural
communities. Activities also benefit 5,000 adults, teachers, and officials (600 unique volunteers per school project,
project leadership teams, teachers, officials).
a.
The activity of
independently establishing
a business or initiative.
Guiding, directing or
inspiring others towards a
cause or project.
Practice of donating money,
time or other resources to
assist others.
Lesson 5
60
Next, ask students to consider the Let’s Think Together
text. Facilitate a short discussion.
Suggested Answers
Activity 2 (40 minutes)
• Yes. People in poorer communities have more
Remind students that effective civic engagement requires both leadership and
teamwork.
Read the article A True Leader within the Community aloud. If necessary, instruct
students to read it again to themselves. Ask them to consider civic engagement in
action as they read the text.
Then direct students’ attention to the questions in the student book.
Suggested Answers
a. Suraj provides leadership on several fronts, both within his own family and
within his community. With others, he acts as a leader in the effort to educate
his community on the importance of latrines. He is also a leader in the project
to construct the school. In this, he leads by example, spending his days on the
construction site. (Beginners)
b. There are several examples of teamwork. The effort to educate the community
about latrines involves Suraj, his teachers and some of his classmates, which
is a good example of true teamwork. The construction of the school is also
•
problems and challenges facing them, so there
is more need for civic engagement. Governments
and communities in wealthier countries have far
greater financial resources so can fix or improve
things easily.
No. People and communities everywhere
face challenges and problems - and want to
contribute and improve things. The problems
and challenges facing poor communities are
probably very different to those facing wealthy
communities. For example, wealthy communities
do not have to deal with poor sanitation or the
lack of schools. That does not mean that wealthy
communities do not have problems, however.
Everyone has problems.
60
Moral Education
Grade 9
Activity 3 (20 minutes)
3 Read about the encouragement of the United Nations for this type of civic engagement
Explain to students that they will learn about different
efforts that embody the qualities of teamwork and
leadership in their work as active citizens involved in
civic engagement.
from young people then complete the task that follows.
Young people are often severely affected by humanitarian disasters. However, young people are also very
often active in the responses to these disasters.
Read out the introduction to the activity. Ask students
in what particular ways young people might be
affected by humanitarian disasters.
New Youth Compact to Reshape Humanitarian Work
The first World Humanitarian Summit convened by [the
then] UN Secretary-General, Mr. Ban Ki-Moon and hosted
by the Government of Turkey, which took place on 23-24
May 2016 in Istanbul, saw a strong emphasis on the urgent
need to address the needs and safeguard the rights of
young people and engage them in humanitarian response
efforts.
One of the official Special Sessions of the Summit focused
on the theme of "Transforming Humanitarian Action with
and for Youth" and culminated in the launching of the new
Compact for Young People in Humanitarian Action.
The Secretary-General’s Envoy on Youth moderated the Session, and highlighted the compact’s five key actions
which focus on the improving and upscaling service delivery for young people in humanitarian settings, the
engagement of youth in humanitarian response, their capacity building -especially at the local level. He stressed
that if implemented the compact will transform the humanitarian work with and for young people.
All partners involved in the preparations of the Special Session through the WHS Advisory Group on Youth, which
included numerous UN System entities, youth organizations and networks, including the UN Major Group for
Children and Youth, committed to the compact’s implementation.
The Envoy expressed that he was extremely pleased with the strong turn out and high-level and diverse multistakeholder representation during the event: "I want to congratulate all our partners in the youth sector and
encourage everyone to urgently move towards implementing this ground-breaking compact. I also commit to
continue mobilizing international support for the role of youth in peace building and humanitarian response.
The Compact states that the participants will work to "ensure that the priorities, needs and rights of young
women and young men, girls and boys affected by disaster, conflict, forced displacement and other humanitarian
crises, are addressed, and that they are informed, consulted, and meaningfully engaged throughout all stages of
humanitarian action."
Action 3 of the Compacts states that participants "Recognize and strengthen young people’s capacities and
capabilities to be effective humanitarian actors in prevention, preparedness, response and recovery, and empower
and support local youth-led initiatives and organizations in humanitarian response, such as those targeting affected
youth, including young refugees and internally displaced persons living in informal urban settlements and slums."
Suggested Answers
The death of their parents or guardians
•
• Becoming separated from parents or guardians
• Being more physically vulnerable and perhaps
relying on adults to rescue them or assist them
• Not having a voice or advocate to speak up
for them
Ask students to read the article. Address any
questions that they raise.
Divide students into pairs. Ask them to discuss the
question in the student book and share their answers
with the class. Emphasise that the Compact aims to
“empower and support local youth-led initiatives and
organizations in humanitarian response”.
How could you (as a young person) help to respond to the plight of young people during a humanitarian
disaster?
Suggested Answers
Donate money to relief efforts
•
• Volunteer to raise funds for relief efforts
(such as holding a charity auction or doing a
sponsored walk)
• Raise awareness of the plight of young people
61
affected by the disaster, through social media
for example
• Work with classmates to complete a specific
Differentiated Learning
• Establish contact with a young person affected by
In each pair, one student could suggest a way to become engaged in the relief efforts,
and the other student could suggest how that activity would help the youth develop
leadership and teamwork skills.
project to help young people
the disaster
Emphasise that young people on their own can
become engaged with relief efforts. However, when
they work with other young people, they can develop
their leadership and teamwork skills.
61
Teacher’s Guide
Before they start preparing their role-plays, draw
students’ attention to the Quote text. Emphasise the
need for young people to “step up” to address these
goals. Check that students understand the important
role that their generation will play in implementing
the SDGS.
4 Read the following article and then complete the task that follows.
Young people have an important role to play in
promoting justice and equality throughout the
world. The UN Sustainable Development Goals
(SDGs) provide a framework for tackling these
issues.
Give students 10 minutes to prepare a short (2
minutes) presentation on how young people could
address their assigned goal. They should highlight
why their assigned goal is important to young people.
Stress that this activity is a chance for the students to
develop their leadership and teamwork skills.
Youth and the SDGs
The Millennium Development Goals (MDGs)
2000-2015 In 2000, the United Nations issued the
Millennium Development Goals; to focus international development efforts around 8 key issues for a period of 15
years (2000-2015). The Millennium Development Goals provided one of the most important and most successful
global agreements where governments, NGOs and business came together to fight poverty, hunger and other key
global issues. But… much still remains to be done! Hence a new set of Goals are now in place, called the Sustainable
Development Goals (SDGs). These 17 Goals will span a further 15 years: taking us from 2015-2030.
World Leaders have committed to 17 Global Goals – or Sustainable Development Goals (SDGs) - to achieve three
extraordinary things in the next 15 years: end extreme poverty; fight inequality and injustice; fix climate change. The
Global Goals for Sustainable Development could get these things done in all countries for all people. So no one gets
left behind.
Young people have been described as the ‘torch bearers’ by United Nations leaders and that they have a central role
to play in the successful implementation of the Goals. Consider these statistics:
• 90% of the world’s youth live in developing (poorer) countries.
• There are 1.8 billion young people - aged 10 to 24.
• There are close to 500 million youth aged 15 to 24 living on less than $2 a day.
• Of the 8.4 million votes in the My World Survey, 56% were submitted by 16-30 year olds.
The Sustainable Development Goals provide an unprecedented opportunity for young people to learn about and
take action on issues in society and the world. Young people should be able to undertake their own youth-led
campaigns and to collaborate with others to get their views across. An enabling environment is required to make
this a reality.
Ask each group to present its role-play, and then the
other students can ask questions about it.
Possible role-play
One group might be assigned the goal “No Poverty”.
The group might highlight the point that this
generation could possibly end poverty, so this is a
pressing goal for young people. Also, poverty affects
the most basic of human needs. Young people
can become advocates for helping poverty-relief
efforts around the world. They could promote
purchasing from socially responsible companies
and organisations, ones that treat their workers and
suppliers around the world fairly. And they could also
practice gratitude for their own relative comfort.
Role-play a scenario showing how young people could get involved in your assigned SDG.
"Yours is not only the largest generation of young people the world has ever
known. You are also the first generation that can end poverty. And you are also
the last generation that can avoid the worst impacts of climate change. The world
needs you to step up this year and beyond – for people and the planet"
Ban Ki-moon
Differentiated Learning
Unit 5
Lesson 5
62
Activity 4 (20 minutes)
In each group, encourage students to take advantage
of the different skills of the students. Some students
are good at coming up with ideas; some students are
good at challenging and exploring and suggested
ideas; and some are good at presenting the ideas.
Explain that civic engagement can take many forms. There are many problems in the
world to be addressed. The UN Sustainable Development Goals, or SDGs, provide a
framework for addressing these problems. Check how familiar students are with the
SDGs. Explain that they are 17 agreed goals to help ensure a sustainable future for
all people.
Ask students to read the article. Address any questions that they raise about it.
Highlight the comprehensive nature of the goals. They aim to make life better for all
people, all around the world.
Explain that students will be put into three groups to role-play one of the goals. Select
three goals (or perhaps have class vote on which three goals they’d like to tackle).
Divide class into three groups, and assign each group a goal.
62
Moral Education
Grade 9
Activity 5 (20 minutes)
5 Read the following article and complete the task that follows.
Draw students’ attention to the thirteenth SDG:
climate action. Check that students understand
what climate action means. Explain that is involves
being aware of the impact of climate change on the
planet, and being aware of how human activities
contribute to climate change. Emphasise the urgent
need to address climate change, pointing to the Ban
Ki-moon quote.
One of the SDGs is to take climate action. Ban Ki-moon pointed out that young people are "the last generation
that can avoid the worst impacts of climate change". Actions that young people take now can ensure a
sustainable future for the generations that will follow.
Climate change to be taught in all UAE schools
Dubai: Awareness of climate change and how to
help save the environment will soon be taught in
classrooms across the UAE, authorities announced
in December 2017.
Under plans to tweak school curriculums
to include learning on sustainability, school
children will also be shown how to take energysaving measures. These include school children
of all ages, including in private sector schools,
learning the importance of turning off lights and
air-conditioning when not in use, and how to use
less water.
Each pupil will also be encouraged to spread the
message to their family and friends.
One of these initiatives, called Sustainable Schools, is an extension of a programme that started in Abu Dhabi
in 2009.
"Now, we’re going to roll it out and apply it in the rest of the schools in the whole of the UAE," said Thani Ahmad Al
Zeyoudi, Minister of Climate Change and Environment.
The sustainable curriculum will be applied across several subjects, such as economics and science. A group of
government and private schools across the country will be part of a pilot scheme that will start next year, Al
Zeyoudi said.
If successful, all schools across the country will adopt the initiatives.
School children will also be taught about the UAE’s efforts to combat climate change, such as the Paris Agreement,
which it signed in April along with 192 other states.
"Our Generations is a leading initiative," the Minister told Gulf News, "and an integrated educational programme
that is designed to provide students with ample opportunities to have a strong environmental consciousness and
eco-friendly culture as well as to participate in practical environmental activities. The initiative also aims to raise
awareness about the fundamental factors that cause environmental problems, and to equip students with positive
attitudes towards their environment since childhood.
"The Ministry works to educate the young generation about the ongoing efforts at local and global levels to combat
climate change issues and the concrete steps taken by the nation and the global community such as the UAE’s Green
Agenda and Paris Agreement," he elaborated.
Ask students to read the article in the student
book. Check whether they are familiar with the Our
Generations initiative. Address any questions that they
raise about article.
Ask students what they think their ‘carbon footprint’
is. Explain that it is the impact of their actions on
the environment. Carbon footprint calculators are
available online if students would like to explore them
further. (Or they can do this in the classroom.)
Now hold a discussion about how students can
become advocates for climate action by reducing their
carbon footprint, and the school’s carbon footprint.
The aim is to model good environmental behaviour
that the rest of the local community can follow.
Suggested Answers
Switch to energy-efficient lightbulbs, and look for
opportunities to reduce lightbulb usage
•
If both pilot initiatives succeed, they will be adopted in all schools in the UAE.
a.
• Turn off energy when not in use, such as airconditioning or heating systems
• Use recycled stationery for schoolwork
• Reuse items, such as plastic water bottles, as
much as possible
• Reward innovative ideas (such as Monthly
Climate Champions awards)
Stress that although climate action is a complex global
issue, actions taken at the individual and local level
can help reduce the harmful effects of climate change.
This is why it provides a good opportunity to people to
practice civic engagement.
63
63
One of the aims of ‘Our Generations’ is to make young people aware of their ‘carbon footprint’.
What steps can students in your school take to reduce their carbon footprint and set an
example of environmental responsibility for the rest of the local community?
Teacher’s Guide
Activity 6 (10 minutes)
6 Civic engagement involves taking individual and collective actions to address
Remind students about the definition of civic
engagement: “individual and collective actions
designed to identify and address issues of public
concern; involves citizens working together to make a
positive difference in the community”.
public concerns.
From what you’ve learned in this lesson, try to identify five simple actions that you can take to become a more
engaged citizen.
1.
Emphasise the importance of individual action trying
to make a positive difference in the local community.
With this in mind, ask students to identify five simple
actions that they can take to become engaged citizens.
2.
3.
4.
5.
Suggested Answers
Read local news to stay up to date with pressing
local issues
•
• Communicate with local charities to become
involved in volunteer work
• Use social media to advocate for local issues
(sharing posts and photos, for example)
• Using recycled packaging and bags as much as
possible
• Contribute to an online discussion group about an
issue that’s important to you
Key Skills (Head, Heart, Hands)
Unit 5
Lesson 5
64
• Group work
• Individual work
• Oral communication
• Presentation skills
• Creativity
Evaluation/Reflection
• Traffic Lights
• What I knew then, what I know now
Differentiated Learning
• Mixed groups
• Questions for beginners and advanced students
64
Moral Education
Grade 9
Moral Education in Action
Unit 6
Moral Education in Action
‘We become just by doing just acts, temperate by
doing temperate acts, brave by doing brave acts’
(Aristotle).
‘We become just by doing just acts, temperate by doing temperate acts, brave by
doing brave acts’ (Aristotle).
Introduction to Moral Education in Action
Rationale for Moral Education in Action
Now that you have completed the Grade 9 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.
This section outlines some ideas and guidelines for
how to engage students in action projects, in order to
further develop their skills and expertise learnt in the
Moral Education programme. This allows the students
to put the theory into practice.
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 for the first time. 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.
Young people are not ‘Citizens in Waiting’ (Professor
Audrey Osler). This new programme allows students
to examine their own understandings of citizenship
and consider a range of complex but important moral
issues in the classroom for the first time.
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.
After studying in depth the values behind the
Moral Education programme, students should feel
empowered, even compelled, to take action for a
better community. In this sense, learning from the
lessons is linked to responsible action.
The action in the project may range from individual
charitable actions and making more ethical consumer
choices, to direct actions such as raising awareness
or campaigns by groups or the whole class. This
project gives them both the support and space to try
to influence decision making at a variety of different
levels. The idea of a ‘call to action’ is an important part
of the Moral Education programme. It shows young
people how to put the theories and values they have
learnt into practice in the real world.
Planning
It is important to consider the starting point from
which you launch any individual or group action.
Get the class to think about the type of school
environment they have before doing any further
planning. Is collective action a familiar concept or
would this be a relatively new idea for the school? You
could examine recent actions or charitable activities
that the school has taken part in recently. You could
look at existing school policies and identify any areas
that need attention. What moral issues does your
school feel passionate about? Allowing sufficient
time for preparation is an essential part of the action
project, as it’s important to be able to measure its
impact in the future. As part of the planning process,
ensure that you have consulted with relevant people
as much as possible. Perhaps there is a parent or a
65
Reflect about
your school
School policies
School
environment
Is collective
action
something new
in your school
65
Recent actions
at school
Teacher’s Guide
member of staff who could give you guidance on your
chosen topic? Ensure as well that all students get the
chance to express their opinions on how to approach
the project.
Here are some helpful questions to guide planning:
Reflect with all
the students in
the class
Reflect about
your project
• Who will our target audience be?
• What do we mean by action?
• What does participation look like to us?
• What would we like to achieve in our action?
• Who can you link with in terms of partnerships?
• Are there other schools in our vicinity that we can
reach out to for collaboration?
Decide on the
kind of direct
action
• Have we ensured that minority voices will be
heard during the planning and
development processes?
• Can we anticipate any challenges along the way?
• What tools or resources or materials might
What change
can you enact on
community level?
Base your project
on what you have
studied this year
Decide on the
topic
we need?
Think outside
of merely
the school
environment
• What is a realistic timeframe?
Grade 9
Unit 6
66
66
Moral Education
Grade 9
Ideas for Moral Education in Action
The Action
Once you have decided on your project, together with your classmates you should
brainstorm the following questions
Below are some suggestions of relevant actions and
activities. While these are provided as guidelines, it is
very important that the action project is student-led
and that all students’ voices are heard in the planning
and decision making process. Students can pick
and choose and adapt ideas that are relevant in the
context of their class and their interests.
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?
Differentiated Ideas for Moral Education
in Action
What kind of follow-up plans will help to really
maximise change?
Campaign: At this level, students should be
encouraged to think outside of merely the school
environment and to think of how they might enact
change at a community or national level. A strategic
campaign would be a good way of achieving this.
Students should map and review the lessons they
have undertaken in the moral education programme
in order to establish the issues that struck them the
most as they were engaging with the material.
Ideas for Action Project
1.
You can plan an awareness campaign about:
• Ethics: How to be an active citizen
• Finances: What to save and how
2. The ‘Great Switch-Off’:
Once they have immersed themselves in the
context and engaged in further research about their
chosen topic it is time to consider what might be an
appropriate direct action! Examples might be letter
writing, media campaigns or a day of action.
Students should brainstorm the following questions:
What is your specific aim of the campaign? 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?
Students should also make sure they think about what
might happen after their particular action – how can
follow-up plans really maximise change?
The ‘Great Switch-Off’: In an increasingly
interconnected world, media, technology and
electronic devices are central to our lives and how
we relate to people. But sometimes we spend too
much time interacting with strangers in other parts
of the world online and not enough quality time with
friends and family in the real world. Grade 9 students
could develop guidelines or a framework for their
class or the whole school to participate in the ‘Great
Switch-Off’, whereby all students and their families
commit to not using any electronic devices for a whole
evening. Students should consult with adults to see
which night might be most suitable. This could involve
not watching any TV, or using any internet, logging
off social media, switching off mobile phones and
not playing any computer games. Families can plan
a special meal or a group or community walk on the
67
Awareness campaign:
In an increasingly interconnected world, media, technology and electronic devices are central to our lives and
how we relate to people. But sometimes we do not spend enough quality time with friends and family in the
real world.
Develop guidelines or a framework for your class or the whole school to participate in the ‘Great Switch-Off’,
whereby all students and their families commit to not using any electronic devices for a whole evening.
• Choose one evening per week to do this.
• Work with your fellow students to see which night might be most suitable. Students should in turn work with
their parents and families.
• Choose what to switch off from! (TV, the internet, log off from social media)
• Plan a special family time such as special meal or a group or community walk on the evening in question.
• Collect feedback from everyone who participated and see how they got on. You could even give certificates
of completion to anyone who succeeded in not turning on any devices during this time!
67
evening in question. This might be a lot harder than it sounds so Grade 9 students
could collect feedback from the people who participated and see how they got on.
Certificates of completion could be provided to those who succeed in not turning on
any devices during this time!
Reflection
It is very important that space is given to critically reflect on how the action project
is going. Choose a mid-way check in point to ask yourself some questions about the
planning and implementation of the project. Who chose the focus? Are the needs of
the target group being met? Whose voice is not being heard? Is there anyone else we
should be including? What advice do we have for future grades undertaking
similar work?
Teacher’s Guide
Parental Showcase
Showcase Event for Your Parents
The students are to create a showcase event at
the end of the project to present to their parents.
However, it might also be appropriate to organise an
event in the middle of the project work in case there
are ways that parents can support the class in meeting
the project outcomes. Parents will be familiar with
the aims of the programme from working through the
Parents Addendum.
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.
Guide the students in planning their showcase event:
2. Display:
• Ensure that everything that you have learned from the action project is visibly 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.
Design: Will they hold it in their classroom or the
school hall? If the students want to reach the wider
community, consider booking a room in a local library
or community centre. Before suggesting this to the
students, check with the school authorities that this is
feasible and agree a date.
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 9
Unit 6
Once the space has been chosen, use the whiteboard
to brainstorm ideas for its design. Draw a plan of the
space and get the students to agree on how different
elements of the project can be accommodated. Ensure
that they consider such criteria as the flow of traffic
through the space. This is important if the students
want to present the project with a timeline of its
progression from planning to completion.
68
Display: Throughout the action project, ensure that
posters and other graphical representations are
labelled and retained for use in the showcase event.
Store image files together and help the students to set
up a slideshow to run in the background, representing
significant parts of the project process. Completed
portfolios can be displayed on tables around the room,
so that parents can spend time looking at them. Get
the students to create information labels for each
exhibit.
Engagement: Encourage the students to come up
with a range of participatory activities for the audience
to engage in during the event, such as questionnaires
or quizzes. Help them to create a list of conversation
starter sentences about each stage of the project,
so that they are well prepared to discuss it with
confidence as the parents view their work.
Think: Ask the students to consider the Think
question. People, and that includes parents, all learn
in different ways. Therefore, it’s important to present
the knowledge and skills developed during the action
project through text, images and speech.
68
Moral Education
Grade 9
Other Dissemination ideas
Other Ideas for Sharing Your Action Project
• Newsletters are a good medium to reach parents
and the community at large, as is a school blog.
The article could be a group work or an optional
exercise for interested students.
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.
• If the students choose to create a visual
representation of their learning, get them to
agree what information should be displayed and
how.
• Arrange an ‘exchange of learning’ partnership
event with another school that has also
undertaken a moral education action project. The
event could take the form of a school trip or a
virtual meeting using technology such as Skype.
Remember
• This project is a summary to what you have learned.
• It is a personal input in the society that activates your citizenship.
• Before you decide on your project, respect your school rules.
• Be inclusive, plan and implement the project with all your classmates.
• Be proud of what you are doing and communicate the new knowledge and skills with others.
• Encourage the students to create as a group a
reflective journal or learning log to show the
knowledge and skills they learnt through doing
the project.
• Social media can be a powerful and interactive
tool for raising awareness and engaging with
multiple perspectives. Consider setting up a
class Twitter account to share details of some of
the students’ project work through original and
creative tweets. Create hashtags to profile the
students’ work or record a podcast of students
interviewing each other about the project.
All use of social media must be agreed with school
authorities and you must retain full control of
accounts.
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Teacher’s Guide
QUOTE
‘If you don’t think a small thing can make a difference, you have never slept in a room with a mosquito’
African proverb
Grade 9
Unit 6
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Glossary
Active citizen: A person who is actively involved in his or her community on a local,
national or global level.
Advancement: The act of progressing or moving forward.
Amendments: Changes to an existing law.
Autonomy: The quality or state of being self-governing.
Character: The way a person thinks and acts in general.
Citizen: An inhabitant of a city or town, or a legally recognised member of a country.
Civic duties: Responsibilities or actions that citizens are required by law to perform.
Civic engagement: Individual and collective actions designed to identify and address
issues of public concern; involves citizens working together to make a positive difference
in the community.
Civic responsibilities: Duties or actions that citizens should perform out of moral duty
or social responsibility, but are not required by law to do.
Community: A group of people living in the same place, sharing interests and concerns.
Competency: A skill, talent or ability.
Constitution: A set of rules and laws that determines the system of a country or state.
Decrees: An official order that has the force of law.
Democracy: A system of government where citizens vote to elect representatives.
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Entrepreneurship: The activity of independently establishing a business or iniative.
Fulfillment: Feeling of being content and satisfied.
Good citizen: Someone who is respectful, responsible and resourceful, who contributes
to their community and follows rules.
Honourable: Possessing or displaying respect and good character.
Jurisdiction: The right or power to impose laws and punish those who don’t follow
them.
Leadership: Guiding, directing or inspiring others towards a cause or project.
Litigation: A lawsuit or a court case.
Mobilise: To organise or encourage people to come together to act.
Philanthropy: Practice of donating money, time or other resources to assist others.
Promulgate: Put a law or decree into effect by official proclamation.
Prosperity: A state of wealth or abundance.
Quality: A feature or characteristic of something or someone.
Ratifying: Signing or giving formal consent to a treaty, contract, or agreement, making
it officially valid.
Reform: A change or improvement, especially in the area of government or politics.
Resourceful: Being capable of dealing with unfamiliar or challenging situations.
Sanctioning: Giving official permission or approval.
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Security: Being free from danger or threat.
Stability: The state of being firm and solid and unlikely to change suddenly.
Teamwork: Combined effort or work by a group of people.
Well-being: The state of being content, in good health and fulfilled.
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References
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