Gr07 SB

2
Grade
07
2021-2022
3
CULTURAL
SOCIAL &
STUDIES
MORAL,
Moral, Social & Cultural Studies Student Book Grade 7 1442- 1443 A.H. /2021- 2022
1
812215
241371
1
Moral, Social
and Cultural Studies
Student Book
Grade 7
Term 1
First Edition
1442- 1443 A.H. /2021- 2022.
Certified
The materials in this
book are certified by the
Ministry of Education
Table of Contents
Unit 1: Individual Responsibilities, Duties and
Moral Obligations
Lesson 1 What Is Meant by Duties
and Responsibilities? ��3
Lesson 2 Duties and Responsibilities of Parents Towards
their Children ��9
Lesson 3 Duties and Responsibilities of Sons
and Daughters�� 15
Lesson 4 Moral Rules �� 21
Lesson 5 The Moral Imperative Rules
Governing Behaviour �� 27
Unit 2: Making Better Decisions

Lesson 1 Staying Safe at Home and Outside �� 35
Lesson 2 Responding to Harmful Situations �� 41
Lesson 3 First Aid ��47
Lesson 4 Ways of Protection Against Crimes �� 53
Lesson 5 Thinking About Crime ��59
Unit 3: East Asia
Lesson 1 The Geography of East Asia��67
Lesson 2 Engineering and Civilization in Ancient China��89
Lesson 3 Chinese Technology, Science and Medicine��101
Lesson 4 Spreading Cultures in China

and Southeast Asia��115
Lesson 5 Culture through Art in China in 1770�� 127
Lesson 6 Korea’s Renaissance (1392-1910 CE)�� 133

Domain Moral
Unit 1
Individual Responsibilities
and Duties and
Moral Obligations
Lesson 1 What is Meant by Duties and Responsibilities?
Lesson 2 Duties and Responsibilities of Parents Towards their Children
Lesson 3 Duties and Responsibilities of Sons and Daughters
Lesson 4 Moral Rules
Lesson 5 The Moral Imperative Rules Governing Behaviour
What are individual

responsibilities, duties and moral
obligations?
Copyright © Ministry of Education – United Arab Emirates

1
What is meant by duties and responsibilities?
What are the duties and responsibilities of parents towards
their children?
What are my duties and responsibilities?
Which moral values should your children be taught?
How are moral rules applied?
Obliga
tions
Duti
es
t i e s
nsi bili
s p o
Re
Unit 1
2
Unit
1 Individual Responsibilities and
Duties and Moral Obligations
Lesson 1
What is Meant Learning Outcomes:
by Duties and • Discuss responsibilities and duties

towards their classmates.
Responsibilities?
Vocabulary
responsibility duties
1 Look at the pictures. In your opinion, what are students’ rights and duties at school?
1 2 3
4 5 6
3
2 Read about students’ duties and responsibilities and then discuss the points that follow.
In order to survive, grow and develop, every community In class, it is the students’ duty and responsibility to adopt
needs legislation and laws that govern relationships among certain behaviours that ensure the good framework of
its members. The community might be small, like a family, or the educational process. These behaviours govern their
large, like a country. In both cases, the laws that govern the relationships with their colleagues and their teachers.
community and determine its members’ rights and duties Students’ awareness of their duties and responsibilities
usually originate from customs, traditions and general moral towards their classmates and more generally while on
principles. They also come from the harmony created among school grounds is the cornerstone of mutual support
members of a community through a social agreement–also and interdependence in their relationships with one
known as a constitution. A constitution is basically a set of another. It also creates a warm, familiar atmosphere.
rules and laws. It aims to ensure the rights of individuals Indeed, it is considered a key factor in preparing them to
and determine their duties and responsibilities towards one become responsible citizens and productive individuals
another, the community they form and the country they live after finishing their academic journey, and entering the
in. Individuals can then serve the greater good and common community at large.
interest.
In this context, the situation at school is no different. After

all, a school is considered a small community that must
ensure a good educational framework. Therefore, every
school should have internal regulations, usually established
by the Ministry of Education or the school administration.
The regulations govern the relationships among students,
on the one hand, and between students and the school
faculty and administration, on the other. This is how the
rights and duties of students and the school are defined.
a.
Write three examples about the relationship between the school and the students.
b.
What are the duties and responsibilities that make you a responsible and productive citizen?
Unit 1 Lesson 1 4
Moral, Social & Cultural Studies | Grade 07 | Term 1
3 Read about the right to learn and committing to duties and then discuss the points
that follow.
Access to education is one of the most important the educational process; freedom to express their thoughts
characteristics of a developed country. In fact, educational and feelings; access to educational materials that meet
standards are taken into account when measuring a country’s quality standards; and freedom to ask about certain details
level of development. Measuring education standards that they do not fully understand during classes.
involves assessing the number of educated people, their
education levels and the quality of the education. Standards Duties that students must abide by include: committing
to measure the quality of education include students’ rights to daily attendance during school hours; providing an
during their academic journey. Students’ rights include explanation when absent; knowing which lessons they
receiving training in dealing with real-life situations and missed and making up for them; and committing to upholding
having public rights in their country. In addition, students’ general morals at school with teachers and classmates alike.
duties involve committing to a set of morals and behaviours Also, students must look after school property and the tools
that they should follow in life, in terms of respect for the law used by the class, and commit to bringing their own tools and
and dealing with others responsibly and tactfully. attending exams. As well as these general rights and duties,
each school or institution may have its own regulations
Similar to countries, academic institutions grant their based on its own academic system.
students basic rights and ask them to accomplish general
school-related duties. Rights that students benefit from in
academic institutions include: the preservation of dignity;
freedom from insults or discrimination based on their
religion, gender, race or family background; participation in
a. Work with your classmate to explain why you follow the moral ethics in the community.
b. From your experience, describe a duty that your school has assigned you. Did this help clarify
the concepts of rights and duties for you?
5
4 Through its educational vision and mission, the UAE Ministry of Education seeks to
build and manage an innovative educational system in order to create a knowledge
community with global competitiveness. With this is mind, it recently set a strategic
plan to be fulfilled between 2017 and 2021. Read about the goals of this plan, and then
discuss the points that follow.
Strategic goals of the Ministry of Education:

1. Ensure inclusive quality education including pre-school education.
2. Achieve excellent leadership and educational efficiency.
3. Ensure quality, efficiency and good governance of educational and institutional performance, including the delivery of teaching.
4. Ensure safe, conducive and challenging learning environments.
5. Attract and prepare students to enroll in higher education internally and externally, in light of labor market needs.
6. Strengthen the capacity for scientific research and innovation in accordance with the quality, efficiency and transparency standards.
7. Provision of quality, efficient and transparent administrative services, in accordance with the quality, efficiency and
transparency standards.
8. Establish a culture of innovation in an institutional working environment.
a. Write about the rights and responsibilities that you have to follow as a citizen of the UAE.
b. Write a report on the elements of the safe environment in your school. Suggest some
improvements to create a safer environment.
Unit 1 Lesson 1 6
5 Read about the responsibilities and duties of students in Japan.

Discuss the points that follow.
The Japanese education system focuses on developing This system develops the students’ sense of community
students’ sense of community and responsibility towards and their leadership skills too. This is especially true when
society. This starts with their school environment, such as the teacher assigns someone to watch the class when he or
looking after school facilities, teaching materials, school she is absent, or puts someone in charge of preparing the
furniture and so on. class, organising it and resolving problems, including those
between students.
Japan is known for its clean schools. The first thing that
catches the eye of a visitor to a Japanese school is the At the end of the school day, students gather and check
collection of shoes at the entrance to the school building. whether they have fully accomplished the day’s tasks, if
Each pair is neatly stored in a closet or on wooden shelves, they have missed something or if another issue has arisen.
and bears the name of its owner. Students must take off their There is no doubt that this method of education promotes
regular shoes and put on these clean sneakers inside the a sense of community, responsibility, commitment and
school building. This practice is adopted in most elementary leadership. It also helps students to avoid inappropriate
and middle schools and in many high schools. social behaviour when dealing with certain communities
and with other people.
It is also common in Japanese schools for students to sweep
the floors of the classrooms and clean them at the end of
the school day. Moreover, they often sweep the corridors,
and wipe them with wet cloths. In addition, they clean the
restrooms, collect fallen leaves in the schoolyard and pick up
any rubbish they find! Teachers often join them to work on
achieving general cleanliness, whether at school or in public
places, such as public parks and beaches during the summer
holidays. Nobody looks down on students or teachers when
they undertake this work.
77
a.
Work with your classmate to identify the importance of school for students and teachers in
Japan. Justify your answer using examples from the text.
b. Present what students do at the end of the school day and why you think it is important.
c.
Organise with your classmates a “Cleanliness at School Week” activity and implement it.
Decide on the places you will clean that week. Create rules that apply to all students to help
keep these places clean.
6 Work with your classmate: Determine the responsibilities and duties of each of
the following employees at your school:
Security:
��
The nurse:
��
The headmaster:
��
The bus driver:
��
Unit 1 Lesson 1 8
Unit 1 Individual Responsibilities and
Lesson 2
Duties and Learning Outcomes:

Responsibilities of • Demonstrate their awareness of daily
Parents Towards
responsibilities and duties in their family.
their Children
Vocabulary
the role family tree
1 Identify some of the qualities of an ideal father from the words of the late Sheikh Zayed bin
Sultan (may God have mercy upon him).
A real leader is one who takes care of,

observes, follows up with, and asks
about his people as if they are his family
members.
Sheikh Zayed (may God have mercy upon
him), with children
2 Read the text about family and then discuss the points that follow.
The family is the pillar of society. Indeed, the way family members are raised is essential to building a generation capable of successfully
withstanding all the difficulties of life. Therefore, parents should be keen on taking care of their children and promoting their self-
confidence and the ability to assume responsibility. They should take an interest in everything they face, at home or out in the world,
listening to them and discussing different matters with them. Parents should also guide their children to respect the common social
customs and other people’s rights, abide by moral values and respect our customs and traditions, all for the good of the family and
society equally.
9
a. Give examples that show a proper upbringing in action.
b.
Name a hobby that you or one of your family members practice. Share with your classmates how
your parents encourage you to practice it.
3 T he United Arab Emirates signed the United Nations Convention on the Rights of
the Child, which was concluded on 20 November 1989. The table below shows some
of the important articles in this Convention. Read the table and then answer the
questions that follow.
a.
Identify the parties responsible for meeting children’s rights stated in the table and write them in
the second column.
The parties responsible for meeting

Numbered articles in the Convention The responsibility
such rights
24. You have the right to the best

health care possible, safe water to
drink, nutritious food, a clean and safe
1
environment, and information to help
you stay well.
28. You have the right to a good quality

education. You should be encouraged
2 to go to school to the highest level
you can.
12. You have the right to give your

3 opinion, and for adults to listen and
take it seriously.
13. You have the right to find out

things and share what you think with
4 others, by talking, drawing, writing or
in any other way unless it harms or of-
fends other people.
Unit 1 Lesson 2 10
39. You have the right to help if you've

been hurt, neglected or badly treated.
5
42. You have the right to know your

rights! Adults should know about
6 these rights and help you learn about
them, too.
2. All children have these rights, no

matter who they are, where they live,
what their parents do, what language
they speak, what their religion is,
7 whether they are a boy or girl, what
their culture is, whether they have a
disability or whether they are rich or
poor.
Playing and learning are two important children rights
b. Evaluate and then select the most appropriate responsibility for each item (meeting essential needs,
moral support, education) and write it in the third column.
c.
With your classmates, discuss the goals of UAE organisations concerned with the Child Protection
Law and the reasons for its inception.
11
4 How does the UAE protect children? And what is the “Wadeema” Child Protection Law?
Read about this law, and then discuss the points that follow.
UAE society welcomed the State’s efforts to provide full protection for children, through the declaration of the “Wadeema” Child
Protection Law. It was named in memory of the eight-year-old girl Wadeema, who was killed by her father in 2012 in a crime that shook
UAE society.
His Highness Sheikh Khalifa bin Zayed Al Nahayan (God Save Him), President of the UAE, declared this Federal Law on 8 March 2016
and it entered into force on June 15th 2016. It highlights the UAE's role in preserving children's rights to live, survive and develop, and in
providing all the opportunities required to help achieve this objective. It also protects the child from negligence, exploitation and abuse.
In this context, it is worth mentioning that the law uses the term “best interest” in taking measures to protect the child.
Wadeema’s Child Protection Law addresses both aspects of preventing and resolving. The preventive aspect is represented by sending
warning messages and holding private organisations responsible for child protection as stated in Article 29: “Telecommunications
companies and Internet service providers shall notify the competent authorities or the concerned entities of any child-inappropriate
materials being circulated through the Internet.” And in Article 56, which states: ”that the competent authorities and concerned entities
shall coordinate with the Ministry of Social Affairs to determine the standards and engineering specifications related to construction
laws and safety and security conditions that protect children from any type of harm, in order to reduce risk of children falling off of
house balconies.”
Care for Children
a. Analyse the meaning of “best interest”, and clarify the services provided under this term.
b. Name some family activities that make you feel safe.
Unit 1 Lesson 2 12
5 Read the following text by a woman about her late father. And then discuss the points that
follow.
As well as being a loyal patriot until his last day, my father was a great parent. He was caring, loving and good-hearted. He loved his
family greatly and looked at boys and girls equally. He used to gather us and discuss different life-related topics with us. He often took
our opinions, despite him being highly cultured and experienced in life matters, encouraged us to abide by the basics of morality, such
as honesty and loyalty, and raised us on the values of love for the family, the country and loyalty at work. He was socially active and had
a zest for life. He was also very generous towards others. He stood by them in their moments of joy and sadness and earned their love
and respect. He was a great teacher, a great role model and will always be alive in our hearts.
a. C
onsider the father’s behaviour in this story. How does it compare with what Sheikh Zayed (may God
have mercy upon him) did as an ideal father?
6 Read the following text about family structure and family trees. Then answer the questions
that follow.
A family is a group of individuals related to each other by kinship and blood.
Families come in different forms, including:
• The nuclear family: includes the parents and their children (if they have any).
• The extended family: includes grandparents, uncles and aunts, and can extend to three generations.
• Single-parent family: a family that has lost one of the parents, either through death or divorce.
• Joint family: a family that has multiple marriages and half-brothers and sisters.
For generations, families have drawn trees that represent their members and illustrate their origins and kinship. The family tree goes
from top to bottom, from the oldest to the youngest.
13
Family Tree
a. Look at the family tree example and then draw your own family tree.
b. Compare the characteristics of life within a nuclear family and an extended family.
Unit 1 Lesson 2 14
Lesson 3
Duties and Learning Outcomes:
Responsibilities of
• Demonstrate awareness of their daily
responsibilities and duties in their family.
Sons and Daughters
Vocabulary
kindness to parents dependency
1 Children’s responsibilities and duties towards their parents start at home, but do they end
there? Discuss this topic in class.
2 Read the text about parents’ rights and children’s duties, and discuss the points that follow.
Children have important duties towards the parents who raised them, cared for them and supported them financially. Parents spend long days and nights taking care
of their children, putting their children’s needs even before their own. They also work hard, doing everything they can to provide a decent life for their children. They
give their children all the support they need to fulfill their wishes and needs. Therefore, it is the duty of children to be kind to their parents and to fulfill their obligations
towards them.
The most important obligations of children towards their parents include:
- Respecting their parents’ opinions and discussing controversial issues with them
- Being kind to them and never scolding them
- Listening to them and answering their questions
15
- Accepting their requests and trying to make them happy
- Getting close to them, seeking their love and never making

them feel indebted
- Show kindness to them even after their death
a. Think of a time when your parents

made an important sacrifice for
you.
b. Write a story about something

you have done to show your
appreciation for your parents. Then A child appreciating his mother
present it to the class.
3 Is it your responsibility to help your parents by doing chores at home? Discuss with
your classmates. Then match the skills with the tasks in the table below.
Tasks Physical and Psychological Skills
1. Washing the dishes ‌a. Mastering delicate hand movements
2. Setting the table ‌b. Understanding scientific concepts
3. Helping with the shopping ‌c. Awareness of the cost of goods
4. Keeping track of household spending ‌d. Switching from one activity to another
5. Helping younger siblings with their homework ‌e. Developing environmental awareness
6. Preparing desserts ‌f. Understanding the meaning of waste
7. Repairing domestic appliances ‌g. Practising calculation
8. Sorting waste for recycling ‌h. Arranging administration
9. Making a list of missing items ‌i. Understanding household budgeting
‌j. Housekeeping
‌k. Learning habits
‌l. Helping and benefiting others
Unit 1 Lesson 3 16
Helping family
4 Read this extract from the book The Birth of a Historical Leader. Then discuss
the points that follow.
The late Sheikh Zayed bin Sultan (may God have mercy upon him) grew up under the care of good parents. They raised him on the solid teachings and principles of
their tribal surroundings.
Sheikh Zayed, like other children of his generation, received his education from a teacher at a small Al- Katateeb school, which taught children to read the Holy Quran
and the principles of religion and morality, as well as some basic mathematics. The principles that Sheikh Zayed (may God have mercy upon him) was raised on, both at
home and at school, had a strong and direct impact on his personality throughout his life. This was apparent to anyone who listened to his speeches and statements.
Growing up, he received the rest of his education by attending daily meetings headed by his father, the leader of the Emirate of Abu Dhabi. His father was a strong
ruler with many good qualities, such as tolerance, good manners and close ties with his people. His people loved him and were faithful to him. Sheikh Zayed (may God
have mercy upon him ) was very close to his father, and he always attended his meetings and discussions with tribal leaders and the people - hearing, analysing and
memorising everything. He learned a lot from his father, particularly the importance of having love for his people - showing them kindness and generosity, and adhering
to the traditions and customs he was raised on.
Sheikh Zayed (may God have mercy upon him) was eight years old when his father passed away. The personality of Sheikh Zayed was significantly impacted by his
17
mother, Sheikha Salama, since he was close to her and influenced by her guidance, gaining a lot of her character and ethics, which instilled into him love of the people
and charity to the poor and needy.
These qualities were established in the personality of Sheikh Zayed (may God have mercy upon him) and instilled in him by his parents until they became an integral
part of his qualities for which he was so renowned.
The late Sheikh Zayed bin Sultan (may God have mercy upon him)
a.
Work in groups. List the obligations that Sheikh Zayed bin Sultan Al Nahyan (may God have mercy
upon him) fulfilled towards his family during his early life. Think about the national achievements of
Sheikh Zayed (may God have mercy upon him). Did he follow the same principles in dealing with his
people?
b. The previous text showed how strong family and tribal ties can develop a sense of duty and
responsibility. With your group, research the possible reasons those bonds can become weaker.
Offer suggestions on how to strengthen those bonds.
Unit 1 Lesson 3 18
5 Read the text. Then answer the questions that follow.
When Zhao, a Chinese student, was a young boy, he was struck with polio, a disease that if left untreated causes paralysis of the legs. As a result, he was unable to walk.
Throughout this ordeal, his father, a single parent, cared for him, taking him by bicycle from one doctor to another.
Eventually, Zhao was cured. Later in life, just as he was about to start university, his father contracted a mysterious illness that paralysed him.
Faced with that situation, Zhao had a difficult decision to make. He needed to take care of his father, but he had to go to university. So what should he do?
For Zhao, the only solution was to bring his father to stay with him in the university dormitories. That way he could take care of his father and pay back what he owed
him in life, with care, patience and tenderness. And that’s what he did. While the other first-year students were arriving at university with excitement and anticipation
of a new life and new friends, Zhao divided his time between cooking, feeding his father, fulfilling his daily needs, studying and preparing for exams. He also had to
find a part-time job to support himself and his father.
a.
Why didn’t Zhao put his father into a nursing home? And what would you think if he had done that?
b. How does the UAE take care of elderly people with home care benefit?
19
6 Write a paragraph that explains how ethics and mutual respect are the basis for
a sense of duty and responsibility, whether among children, between children
and parents, or between students and school. Present this text through a photo-
supported presentation to your classmates next week.
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Unit 1 Lesson 3 20
Lesson 4
Moral Rules Learning Outcomes:

• Define and classify some moral rules,
such as stealing is wrong, lying is wrong,
keeping a promise is right.
• Reflect on “doing what is right”.
• Apply at least one moral rule that has
been discussed in the unit.
• Justify how disobedience could be
acceptable when the alternative is to
discriminate against someone.
Vocabulary
moral rules globalisation
ethics popular heritage
moral values community service
moral duty modesty
1 Read this poem by Ahmad Shawki. Then write a sentence summarising the
moral values that the poet supports.
Nothing is worse than lying,
He who lies will never be noble.
Stick to honesty, even if you expect severe consequences.
..................................................................................................
21
2 Read this text about the United Nations Sustainable Development Goals and the Earth Charter as
a declaration of the fundamental ethical principles of the international community. Then complete
the activity that follows.
The United Nations has always been

committed to human dignity and
rights, environmental preservation
and environmental protection.
Sustainable development puts these
values into action, both for present
and future generations. Sustainable
development also promotes
biodiversity and the preservation of
species, as well as human diversity,
non-exclusion and participation by
all. For any person developing their
own view of the world, it is essential
to understand these values. When
learning how to build a sustainable
future, people need to understand Diversity of communities in the world
their own values, society’s values
and the values of others around the world. Each country, cultural group and individual must then learn how to apply these values in
the context of sustainable development. The Earth Charter was launched in 2000 by the Earth Charter Commission. It is the outcome
of a decade-long global intercultural dialogue on common goals, moral principles and shared values. It is an international declaration
of fundamental values and principles for building a just, sustainable and peaceful global society in the 21st century. Its aim is to
promote a comprehensive approach to addressing global affairs. The project began as an initiative of the United Nations. It has since
inspired the United Nations Educational Contract for Sustainable Development.
a. What moral values do you think are common among individuals all over the world?
b. Work in groups. Research the Earth Charter principles. Explain the importance of applying them
in societies.
c. Corruption is the opposite of morals. Research the UAE government policy aimed at combating
corruption at the level of state departments. Summarise the legislation related to corruption.
Unit 1 Lesson 4 22
3 There is a saying in Japan. ‘Morals are the secret behind the success of the Japanese
experience’. Read this passage and see how it relates to that saying.
Japanese society is disciplined, creative,

respects time and order, values teamwork,
and highly committed to ethics and
good manners. Based on honesty and
truthfulness, commercial ethics in Japan
are sophisticated, stemming from the
educational programmes on morals
and conduct at home, school and in
society. Moreover, Japanese social values
compel people to apologise for mistakes.
Apology is an important phenomenon in
Japan. Both for the offender and the victim,
apologising is a way to alleviate remorse
and conscience. That’s why Japanese people
do not generally hesitate to apologise.
Fortunately, Japanese people accept
apologies and are generally forgiving.
In 1989, the Japanese education system

reviewed its educational programmes,
removing all instances of imported
individual values. It also added a
comprehensive behavioural and moral
programme, which was introduced in
all school activities and programmes. Japanese companies’ executives wipe the shoes of new employees to In
addition, one hour every week throughout eliminate ego and to be an example of modesty.
the school year is dedicated to a specialised
programme on morals. The programme emphasises the importance of individual morals: diligence and mastery in all work; dealing
with people truthfully and honestly; respect of personal freedom; discipline; enhancement of personal points of strength; love of truth;
and striving to achieve ideal morals and behaviours. In terms of interaction with others, the programme emphasises the importance of
gentleness, polite dialogue, compassion, faithfulness in friendship, helpfulness, modesty, acceptance of others’ ideologies and being
appreciative of assistance, especially from the elderly. Japanese students also clean their schools and care for the plants and animals
there.
a. C ommunity service and respecting those working in it is ethical. Give an example of

community service that you do at your school in cooperation with your classmates (planting
flowers, cleaning the school or any similar work).
b. I n Japan, apology dominates all situations and is a moral duty. Analyse the concept of
“moral duty”. Then create a scene with one of your classmates showing the importance of
apologising for a mistake.
23
4 Popular culture is a summary of a deep repository of human values. To understand
the importance of preserving the popular culture of the UAE, read this text. Then
complete the exercise that follows.
The UAE’s heritage combines spiritual, emotional and behavioural values. Decades ago, the late founder, leader of the
state, Sheikh Zayed bin Sultan Al Nahyan (may God have mercy upon him), said that ‘he who has no past has neither
present nor future‘. He also said that heritage represents the spirit, wisdom and innovations of nations. Nations are
evaluated by their heritage; there is no nation without heritage.
As a nation develops, it needs a moral and behavioural code. This code forms a solid ground on which the nation can
achieve its objectives and establish its presence in the global arena.
The culture of globalisation has led to a more open world. The result is that a nation can become influenced by values
that are not part of its moral code. Our UAE cultural heritage then becomes a fence that protects the individual, the
family and society from cultures that are contrary to our values and morals. These lead to a number of important social
responsibilities:
- Media institutions need to be committed to their historical responsibility to preserve society and protect its cultural
and social texture.
- The institutions of civil society, such as people’s associations, sports clubs and cultural institutions, should introduce
new generations to the importance of culture and heritage, especially in the context of the relationship among various
generations.
- Cultural institutions need to morally and financially support thoughtful research and studies by Emirati people,
encouraging them to introduce today’s generations to the civilising value of their people’s heritage.
National popular culture in the UAE aims to introduce new generations to their cultural, moral and civilising roots.
The goal is to preserve the personality of society. Our culture represents a life system and an educational and creative
approach that was developed by generations of creative Emirati people.
a. Compare the Emirati, Moroccan and German cultural heritages.

b. Conduct research on the programme ‘The Stories of Ancestors — Righteousness‘.
Explain its role in teaching the importance of popular culture to future generations.
Unit 1 Lesson 4 24
Rightful hospitality makes today’s children tomorrow’s men.
25
5 Conclude from the pictures the moral values gained from family and school.
Treat people based on your morals, not theirs.
Morality is man’s mirror.
They say:
Be good-looking and you will never be forgotte.n
But...
Be good mannered and their hearts will not forget you.
Morals are the ornament of man.
Unit 1 Lesson 4 26
Lesson 5
The Moral Imperative Learning Outcomes:
Rules Governing
• Describe the importance of some moral
rules.
Behaviour
• Reflect on ‘doing what is right‘, and apply
at least one moral rule that has been
discussed in the unit.
Vocabulary
moral rules the concept of volunteerism
morals rights
duty social values
moral values
1 How do you apply moral rules to control behaviour? Look at the pictures. Discuss with your
classmates the moral values they represent.
A relief worker gives water to an abandoned

A female specialist helps a turtle
Nigerian child
2 Read the story about the integrity of a taxi driver in the Philippines. Then discuss with your
classmates the questions that follow.
27
On January 17, 2016, a Filipino taxi driver took an Australian businessman to Baguio city in the Philippines. When he
was getting out of the car, the businessman was in a hurry and left his bag behind. ‘He got out of the taxi and forgot his
luggage,‘ said the driver.
When the businessman realised what had happened,

he went immediately with his friend to the police
station. ‘We arrived at the police station to report
the missing luggage, but found that the taxi driver
had got there before us. We were so happy when we
saw him there with the luggage. It was a wonderful
moment that showed he was a man of principles,‘
said the businessman’s friend.
The story received a lot of attention. The Philippines

government gave this honest taxi driver a certificate
of appreciation and praise during a special ceremony.
And he also received another unexpected reward.
The Vivixx Academy and the Fast Track Coding Boot
Camp, based in Australia, offered the driver a six-
month scholarship to learn computer coding. Upon
completion of this course, an Australian company
promised to offer him a job as a reward for his
honesty.
Taxi in Manilla
a. What do you think would have happened if the driver had not brought the bag to the police station?
What would you have done if you were the driver? Why?
b. Conduct a questionnaire in class. Ask your classmates to name the three most important moral
rules that should be applied in class, in the playground, on the school bus, at the school library, in
the laboratory, etc.
3 The UAE regards human rights as a top priority. Read the text.
Then complete the activity that follows.
The UAE is committed to promoting and protecting human rights at home and throughout the world. The pillars of the
State’s foreign policy are based upon the principles of justice, equality and the observance of these rights.
The UAE regards human rights as a top priority in accordance with the international standards of human rights, and is
committed to continuously improving its laws and practices, all rooted in the cultural heritage of the people of the UAE,
and values that enshrine the principles of justice, equality and tolerance.
Unit 1 Lesson 5 28
a.
Suggest a list of five rights and a list of five duties that you should respect in order to preserve
human rights in your community and throughout the world.
b. W ork in groups. Prepare a study on how people apply moral rules by observing their
actions in society, institutions, schools and other places. Then present the results of your
study in class.
4 Voluntary work is an essential activity that reflects the moral values in

our community and the world. Read the text about the voluntary work
in Germany and the UAE. Then complete the activity that follows.
A German healthcare worker in Burkina Faso
During their leisure time, one third of Germans participate in voluntary work and activities for charitable purposes. Such
activities help people develop moral values, such as integrity and honesty, and social values, such as tolerance and helping
others. Joachim Gauck, who was president of Germany between 2012 and 2017, described this as ‘free but invaluable
activity‘. Charities and other organisations that provide assistance for public benefit need people to work voluntarily and
be socially responsible by, for example, offering aid during sporting events or caring for the elderly.
29
In the United Arab Emirates, HH. Sheikh Mohamad Bin Rashid Al Maktoum launched volunteers.ae, the National Volunteer
Platform in Dubai. This platform aims to encourage more people to do volunteer work in the UAE by facilitating the
process of volunteering. It also serves as a medium between volunteers and volunteer opportunities offered by public
and private sector organisations. Individuals can register and apply for volunteer roles on the website, and can use the
platform to search for opportunities according to their interest, skills and experience.
The Ministry of Community Development received a great response from people from all areas of society to the volunteer
opportunities made available on the platform. Several members of the council of ministers registered with the platform
due to their belief that volunteering has a humanitarian value and an important role in building and developing our society.
Emirati volunteers in action
a.
Voluntary work is a moral duty towards society. Explain the concepts of both voluntary work and
moral duty.
b.
Did you know that anyone over the age of six years can volunteer in the Dubai Volunteering
Program? Design an activity or task that will benefit you and the school so that you will be an
example for other students to follow.
Unit 1 Lesson 5 30
5 The application of moral values is reflected in the protection of the

environment. Let’s consider the efforts of the UAE and Finland in this
respect. Read the text. Then complete the activity that follows.
In the United Arab Emirates
Environmental protection is the main objective of the UAE’s development policies, which aim to increase green spaces
and develop water resources. The UAE has developed a set of laws to ensure environmental sustainability, and has joined
the world in recognising environmental problems through the signing and ratification of environmental conventions.
Environmental protection bodies organise educational campaigns at the level of each emirate or in co‑ordination with the
concerned federal authorities to conduct such campaigns at federal level.
In Finland
The environment in Finland is in a positve and healthy state. For example, Finland has a specialised plant to deal with
waste, with all the waste from trees used in the timber industry used to generate energy. Finland’s industrial sector has an
excellent reputation in environmental protection, which has likely been a positive factor in the spread of factories across
the country.
Finland has also entered into many significant agreements with the European Union designed to address environmental
challenges.
a.
In your opinion, what is the connection between moral values and environmental preservation?
Give examples.
b.
Conduct a team exercise with your classmates that benefits the school environment. Submit a
report after implementing this work. In the report, explain the implementation steps and methods.
31
6 Deduce from these images:
A young man helps an elderly lady carry a shopping

Students in the United States cleaning their town bag and cross the street
a. The moral rules reflected in the images.

b. The importance of practising ethics in daily life, and its impact on individual and society.
7 Read the quote. Then complete the activity.
‘Without morality and good behaviour, and without learning, nations cannot build their generations nor do their duty. The nation’s
civilisation is built through knowledge, good manners, integrity, knowing the past and looking forward to the bright present and
future.‘
Sheikh Zayed bin Sultan Al Nahyan (may God have mercy upon him)
a. Identify with your classmates the values that you want to enhance in your school.
b. Work with your classmates to develop a project to raise awareness and instill global moral
values among children at the primary stage. Be sure to explain the steps of developing and
preparing the project. The project could be a theatrical performance about moral values
and their importance in our lives. Or it could be an open day for values, interspersed with
recreational activities and artistic projects.
c. Launch a media campaign to support your project. Discuss it with parents, asking them to
participate and help support. Invite some of them to participate in preparation for the values’
open day.
Unit 1 Lesson 5 32
Domain Moral
Unit 2
Making Good Decisions
Lesson 1 Staying Safe at Home and Outside

Lesson 2 Responding to Harmful Situations
Lesson 3 First Aid
Lesson 4 Ways of Protection Against Crimes
Lesson 5 Thinking About Crime
What risks might you encounter in your daily life and

how can you protect yourself from them?

33
What is a risk?
What are the consequences of taking risks?
What actions should you take when you are at risk?
How can you protect yourself from risk?
Unit 2
34
Unit 2 Making Good Decisions
Lesson 1
Staying Safe at Learning Outcomes:

Home and Outside
• Understand what is meant by risk and
consequence.
• Understand dangers that might occur in the
home and local environment.
• Identify and apply ways to respond to danger
(e.g. by contacting emergency services).
Vocabulary
risk consequence
danger environment
1 Write a sentence that explains what (a) a risk and (b) a consequence are. You may use the
word bank to help you.
chance danger happens

punishment take result
outcome action unknown
a. A risk is:
b. A consequence is:
Now that we have explored what a risk and a consequence is, list two examples of a risk and two examples of
a consequence.
35
Risk Consequence
2 Follow the instructions below to complete the list.
Tools used in our daily activities can be the cause of danger. We must be aware of these so that we can keep ourselves
and our families safe.
Below is an image of a house. See how many risks you can spot in this house and make a list of them.
Now put your list in order. Start with the one that is the highest risk to the residents of this house.
a.
b.
c.
d.
e.
f.
Unit 2 Lesson 1 36
3 While there are hazards in our homes, there are also hazards in our local community.
Look at the pictures below. Discuss the risks in each of these situations. Then
suggest a way to keep yourself and others safe from the danger in the pictures.
1 2
Risk: Risk:
Safety measures: Safety measures:
3 4
Risk: Risk:
Safety measures: Safety measures:
37
4 Inappropriate practices can lead to damages or to dangerous situations in the local
environment. They can harm you and others in the community. Read the story below and
answer the questions that follow.
In Kenya, volunteers have cleaned up 6,000 kg of plastic waste to try to reduce the amount of plastic dumped into the
ocean. The effort was part of a global initiative called the International Coastal Cleanup. It takes place every year around
the world. In 2015, about 800,000 volunteers collected over 8,000,000 kg of plastic around the world.
But the initiative is only a drop in the sea compared to the size of the problem. Experts say that 8,000,000 tons of plastic
ends up in the ocean every year. Some of the plastic floats on top of the ocean and gets washed up on the beach. More
of it breaks down into tiny pieces and is eaten by birds, fish and other sea creatures. When humans catch the fish and
eat them, they’re eating the toxic plastic as well. What’s more, the chemicals from the plastic can dissolve into the water,
with a harmful effect on the environment.
Researchers say that 20 countries are to blame for more than 80% of the plastic that goes into the sea each year. China
is the biggest offender, with the United States in 20th place. Sometimes, the plastic goes straight into the ocean from
people who don’t pick up after themselves at the beach. Sometimes, it comes from litter in cities, washed all the way to
the sea by rivers and streams. Some of it is thrown over the side of boats and ships.
As a result, there are whole islands of plastic in the Pacific Ocean, swept together by currents from all over the world.
Some of the islands are large enough for people to walk on. By 2050, experts say, there will be more waste than fish in
the world’s oceans.
a. What are the risks of having plastic in the ocean?
b. What can people do to stop plastic ending up in the ocean?
c. Do you think there should be consequences for throwing away plastic carelessly?
Unit 2 Lesson 1 38
5 Read this story about a woman who was attacked on her way home, and then
answer the questions that follow.
A woman was attacked, robbed on her way home from work

The police in a town are searching for two suspects who allegedly assaulted and robbed a woman on her way home from
work last week.
It happened on Aug. 25 around 8:30 p.m.
The victim told police that she was walking home from work alone when she was suddenly attacked from behind by two
men.
Police say the victim was thrown to the ground and then robbed.
The suspects are described as men in their 20s or 30s, wearing all dark clothing.
The victim was transported to a nearby hospital where she received medical treatment and was released.
a. How do you think the woman felt after she was attacked?
b. What actions could she have taken to keep herself safe?
c. Are there any dangerous areas in your community?
d. Suggest one way you could keep yourself safe on your way home.
39
6 Complete the following activity.
A risk is:
A consequence is:
Risks that can lead to dangers in home Risks that can lead to dangers in community
I can keep myself safe by:
I can keep others safe by:
Unit 2 Lesson 1 40
Lesson 2
Responding to Learning Outcomes:

Harmful Situations
• Understand what is meant by risk and
consequence.
• Understand dangers that might occur in the
home and local environment.
• Identify and apply ways to respond to danger.
Vocabulary
fire ambulance
safety
1 Find the keywords.
Keywords from last lesson Keywords for this lesson
41
2 Karim is a very brave boy. Read his story and then answer the questions that follow.
Quick-Thinking can Save Lives

Karim is a very brave boy. And his father is a very lucky man!
When Karim came home to find his father lying on the floor, he knew something was wrong. He gently shook his father
and called his name, but he got no response. Feeling how cold his father’s hand was, he knew this was a medical
emergency.
Without hesitating, Karim took out his phone and dialled 998. Soon, an ambulance was racing to his home.
“We learned about first aid in school,” Karim explains. “I know how to handle small injuries and cuts. But I also know
what I can’t do! Sometimes all you can do is call in the emergency services in the United Arab Emirates.”
Although Karim’s father, Waleed, had suffered a severe heart attack, the ambulance crew was able to revive him on the
way to the hospital. Thankfully, Waleed, his father, made a full recovery and is looking forward to getting
back home.
“I can’t believe how lucky I was,” Waleed says from his hospital bed. “It all happened so quickly. I was walking to the
kitchen when suddenly I felt a massive pain in my chest. I knew it was nothing good, so I reached out for my phone to
call my doctor. However, before I knew what was happening, I was on the floor.”
Karim’s quick thinking saved his father’s life. If he had hesitated or called the wrong people, the story might not have
had such a happy ending.
“I’m no hero,” Karim modestly says, with a teenage shrug. “Our teacher taught us that we have to be prepared for
emergencies. We all memorised the emergency phone number. So when I saw my father on the floor, I knew what
number to call.”
“Would your children know which number to call in a similar situation?” Waleed stresses the importance of teaching
your children how to cope with emergencies.
“It saved my life,” he says. “One day, your children might save your life too.”
Karim just smiled and shrugged again.
a. Why does the writer say Karim was brave?
b. How did Karim know it was a medical emergency? Would you have known it was an emergency?
c. Why does Karim say he’s no hero?
d. What do you think might have happened if Karim had not known the number of the emergency
services?
Unit 2 Lesson 2 42
3 Look at the images below and decide which emergency service should be called. Write the
name and number of this service and the reason for it.
1 2
Service: Service:
Phone number: Phone number:
Reason: Reason:
3 4
Service: Service:
Reason: Reason:
43
5 6
Service: Service:
Reason: Reason:
4 Read the text below and answer the questions that follow.
The most important thing you need to do when there’s a fire is to call the fire service. What could trigger a fire and what
are the measures taken to keep you safe?
A fire requires the following: heat to light the fire, oxygen to keep the fire going, and fuel to burn. When you know that,
it’s easier to understand why you do the things you do to stop a fire.
For example, have you ever heard the words: “Stop, drop and roll?” That’s what you’re supposed to do if your clothes
are on fire. You stop where you are, you drop to the ground, and you cover your face with your hands and roll around on
the ground. The reason is that when you roll, the fire can’t get oxygen – so it might go out. You should never run if your
clothes are on fire.
Suppose you’re in a house that’s on fire. There is no fire in the room you’re in, but the door is closed. You want to open
the door, but the doorknob is hot. Do you know what to do? It might sound surprising, but you shouldn’t open the door.
If you can’t get out of a window, wait for help. Don’t hide under a bed or sofa, because that will make it more difficult for
a fire fighter to find you. Try to attract attention and wait where you are until someone can get to you.
Many schools and homes have fire extinguishers, and you should learn where they’re kept and how to use them. Fire
extinguishers are full of special foam. When the foam covers the fire, the fire can’t get oxygen, so it stops burning.
A house made of wood will burn much faster than a house made of brick. Papers and leaves and garbage are good fire
fuel as well – so make sure you keep rubbish away from heat, like electrical outlets or candles or cooking appliances.
a. What kind of things could light a fire? What kind of things could be fuel for a fire?
Unit 2 Lesson 2 44
b. Why should you not run if your clothes are on fire?
c. Why should you not open the door if the doorknob is hot? Think of the three things that the fire
needs?
d. Why does a house made of wood burn faster than a house made of brick?
5 Look at the diagram and discuss the questions below.
In the UAE In Dubai, the majority of fires occurred in Since smoke alarms were first introduced in
motor vehicles, followed by residential homes� the 1970s in Ireland they have helped to
reduce the home fire death rate by one half�
5,865 Home fire deaths

Other 93%
Car 3,640
Commercial
buildings Percentage of homes
22% with detectors
Residential
Electrical malfunctions, cooking appliances buildings 1977 1986 1995
and gas leakages are the most common cause
of fires�
a. Why do you think the number of fires that occurred between 1977 and 1995 has decreased?
b. How important is it to have a smoke detector?
c. Why do you think older people are more at risk of dying in a fire?
45
d. What could you do in your home to protect yourself from a fire?
e. What could you do in your home to protect yourself from a fire?
Look around the school for any fire hazards, for example fire escapes being blocked. As a class, think of a way to address
to address fire safety in your school.
6 Consider an emergency that hasn’t been discussed in this lesson. Write the emergency.
Write what the risks are. Write what you should do in the situation.
Emergency:
Risks:
Action:
Unit 2 Lesson 2 46
Lesson 3
First Aid Learning Outcomes:

• Identify and apply ways to respond to danger
• Recognise basic first-aid skills.
Vocabulary
first aid care
recovery
There are many different incidents that require first aid. Would you know how to perform first aid if one of your
friends was injured?
a. First aid is:
b. Why is it important to know first aid?
47
2 Read about the work the Emirates Red Crescent carries out and answer the questions that
follow.
“The Emirates Red Crescent is a volunteer humanitarian

organization that supports official authorities in times of
peace and war. It was established on 31 January 1983 and was
internationally attested as a member of the International
Federation of Red Cross and Red Crescent Societies in 1986.
In 2001, the The Emirates Red Crescent was selected as the second
best humanitarian authority in Asia
The Authority works to support the official authorities in times
of peace and war, in accordance with the provisions of Article (26)
of the First Geneva Convention of 1949.
In times of peace:
• Organising awareness programmes, providing first aid, The Emirates Red Crescent in action
protecting and controlling epidemics, paying attention to social
issues, providing various humanitarian assistance for vulnerable, needy people and victims of accidents and disasters.
In times of war:
• Transferring and treating the wounded and assisting prisoners according to the Geneva Conventions.
• Providing first aid and relief to victims.
• Protecting civilians and sheltering the displaced and homeless.
• Searching for missing persons and reuniting separated families.
Our values
• Transparency, credibility and enlightening public opinion by the authority’s efforts locally and internationally.
• Humanitarian Partnership with civil society institutions.
• Creative and effective cooperation with humanitarian and charitable organisations locally and internationally; to meet
the needs of the vulnerable and afflicted.
• Encouraging and stimulating voluntary work as a value in itself.
a. Give some real-life examples of Red Crescent work. Say how the Red Crescent’s intervention
alleviated people’s suffering.
b. Design a poster for the Emirates Red Crescent outlining the work that it does.
KEY FACT
Red Crescent Day is May 8th.
Unit 2 Lesson 3 48
3 Read the text below and answer the questions that follow.
Choking can be scary. It can happen in a second, so it is good to be prepared. Here are the steps that are done if a
person is choking.
2. Hit the back. Bend the chocking person, wrap an arm

1. Ask a question. If the person cannot respond or is
around their chest and with your free hand give them 5
having trouble breathing, then it is severe choking.
blows in the back, just between their shoulder blades.
3. Give abdominal thrusts. Following the back blows

stand behind the chocking person (if a child, kneel
down behind him). Next place a fist above their belly
button, cover with your other hand, and do five sharp
inward and upward thrusts.
Note: This procedure can cause harm to young
children and should preferable be performed by a
professional.
Repeat step 2 and 3 until the person stops choking.
49
a. Make a list of items that may cause choking.
b. How would you know that someone was choking?
c. How do you think it might feel if you were choking?
d. Why could abdominal thrusts be harmful to babies under 1 year of age?
4 Now that we have looked at what to do when someone is choking we look at how to put them
into the recovery position.
The recovery position is:
Look at the steps to be followed when helping someone who is chocking. Those steps are based on the information
available on posters from St. John’s Ambulance, a first aid organisation in the UK. Then answer the questions below.
a. Discuss with your classmates at least three situations where you might use this.
b. In groups of three, practice putting each other in the recovery position.
Unit 2 Lesson 3 50
5 Now that you have learned some first aid skills, read each story below and decide how you
would react to them. Look at the instructions below and carry out the activities
that follow.
Scenario 1 Scenario 2
You are playing football with your friends. Suddenly one You are out shopping with your parents in a busy street.
of the players collapses on the pitch. He appears to be You notice an old woman going slowly down the stairs.
unconscious, but is still breathing. Suddenly she falls to the ground. She looks to be in deep
pain and points to her leg.
Action: Action:
Scenario 3 Scenario 4
You are having lunch with your friends. One of your You are walking down the street and you see a man
friends is telling a story while he’s eating. He gets walking unsteadily towards you. He is clutching his
excited and chokes on his food. “Help me,” he gasps. chest and trying hard to speak. He then doubles over
and collapses on the road. You run over to him but he is
unable to speak. He keeps pointing at his chest.
Action: Action:
51
6 Think of a scenario that hasn’t been mentioned in this lesson. Write the scenario and what
first aid you should be given in that situation.
Scenario:

Action:

Unit 2 Lesson 3 52
Lesson 4
Ways of Protection Learning Outcomes:

Against Crimes
• Understand how they can protect themselves
and others from being victims of crime.
• Discuss the risks and possible consequences of
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irresponsible behaviour, and how it may lead to
criminal punishment.
• Consider how irresponsible and inappropriate
behaviour is treated in school and in society.
Vocabulary
crime victim
humanity
1 Think of as many crimes as you can. When you have completed your list, place them in order
of most serious to least serious.
Most serious
Serious
Least serious
53
2 Examine the images below and complete the activity.
a. Suggest a way the person in each picture could better protect themselves from crime.
b. Choose one image and write a story about what is happening in the picture.
All rights reserved. No part of this page may be reproduced, stored in a retieval system or transmitted in any form or by any means without prior permission in writing of the publisher.
1 2
Protection Protection
3 4
Protection Protection
Unit 2 Lesson 4 54
My Story
3 Read about family relationships in the UAE and answer the questions that follow.
The role of the family is an essential element of Emirati culture; it signifies unconditional and endless love, care, respect
and support.
People in the UAE have always been very proud of their large families. Emirati families take the form of the extended
family, which means that parents, children, grandparents, and in-laws often share one household. Old Emirati houses
were designed to be large and spacious so that there would be enough room for everyone, and the same concept is still
followed when designing today’s modern houses. And if there’s no room left inside the parents’ house, the extended
family will try to live in the same neighbourhood. This is the way that Emiratis are used to living.
Family is like a wall of protection. It gives you a feeling of safety and makes you aware that, no matter what, there is
always someone there who will offer you support. Being part of a family means that a person feels loved, safe, support-
ed and always knows that there is someone there for them, even if there has been a misunderstanding or conflict. The
bonds of a family are more important than all other issues and they can help overcome any obstacles that life might
bring.
a. How do UAE family relationships affect a person’s sense of security?
b. Imagine that one of your family members was in a difficult situation. How would you and other
family members react?
55
4 Read the text below, examine the poster, and answer the questions that follow.
Crime doesn’t only takes place in our communities – it can also take place online. For example, if people are not careful,
they can have their bank details stolen or their computers hacked in order to get the user’s
personal information.
Hackers are looking for all sorts of things when they target you. They might want you to download software that will
show them everything you do online. They might be trying to steal your information so that they can sell it. Or they
might want to take over your computer or phone to use it to send spam to millions of people.
To protect yourself from online crimes, there are a few things you can do. The most important is to think critically. Does
an offer look too good to be true? It probably is. Has your friend shared something on social media that doesn’t sound
like them? Don’t click on that link.
Don’t go roaming to strange sites on the web – stick to ones you know and trust. If you’re not sure about a site, ask a
knowledgeable adult. Don’t use the same passwords for every site, and make your passwords long and difficult
to guess.
If a website asks you for personal information, think hard before you enter it. Does it need the information it’s asking
for? Give every site the minimum information possible.
If you think you’ve made a mistake, don’t be afraid to tell – it happens to all sorts of people, adults and kids alike, and
the longer you go without taking action, the more likely damage will be done.
The Dubai Police Force has launched a campaign warning of the dangers of online crimes.
Take a look at their poster:
Unit 2 Lesson 4 56
a. Why should you not click on a link from a friend if it doesn’t sound like them?
b. Why does the writer say “ask a knowledgeable adult”?
c. Why should you not use the same passwords for every site?
d. The poster contains the hashtag #YourSecurityOurHappiness. What do you think this means?
KEY FACT
Did you know the UAE has one of the lowest crime rates in the world?
5 Read the text and answer the questions that follow.
Crime is a global problem. Crimes against humanity have been common throughout history. An example of a crime
against humanity is mass killing of a particular sect of a population.
In Rwanda in 1994 mass killing of the Tutsis population took place. Most of the people that carried out the killing
were Hutus. Read Valentina’s Story about her experience of living in Rwanda at this time and answer the questions
that follow.
The Rwandan Girl Who Refused to Die
When I first saw her nearly three years ago she seemed more shadowlike than human. When it came to the time for
changing her dressings the girl winced and cried in pain.
The nurse told me the child’s name was Valentina. She was 13 and her family had been killed in a massacre carried out by
Hutu soldiers and militiamen a few weeks before in the nearby parish of Nyarubuye.
Valentina was among a small group of survivors. “She will probably die,” the nurse said.
I left Rwanda shortly afterwards vowing never to go back. However, Rwanda did not go away, nor did the memory of
Valentina and the other survivors of genocide. I found myself endlessly questioning: how could this have happened?
I was still in search of the answer three years later when I returned.
Within minutes of arriving at Nyarubuye I learnt Valentina had not died. Shortly after I had last seen her she had been
transferred to a hospital and, against the medical odds, survived her injuries. Now, meeting her, I saw a tall and beautiful
16-year-old, nothing like the emaciated child of three years previously.
The story of what happened at Nyarubuye is more than a straightforward commentary on humanity’s capacity for evil. It
began on a Friday afternoon in the middle of April.
The killing at Nyarubuye began with an attack on Tutsis at the local marketplace. After this Valentina fled with her
family. That afternoon the killers arrived, led by the local mayor. Valentina recognised many of her Hutu neighbours
among the more than 30 men who surrounded the building they were in.
Among the gang of men was a 56-year-old grandfather whose own grandchildren went to school with Valentina.
She described what happened next: “First they asked people to hand over their money, saying they would spare those
who paid. But after taking the money they killed them anyway.”
The killings took place over four days.
57
The grandfather has confessed some of his crimes and has implicated some of his friends and neighbours.
Valentina hopes he will never return to the village. She now lives with an aunt and two other orphans.
a. What happened to Valentina?
b. What do you think she did to protect herself?
c. What consequence could the old man face?
d. Put yourself in Valentina’s shoes. In what way do you think the events of 1994 still impact her life
today?
6 Complete the table below. Identify three crimes that you heard about, write how you protect
yourself and others from these crimes.
Crime Protect Myself Protect Others
Unit 2 Lesson 4 58
Lesson 5
Thinking About Learning Outcomes:

Crime
• Understand how they can protect themselves
and others from being victims of crime.
• Discuss the risks and possible consequences of
irresponsible behaviour, and how it may lead to
criminal punishment.
• Consider how irresponsible and inapproproiate
behaviour is treated in school and in society.
Vocabulary
irresponsible criminal
If someone commits a crime, he should expect consequences. What could be the consequences of the actions you
see in the images below?
1 2
Consequence: Consequence:
59
2 There are always consequences when people are arrested for committing a crime. Read the
article below about two men being arrested and answer the questions that follow.
Two men were arrested as they were trying to break into an automated teller machine (ATM) in an industrial area, police
said.
The two men were trying to smash the machine’s cover using some metallic tools at 3.30am, but they were arrested
within minutes, thanks to the quick response of police patrols.
The deputy director of Criminal Investigation Department said they received a call about two men trying to break into
the cash-dispensing machine.
“Within fifteen minutes, police patrols arrived on the scene and arrested the two suspects who were still inside trying to
steal money from the ATM,” he said in a statement.
The pair confessed to the police that they had planned to steal money from the machine after breaking it open
using tools.
Pictures from security camera footage released by police showed clear signs of damage to the ATM.
The duo were referred to the public prosecution to finish the investigation after charging them with
attempted theft.
“The fast response to the emergency call helped arrest the suspects within fifteen minutes. We are ready to crack down
on criminals and chase them whenever and wherever they commit crimes,” the deputy director said.
He praised public awareness and cooperation which have helped the police prevent crimes and ensure safety and
stability in the emirate.
a. What crime were the men arrested for?
b. What do you think will happen next?
c. How effective were the police in arresting the criminals?
d. Find out about a crime that happened recently.
KEY FACT
According to statistics on Abu Dhabi Police’s website, the number of crimes per 100,000 population in the UAE
was 119.8 in 2011, a figure that decreased to 110.2 by 2013 and continued to fall to 90.6 in 2014 and 83.8 in 2015.
Unit 2 Lesson 5 60
3 Many crimes lead to criminals serving time in prison. Prison is used as a form of punishment
in countries around the world. Read the article about Austin’s time in prison and answer the
questions that follow.
Interviewer: Tell us a little bit about yourself.

Austin: My name is Austin and I’m 22. I had a fairly normal life
until I was 20. My family lived in the suburbs. I worked hard at
school and played sports. I wanted to become a painter when
I was younger. I was always fascinated by art.
Interviewer: When did things start to go wrong?
Austin: I like hanging out with people. I always want to be
in some group or other. Be cool and impress the others.
Unfortunately, I chose the wrong group!
Interviewer: What happened?
Austin: It was all petty crime at first. Shoplifting and minor
vandalism. Break this, steal that. We were all into that. And
we were always trying to impress each other. Find a bigger
store to rob, find a more expensive gadget to lift, make an impression. Of course, I soon made an impression on the
police too!
Interviewer: So you ended up in prison?
Austin: Yeah, and I can’t blame anyone but myself. I got plenty of chances to repent, but I just kept returning to that
group. We were getting wilder as we got older and things got out of hand. So yeah, prison became my home
for a while.
Interviewer: How did you cope with that?
Austin: Prison is just another group, isn’t it? More people to impress. If people pushed me around, I pushed back, hard!
In prison, that’s how you earn respect. And that’s how you get into fights!
Interviewer: But then things changed for you again?
Austin: Ray! He was a prison guard who took an interest in me. He changed everything! I was just drawing one day, killing
time. You’ve no idea how boring prison can be. He liked my drawings. He told me about the art classes in the prison. I never
even knew about that. I probably wasn’t even listening when they told us about it. Too busy fighting!
Interviewer: You’ve served your time now.
Austin: That’s right. I took my punishment and I learned my lesson, and now I’ve got a new life, and I’m on the straight
and narrow. I’m still doing art classes, this time at night in the college. I work in the store during the day to pay for the
classes.
Interviewer: Have you got any plans for the future?
Austin: Some day I’m going to exhibit my paintings in town. And Ray is going to come to see them. I’m going to really
impress him!
a. List the advantages of imprisonment as a form of punishment.
b. List the disadvantages of imprisonment as a form of punishment.
c. Did imprisonment achieve its aim in Austin’s case?
61
4 Answer the questions below to create a leaflet for a Crime Victims’ Helpline.
People who commit crimes are eventually punished. But their victims can continue to suffer daily from the
consequences of the crimes they have perpetrated against them. Create a Crime Victims’ Helpline leaflet using
your answers to the following questions.
a. Do you think the victims of crime need support? Explain your answer.
b. Name three effects of crime.
c. List three things that this organisation could provide.
d. There is no slogan on this leaflet. Compose a suitable slogan for the organisation.
Unit 2 Lesson 5 62
5 Read the list of school rules below and answer the questions that follow.
Irresponsible behaviour doesn’t always have to be a crime.

Irresponsible behaviour can simply be bad behaviour,
and it happens in school and society too. If a school rule
is broken, there are consequences for the students who
break them.
School rules:
• Follow all the instructions and rules of the school and the
classroom.
• Behave responsibly so you don’t put other people or
yourself in danger.
• Take care of buildings, equipments, and property belonging to the school and other people.
• Arrive at school and lessons on time and, if absent, provide the office with a signed note from your parent explaining
latenesses and/or absences.
• Participate to promote a positive school community.
• Demonstrate a positive attitude towards studying and learning and act appropriately so as not to disrupt the classroom
or the learning of others.
• Show commitment to the heritage and culture of the UAE by behaving honestly and with dignity.
• Show respect to all teachers, school personnel, fellow students, their families, and members of the community.
a. Who makes the rules in school and society?
b. What happens when rules are broken in your school?
c. Do you think we really need rules?
d. What happens when rules are broken in society?
63
6 Think of three crimes. Consider the impact of each crime on the victim and suggest a
protective measure against it. Complete the table below.
Crime Impact on Victim Protective Measure
Unit 2 Lesson 5 64
Domain Social
Unit 3
East Asia
Lesson 1 The Geography of East Asia
Lesson 2 Engineering and Civilization in Ancient China
Lesson 3 Chinese Technology, Science and Medicine
Lesson 4 Spreading Cultures in China and Southeast Asia
Lesson 5 Culture through Art in China in 1770
Lesson 6 Korea’s Renaissance (1392-1910 CE)

65
In this term, you will learn about East Asia. You will learn how
the people of East Asia affect the natural environment. You
will learn the importance of the natural environment to people
from the past to the present. It is important to understand the
world around you. The more we know about others, the more we
understand how to live and work together in the world.
Unit 3
66
Unit 3 East Asia
Lesson 1
The Geography Learning Outcomes:
of East Asia
• Identify East Asia’s major rivers, seas,
and land features that make up its
unique geography.
• Learn about the emergence of modern
East Asia since the Second World War
games.
Vocabulary
Great Wall of China Sea of Japan
Yellow (Huang) River Mongolia
Yangtze River World War II
Grand Canal The Philippines
East China Sea Indonesia
Vietnam independence
colonialism industrialization
sustainability

67
China’s Land and Resources
East Asia has some of the most important resources in the world. Some of the resources are natural resources, like
mountains, rivers, minerals, and others. Some of the resources are man-made, like the buildings, bridges, dams, and
others. The mountains rose to their current height through a process of tectonic plates shifting over millions of years.
One of the most famous man-made structures is the Great Wall.

The Great Wall was built in stages from 200 BCE and 1644 CE.
It was built to protect China from invaders from the North.

It stretched for over 21,196 kilometres. It is the longest structure ever built.

Unit 3 Lesson 1 68
The Great Wall is shown in red on the map
Natural features in China include rivers and waterways that have enabled China to be a
prosperous area for thousands of years. The Yellow (or Huang River) and Yangtze Rivers
are China’s longest rivers and are connected by the ancient Grand Canal. Can you find the
Himalaya Mountains with Mount Everest, the highest point on earth?

69
Activity 1: Map Reading
Find and list four or more capital cities from the map above.
CO
AL U
PIT NT
RY
CA

Unit 3 Lesson 1 70
Activity 2: Map Skills

Fill in the blanks with the names of the major rivers and seas in or near China using words
from the box.
Yellow (Huang) River Chongqing

Seoul East China Sea
Taipei Taiwan
Guangzhou
Tokyo
North Korea
Shanghai Beijing Long River
South Korea
(Note for students: the formal name for North Korea is the Democratic
Republic of Korea, while the formal name for South Korea is the
Republic of Korea.)
The Yangtze River empties into the ____________________________________
Sea near the major port city of _____________________________. The Yangtze
River is also known as the ________________________________ because it is
China’s longest river. Another major inland city that the Yangtze flows
through is the city of ______________________________________________________.
The _______________________________ flows into the East China Sea. Canals
constructed during the Yuan Dynasty in the 1300s connected the
Yellow River to the modern capital city of ___________________________________
. Across from the northern China Sea are two countries which, although
they share the same Korean language and culture, are separated
into two separate countries. These are known as _____________________
or the Democratic People’s Republic of Korea, and _____________________

71
or the Republic of Korea. The capital city of the Republic of Korea is
_____________________.
To the east of Korea is the Sea of Japan and a long island country known
as _____________________. Its capital is _____________________. In the East China
Sea is an island country known as _____________________. Its capital city is
_____________________. It is a Chinese speaking country that was formed after
the defeat of the Nationalist Republican forces in 1949, when the Chinese
Revolution gained power under Mao Zedong, who formed the Communist
Party that rules China today.
In the south of China are two important cities. _____________________ is an
important industrial city found inland near the large port city of Hong
Kong.
Unit 3 Lesson 1 72
Activity 3: Check Your Understanding
Use the map to answer the questions.
What is the large mountain range in southwestern China?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Which county is north of central China?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Which three countries are northeast of China?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
What is the tallest mountain on earth?
______________________________________________________________________________________________________
______________________________________________________________________________________________________

73
Use the map of East Asia and the text to identify and label the
locations from the box on the map.
Himalayan Mountains India South Korea Mongolia North Korea

List at least two things you learned about China that you did not
know before you did the lesson.

Unit 3 Lesson 1 74
The Importance of Canals in Ancient China
In the past, canals in China were built near the rivers to irrigate farm fields. Over time
canals became important transportation routes with the ability to transport barges and
boats with goods, food, animals, and people. Important canals in Ancient China included
the Grand Canal that connected the two longest rivers in China, the Yellow River and the
Yangtze River. Another canal built during the Qin Dynasty was the Lingqu Canal in Southern
China.
The Grand Canal is one of the greatest engineering feats of the ancient world. It runs along
the north-eastern plains of China. Construction began on the Grand Canal in the 5th
century BCE with construction and maintenance continuing ever since.
It was used for transportation and communication across the Empire. By the 13th century,
it had been expanded to over 2,000 km of artificial waterways, linking China’s river basins.
Today, it connects the capital city of Beijing in the north to Zhejiang province in the south..
These tools included small hand-axes and tools for cutting up food. Scientists determined
that the stone tools were buried between about 130,000 and 95,000 years ago.
Activity 6: Check your Knowledge of Canals

Use the texts and maps to answer the questions.
What was the largest canal? _______________________________________________
When was it built? ___________________________________________________________
List at least three ways that canals were important to the people in Ancient China.

75
Notes
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Unit 3 Lesson 1 76
Activity 3: Features on Map
Use the map to write the names of natural features in China.

77
3 Major Rivers Mountain Range
Seas
Capital City bordering
Features China
in China
Major Countries
Cities bordering China

Unit 3 Lesson 1 78
WARM UP
MIND MAP
In groups, make a mind map of
some of the important information
you learned about countries in East
Asia and Southeast Asia.

79
Japan
China
South Korea
COUNTRIES
IN EAST AND
SOUTHEAST
Philippines ASIA Malaysia
Indonesia

Unit 3 Lesson 1 80
ASIA IN TRANSITION
At the start of World War II in 1937, many parts of East Asia

and Southeast Asia were controlled by European, American,
and Japanese colonial powers. The map shows that
French, British, Dutch, Japanese and Americans occupied or
controlled areas that are independent countries today. The
map shows that only Thailand and the Republic of China
were independent when the war broke out. Some parts of
China, such as Manchuria to its Northeast, were a part of the
Japanese empire.
In 1937, Japanese armies invaded China. Chinese of all ages
fought against the Japanese occupation. The Japanese
continued to expand with their land and naval forces to
Southeast Asia and the island nations of the Philippines,
Indonesia, and many of the Pacific Islands. The war raged for
eight years.
Eventually, the United Kingdom and its Commonwealth
countries of Australia, India, New Zealand and Canada,
called the Allied forces, entered the war. The United States
joined the Allied forces, using Hawaii as its base in Southeast
Asia. Late in the war, the Soviet Union joined the Allied forces
in the effort against Japan and other countries known as the
Axis powers.

81
Unit 3 Lesson 1 82
Activity 7: Concept Check - Answer the questions
When did World War II start for people in China?
Which countries were colonized (claimed as a part of another country).
Which countries were not colonized at the time?
Which state of the United States of America is a part of Southeast Asia?

83
Activity 8: Interpreting a Map
Fill in the dates of independence for these selected countries in East Asia
and Southeast Asia. Some small city-states, territories and countries are not
included, such as Hong Kong, Macau, Taiwan, but you can look these up later.
After you’ve filled the dates of independence in, consider how new these
countries are, yet they retain a long history of their own culture and national
identity that preceded the colonial phase of occupation and control.
Why do you think some countries became independent later than others?

Unit 3 Lesson 1 84
Activity 9: Reflection
Asia’s Transformation – a photographic essay. View the images of Osaka, Japan,

and Chongking, China, and reflect on how the industrialization and urbanization has
transformed the region since the end of World War II in 1945.
Osaka city aerial night view, Japan
Write a reflection that compares it to the images from World War II for the same locations.
______________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

85
Modern metropolis skyline, Chongqing, China
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

Unit 3 Lesson 1 86
Activity 10:
Find and name the capital cities of the Southeast Asian

countries shown on the map.
Fill in and match the

capital city names on
the map above with the
name of the country.
Phnom Penh
Singapore
Jakarta
Dili
Kula Lumpur
Bangkok
Vientiane
Hanoi
Nay Pyi Taw
Political Map of Southeast Asia
Capital City Country

)Myanmar (Burma
Thailand
Cambodia
Laos
Vietnam
Malaysia
Singapore
Indonesia
East Timor (Timor

87
In East Asian countries and elsewhere in the world, it is the moral duty of good government
to provide for the welfare and good of its citizens. Fill in the gap below using each of the
key words below and explain how they contribute to the successful establishment of a
civilization.
Keywords:
ancient cities, modern cities, city planning, transportation, ports, public spaces,
commercial areas, residential neighbourhoods, infrastructure; public hospitals;
public schools
We find evidence of the development careful design and ________________________________ in both
__________________________ of the past as well as in the ____________________ of the present day. Cities
along the coast served as ____________________________ that allowed trade by sea. Transportation
between the coastal cities and towns required _____________________________ and building of
roads to connect them with the cities of the interior and agricultural areas. Governments
also needed to provide _____________________________ for the delivery of clean water, the
building of sewers, and other engineering projects, like bridges and streets. Well-planned
cities feature ________________________________ where people gather, _____________________________
where shops and markets are found, and _____________________________ where housing is built.
When cities grow, we find the establishment of vital services for the public, including
____________________ to care for their health, and ____________________ to provide education for all.

Unit 3 Lesson 1 88
Unit 3 East Asia
Lesson 2
Engineering and Learning Outcomes:

• Learn about life in ancient China by
Civilization in Ancient examining the engineering and metal
technology of Ancient China, and the
China building of the Grand Canal.
Vocabulary
metal technology
Ancient China, Grand Canal
bronze casting
The Great Wall of China
Shang Dynasty
terracotta (clay)
Han Dynasty
Confucius
The Analects

89
TIMELINE OF CHINESE HISTORY
AND DYNASTIES TO 200 CE
The timeline lists dynasties in Chinese history and major milestone of each.
3000 BC 2000 BC 1000 BC 0 1000
Xia Dynasty
2100 BC-1600BCE
Shang Dynasty
1600BCE-1050BCE
Introduction of the Chariot

1300BCE
Zhou Dynasty
1046BCE-256BCE
Laozi and Taoism
604BCE
Life of Confucius (Kõngzï)

551BCE-479BCE
Warring States Period

403BCE-221BCE
Qin Dynasty
221BCE-206BCE
The Great Wall of China

220BCE-1644CE
Han Dynasty
206BC-220AD
Introduction of Buddhism to China

Approx. 100BCE-Approx.100CE

Unit 3 Lesson 2 90
Xia Dynasty The Xia (Hsia) Dynasty

2100 BC-1600BCE
Shang Dynasty Its capitals were located near the present-day cities
1600BCE-1050BCE of Zhengzhou and Anyang
Introduction of the Chariot

1300BCE
Zhou Dynasty The Eastern Zhou Dynasty flourishes and moves

1046BCE-256BCE the capital of the city of Luoyang
Laozi was and early philosopher and writer of legal

Laozi and Taoism
texts and a book called Tao Te Ching. or Tao that
604BCE formed the basis of philosophy known Taoism.
Taoism states that the source of existence is
unseen and that one must live in harmony with it.
Confucius (Kôngzî) was one of the worlds great

Life of Confucius (Kõngzï) ancient philosophers. His teachings and philosophy
551BCE-479BCE and morals inspired the development of Chinese
civil servants and teaching. He taught the Way of
the Dao, a universal order, that were written down
by his students as Analects or texts to be studied
by later generations.
Warring States Period A long period of civil war that ended the Zhou Dynasty,
403BCE-221BCE It ended with the victory and eastablishment of the
Qin Dynasty.
Qin Dynasty Qin (Ch in) Dynasty was ruled by China s first
221BCE-206BCE emperor. Qin Shihuangdi Who died in 210 BCE.
The Great Wall of China The Great Wall is the world s largest and longest
structure and was built over many centuries. the
220BCE-1644CE
best known and most substantial portions were
built during the Ming Dynasty 1368 - 1644
Han Dynasty
206BC-220AD

91
Activity 1: Interpreting Photos
The pictures show artefacts or structures from ancient China. Describe the artefact
or structure in one or two sentences. What was it used for? Answer the questions
next each picture.
Bell: Eastern Zhou Dynasty (475-221 BCE)

What does this bell show about the development metalworking in ancient China?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
_____________________________________________________________________________________________________

Unit 3 Lesson 2 92
End of Grand Canal in Beijing in 1900
How do you think workers dug the canal in 1900?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Why do you think that in later centuries, during the Ming Dynasty, the Grand
Canal was extended to Beijing?
_________________________________________________________________________________________________
_________________________________________________________________________________________________

93
Grand Canal, a UNESCO World Heritage Site, at CHINA, Hangzhou.
Why do you think the bridge at Hangzhou is arched so high above the canal?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
It is the known as longest artificial river in the world, Why?
______________________________________________________________________________________________________
______________________________________________________________________________________________________

Unit 3 Lesson 2 94
Terracotta Army, part of the First Qin Emperor’s Mausoleum, Xian China
What does this indicate about the Qin Emperor’s view of his power as Emperor?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
____________________________________________________________________________________________________
___________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
_________________________________________________________________________________‫__________________ــ‬

95
Activity 2: Vocabulary Practice
List words that you did not know and write their meanings next to
them. A few have been given to get you started.
Word Meaning
mausoleum
terracotta
afterlife
world heritage site
dynasty

Unit 3 Lesson 2 96
CONFUCIUS AND THE ANALECTS
Confucius (c. 551 - 479 BCE) was a teacher and a philosopher in ancient China. The
teachings of Confucius emphasized moral behaviour of people founded on the oldest
and most respected traditions of Chinese society. His teachings were written down by his
students and are collected together in a work called The Analects.
Read some excerpts of Jen (meaning Humanness). Look up any words you do not know.
JEN (HUMANENESS)
XV.23: The student asked, "Is there one word which may
serve as a rule of practice for all one›s life?"
The teacher said, "Is not reciprocity such a word? What you
do not want done to yourself, do not do to others."
XIV.36: The student said, "What do you say concerning the

principle that injury should be recompensed with kindness?"
The teacher said, "With what then will you recompense

kindness? Recompense injury with justice, and recompense
kindness with kindness."
IV.25: The teacher said, "Virtue is not left to stand alone. He

who practices it will have neighbours."
XV.8: The teacher said, "The determined scholar and

the man of virtue will not seek to live at the expense of
humanity. They will even sacrifice their lives to preserve their
humanity."

97
Activity 3: Group Work
Your teacher will divide the class into groups. Each group will take one excerpt from Jen
(Humaneness). Discuss what it means with your group. Write notes about any words you
do not know.
Create a glossary of new words:
What do you think your excerpt means?

Unit 3 Lesson 2 98
Activity 4: Critical Thinking

Possible interpretations of each of the excerpts are listed below. Match each
excerpt with a possible interpretation. (The first one is done for you.)
Excerpt Number Possible Interpretation

25.IV “Each person is known by the friends he/she keeps.”
“It is better to die with dignity than to live in shame.”
“An eye for an eye and a tooth for a tooth.”
“Do to others as you want others to do to you.”
Can you think of other interpretations? Write them here.
_____________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

99
Activity 5: Using Your Creativity
Write a philosophical thought of your own. What does it mean?
____________________________________________________________________________________
__________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Activity 5: Vocabulary
Write the word from the box next to the description in the box.
first Qin Emperor Confucius humaneness and virtue Analects
Key Word Description

Essential characteristics of a civilized person; to have good
character and considerate of others
His tomb had thousands of terracotta warriors
The title of a collections of sayings by Confucius
A philosopher who lived in China in the 5th century BCE

Unit 3 Lesson 2 100
Unit 3 East Asia
Lesson 3
Chinese Learning Outcomes:

• Learn about the development of East
Technology, Science Asian and Chinese civilization.
and Medicine
Vocabulary
printing
moveable type
mulberry tree
paper-making
silk
technology

101
TECHNICAL ADVANCES FROM CHINA
In 1947, Joseph Needham, the physician and scholar of the history of Chinese science and
technology, gave a lecture on Science and Society in Ancient China. It was the start of a
major effort to study the origins and influence of Chinese technology and science in world
history. This project has led to the ongoing series of 9 or more volumes that are still in the
process of being added to as a type of encyclopaedia: Science and Civilization in China.
Because of this initiative, people are more aware of advances in technology, engineering,
science and medicine during all periods of Chinese history.

Answer the questions.
Who was Joseph Needham?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
What was his profession?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
What is he famous for?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________

Unit 3 Lesson 3 102

Read about each of the Chinese inventions. Write whether we use still the invention today and
how it has changed.
Invention No. 1: Paper Making and Using of Paper

Paper making went through three steps
Selecting and separating and then washing the raw materials
Cooking and stirring the fibres
Pounding, separating and drying the paper fibres in a mould
Pounding boiled fibers to make pulp
Filling a mold with pulp Removing dried paper from mold

103
What is the invention?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Do we still use it?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
How has it changed?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Why was this an innovative technology

and how did it make life easier or better for people?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________

Unit 3 Lesson 3 104

Read about each of the Chinese inventions. Write whether we use still the invention
today and how it has changed.
Invention No. 2 Block Printing

The invention of blocks of type that could be used to repeat printing of words, individual
letters and seals was developed in China using wooden blocks. The wooden blocks
could be used to print on paper, silk, or other materials.
A page from the Mustard Seed Garden Manual of Painting (Jieziyuan) Metropolitan Museum of Art Open Access

105
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
Do we still use it?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
How has it changed?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
______________________________________________________________________________________________________________

Unit 3 Lesson 3 106

Read about each of the Chinese inventions. Write whether we use still the invention
today and how it has changed.
Invention No. 3 Moveable Type

The Chinese started using moveable type for printing books in 1040 CE. They carved a
single word into a block then put the blocks to form page of writing. Pages were printed
to form a book.
Illustrations from the Imperial Printing Office of the Qing Dynasty Court show the
making and setting of movable type. First, one group of artisans made blanks out of
blocks of wood. Another group carved the words out of the wood blocks. The blocks
with words were placed in sorting trays. Finally, the blocks were taken from the sorting
trays to form the text of a book or document.
Chinese woodblock printing

107
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
Do we still use it?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
How has it changed?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
______________________________________________________________________________________________________________

Unit 3 Lesson 3 108
Activity 2
Invention No. 4: Making Ceramics

Making ceramic pottery is an ancient type of technology. To make a ceramic pot, artisans
first retrieved clay from the earth. They stirred and mixed the clay with water until it was
the right consistency to use. The clay was shaped on a wheel. Most pots were painted and
glazed to produce colour and add a shiny coating. Finally, the pots were heated at high
temperate in a furnace to melt the glaze and produce a strong and beautiful pot.
Potters wheel Painting Pottery

109
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
Do we still use it?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
How has it changed?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
______________________________________________________________________________________________________________

Unit 3 Lesson 3 110
Activity 2
Read about each of the Chinese inventions. Write whether we use still the
invention today and how it has changed.
Invention No. 5 : A silk reeling machine

Silk was one of the most valuable goods on the world market for many centuries. The
Chinese were the first to develop elaborate spindles for home weaving and later for
industrial production. Silk is made through a delicate process of unwinding the long
fibres from the cocoon of the silkworm which lives in the mulberry tree.
With the development of the silk industry, the weaving of silk into fabrics became
more elaborate. In the classical Chinese silk-reeling machine, the operator rotates the
main reel with a crank and pulley. In modern times, the reeling machine is powered by
electricity using a driving belt.
Photo of silk loom

111
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Do we still use it?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
How has it changed?
_______________________________________________________________________________________________________________
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Unit 3 Lesson 3 112
Activity 3
Write a short reflection on one of the inventions from ancient China. Discuss
what the invention contributed to civilization. How did it improve society? What
other innovations occurred because of it?
_________________________________________________________________________________________________________
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113
Activity 4: Review the concepts
Write a short reflection on one of the inventions from ancient China.
Discuss what the invention contributed to civilization. How did it
improve society? What other innovations occurred because of it?
mulberry tree Wooden blocks Paper pottery
Key Word Description

A process of printing on paper
This use of shaping and baking terracotta and clay made this possible
This invention allowed for the development of writing and making of
scrolls
A rare tree found in East Asia in which the silkworm grows and is
harvested
Reflect on how respect for the hard work skills of different trades and crafts
contribute to civilized society? Write 25 to 50 words in the space below.
_________________________________________________________________________________________________________
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Unit 3 Lesson 3 114
Unit 3 East Asia
Lesson 4
Spreading Cultures Learning Outcomes:

• Learn about the arrival of the first
in China and Muslims to China in the 8th century
during the Tang Dynasty.
Southeast Asia
Vocabulary
Tang Dynasty
minaret
Muslims in China
Indic Culture
Great Mosque of Xian
Indianisation
architecture
Angkor Wat
Southeast Asia
Islamisation

115
ISLAMIC CULTURE IN CHINA
Muslim ambassadors and teachers reached Western China by about 650
CE, only 18 years after the death of the Prophet Muhammad (Peace Be
upon Him). Between about 742 and 758 CE, the first major settlements of
Muslims in China had flourished. A community of Muslims with a mosque
was established at Xian in Western China. At that time, the city of Xian was
known as Chang’an and was the capital city of the Tang Dynasty.
In 751 CE, Muslim armies reached Western China and defeated a force of the
Tang Dynasty army at the Battle of Talus. After that defeat, the Tang Dynasty
was forced to retreat from Western China. Over the following centuries,
Muslim influence spread through merchants who prospered along the Silk
Route.
Muslims were highly successful in China and evidence of their acceptance
and assimilation into Chinese societies occurred during the Tang Dynasty.
For example, in 847 Li Yansheng, an Arab Chinese was accepted into the civil
service as a government official.
Some Muslim names were assimilated within the Chinese language. For
example, the name Li is sometimes a shortened version of the Muslim name
Ali and Ma is sometimes a shortened version of the name Mohammad. In the
14th century, during and after the Mongol Empire, more mosques were built
in some parts of China.
According to the 2000 Chinese National Census, there were over 23 million
Muslims in China. Most Chinese Muslims live in China’s Western provinces.

Unit 3 Lesson 4 116

Use the text and pictures to answer the questions.
When did the first Muslims arrive in China?

______________________________________________________________________________________________________
This followed 18 years after which event?
______________________________________________________________________________________________________
Which two Chinese names could be short for Muslims names? What were they short for?
______________________________________________________________________________________________________
How was Islam spread in western China?
______________________________________________________________________________________________________
How many Chinese Muslims were estimated to be in China in the 2000 census?
______________________________________________________________________________________________________
Interior of Niujie Mosque, largest and oldest mosque in Beijing

117
Mosques in China
Evidence of communities of early Muslims can be found in China.
Read about three of the mosques.
Mosque No. 1: Huajuexiang Mosque, Xian, China

Known as the Great Mosque of Xian, this is one
of the oldest and best preserved mosques from
the early period of Islam in China. It is thought to
have been founded by the great naval Admiral
Zheng He, who made the voyages across the
Indian Ocean, including one to perform hajj in in
Mecca, Saudi Arabia.
It sits in a beautiful park-like setting. An earlier
mosque that was on the site does not remain.
The mosque we find now was begun in 1392,
when the Ming Dynasty was young.
Mosque No. 2: Atikar Mosque in Kashi, Xinjiang Province, China

The Atikar Mosque complex was built during
the Ming Dynasty in Western China. It is part of
a cluster of Muslim and community buildings
that open onto a large public square that is
called the Festival Square.
The mosque was built in the 1440›s when
Islam was reintroduced to Kashi under the
Ming Dynasty. Other elements and layout of
the building are from a later period in the 19th
century.
find now was begun in 1392, when the Ming
Dynasty was young.

Unit 3 Lesson 1 118
Mosque No. 3: The Amin Mosque and Minaret

in Xinjiang Province, China
Built along the Silk Road near Turfan, the Amin
Mosque was built in 1779 during the Qing
Dynasty. At the time, the Qing Dynasty was
expanding westward.
The mosque is distinguished by its
monumental minaret, China’s tallest. The
mosque has a fortified appearance, for it
was named after King Amin, the local Muslim
leader who cooperated with the Qing Dynasty
emperor. The distinctive brick patterns and
arched niches show influences from Persia and
Central Asia.

Use the three pictures of mosques in China to answer the questions.
Which mosque looks the most like other Chinese buildings of the time?
Describe the mosque and tell why you think so.
Which mosque looks the most like a fort?

Which mosque looks the most like a palace?

Challenge question: why do you think the style of mosques was so different?
(think of time, situation, etc.)

119
SPREAD OF INDIAN CULTURE IN
SOUTHEAST ASIA TO 1100 CE
Indianisation refers to the diffusion of Indian cultural and social influence on

Southeast Asia. It includes the spread of Indian language, philosophy, and social
culture. Major religions of India spread to Southeast Asia as well. Southeast Asian
cultures adapted Indian styles of clothing and architecture to their pre-existing
culture, making something similar to Indian culture yet still their own distinct
style. An example is the Angkor Wat complex of the Khmer empire in present day
Cambodia.
Social scientists have three theories about how Indianisation of Southeast Asia
happened. Each theory proposes a different method or reason for the spread of
Indian culture to Southeast Asia.
The first theory is that Indian culture spread to Southeast Asia through aggressive
military conquest in the early middle age period. In other words, as people
in Southeast Asia were conquered, they followed the practices of those who
conquered them.
The second theory states merchants spread Indian culture, beliefs and practices.
People who support this theory think that by trading with each other, the people of
Southeast Asia took on traits of their major trading partner.
The third theory suggests that Indian culture was spread by people seeking
to spread their religion to other people. People who support this theory think
the religious teachers and missionaries travelled from India to Southeast Asia,
spreading Indian culture as they went.

Unit 3 Lesson 4 120
Activity 3: Concept Check

What is Indianisation?
______________________________________________________________________________________________________
What is spread through the process of Indianisation?
______________________________________________________________________________________________________
What is a theory?
______________________________________________________________________________________________________
How many Chinese Muslims were estimated to be in China in the 2000 census?
______________________________________________________________________________________________________
The theories explaining Indianisation of Southeast Asia

fall into one of three categories:
Political – through political alliances or military conquest
Economic – through seeking to make money
Religious – through people accepting religious beliefs
Match the theory to the main idea of the theory then give a reason for your choice
Theory Give an example of how it could happen?
political
economic
religious

121
Activity 4: Interpreting Pictures
Structures such as the Angkor Wat temples show Indianisation in architecture.
Angkor Wat built in the early 12th Angkor Wat built in the early 12th
century in Cambodia century in Cambodia
List at least five features of the structure.
Challenge Question: Why do you think the complex had

elements of different styles of architecture?

Unit 3 Lesson 4 122
ISLAM IN SOUTHEAST ASIA 1200-1600
Islam was introduced into Southeast Asia by Muslim merchants and religious people.
Teachers, traders and politicians were accepted within royal court culture. Islam provided
an ideology and ethical system that promoted fair trade and commercial activity. When
Islam was accepted by the rulers and noble class, Islamic cultural influences spread to
villages and became part of village cultures.
As Islam spread to Java, Sumatra and other parts of Southeast Asia, it appealed not only to
nobles but to common people for its ideology of individual worth and equality. The arrival
of Islam can be dated to around 1282, when the Malay ruler in Sumatra received Muslim
advisers. By 1345, Ibn Battuta mentioned seeing Muslim legal scholars in Sumatra. By 1474,
Malay rulers had become Muslims. By the early 16th century, Muslim cultural influences
were found in Borneo and the Philippines.
Islam was widely practiced in Malaysia and Indonesia up to the time that Portuguese
missionaries and explorers arrived. By 1511 the Portuguese had conquered the Malacca
region of Indonesia and other ports on the Arabian Gulf.
Despite the strength of the Portuguese, their efforts appear to have solidified support for
Islam. Islamic culture is the dominant culture in Indonesia and Malaysia up to modern
times. In fact, around 88% of Indonesia’s 264 million people were Muslims in 2017.
Mosque in Java, Indonesia

123
Activity 5: Interpreting Text
How did Islam arrive in Southeast Asia (countries such as Indonesia and Malaysia)?
Why did Islam appeal to people in these countries?
From your reading of the text, was the spread of Islamic culture in Southeast Asia mostly
political, economic, or religious? Give at least one reason for your answer from the text.
How did the Portuguese presence in Southeast Asia affect the spread of Islamic culture
in Southeast Asia?

Unit 3 Lesson 4 124

According to the text, two reasons were given for the spread of
Islamic culture in Southeast Asia.
Statement 1:
“Islam provided an ideology and ethical system
that promoted fair trade and commercial activity.”
Statement 2:
“[Islam] appealed not only to nobles but to common
people for its ideology of individual worth and equality.”
Explain the meaning of each statement and explain why these ideas
would be attractive to the people of Southeast Asia.
Meaning of Statement 1:
Meaning of Statement 2:
Why were these ideas attractive?

125
How do you think Chinese Muslims contributed to Asian society?

Unit 3 Lesson 4 126
Unit 3 East Asia
Lesson 5
Culture through Art Learning Outcomes:

• Learn about life in 18th century China by
in China in 1770 examining a series of historical paintings
about an 18th century Qing dynasty.
Vocabulary
Qing Dynasty
(formerly called and pronounced as the Ching Dynasty)
Emperor Qianlong
Grand Canal
painter Xu Yang
Suzhou Provincev

127
ART IN CHINA:
THE QIANLONG EMPEROR’S
SOUTHERN INSPECTION TOUR
In 1770, Xu Yang, a Qing dynasty court painter painted a series
of twelve large silk scrolls of the Emperor Qianlong’s tour of
his country. Qianlong ruled from 1736-1795, one of the longest
reigning emperors in Chinese history. These scrolls provide a
richly detailed view of the social and economic life along the
Grand Canal in the Southern Chinese Suzhou Province. The
original tour was made in 1750.
The paintings were commissioned by the emperor to mark his

sixtieth birthday and the 19th anniversary of his great tour. Xu
Yang painted a total of 12 scrolls. Great attention was paid to
capturing details of everyday life. The paintings are detailed
because Suzhou, the city shown in these scrolls, was the
hometown of the artist Xu Yang.

Unit 3 Lesson 5 128
Activity 1: Learning from Art

Four of the twelve large silk scrolls or the Emperor Qianlong’s tour of his country are shown.
The Qianlong Emperor’s Southern Inspection Tour, Scroll Six: Entering Suzhou along the Grand Canal dated 1770
Picture 1: Describe the scene in 100 words or less and answer the questions.
Be sure to include:
‫ ׭‬What is the scene?

‫ ׭‬Is there any special man-made or natural land feature?
‫ ׭‬What transportation is being used, if any?
‫ ׭‬What are people doing?
‫ ׭‬Any other interesting elements of the picture.

129
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___________________________________________________________________________________________________________
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___________________________________________________________________________________________________________

Unit 3 Lesson 5 130
Activity 2: Comparing Images

Answer the questions
What are the main natural resources you see in the images? List at least three.
What were the houses made of?
What are the buildings built around or close to?
Why do you think that is so?
What do you see at the edges of the picture?

What does that tell you about the size of the towns in the picture and their location?
Activity 3: Drawing Conclusions
List three major types of technology or

infrastructure used by the Chinese in the scrolls.
How did the technology help Chinese society become

a prosperous and advanced society?

131
Activity 4: Art and Culture
In some societies, written documents no longer exist or do not describe normal
activities of people. We often find the most information about past civilizations
from the art and artifacts they leave. What do the three scrolls say about the
culture of China at the time?
What do the images suggest about effective town planning and a sense of
civic responsibility for one’s community? How do the ordinary people shown on
the streets seem to behave? Do they seem cooperative? Is society orderly and
organized?
Write a reflection of 4 to 5 sentences.

Unit 3 Lesson 5 132
Unit 3 East Asia
Lesson 6
Korea’s Learning Outcomes:

• Explore Korea during the Joseon Period
Renaissance (1392- (1392 CE-1910 CE).
1910 CE) • Examine the Donggwoldo painting of the

main palace complex y
• Analyse a newspaper editorial about the

public water supply
Vocabulary
Joseon Dynasty
(also called Chosun Dynasty)
Seoul
Donggwoldo painting

133
WARM UP
CLASS DISCUSSION
List three things you know about Korea.
____________________________________________________________
____________________________________________________________
______________________________________________________
____________________________________________________________
____________________________________________________________
______________________________________________________
____________________________________________________________
____________________________________________________________
______________________________________________________

Unit 3 Lesson 6 134
RENAISSANCE IN KOREA
The word Renaissance means “rebirth” or “reawakening.” It is a time when
economies flourish and cultures develop. Many different Renaissance periods
have occurred throughout history.
Korea went through a Renaissance period from about 1400 – 1900 CE. Artwork
from the period shows how the culture was developing. A painting entitled
Donggwoldo was painted around the year 1826 to 1831 during the reign of King
Sunjo. The painting shows the two-palace complex near present day Seoul,
South Korea: Changdeokgung Palace and Changgyeonggung Palace, located
on the east side of the main Gyeongbokgung Palace.
The painting shows the buildings from a bird’s eye view of the grounds. The
paintings fit on 16 folded screens that extend to 576 cm wide and 273 cm long.
Notice the garden landscapes and planting of trees.
Activity 1: Concept Check
What is a renaissance?
When did the renaissance in Korea happen?
What is Donggwoldo?
What does it show?

135
Activity 2: Interpreting a Picture
The Donggwoldo painting is shows the palaces in Korea.
Examine the paining then answer the questions.
Detail of Donggwoldo painting (1826-1831) of the Korean Palaces
Describe the organization of the city. (What shape is it?

Where are the houses? What else can you see?)
Circle the two palaces. (Clue: one is red and green)

What do you see in the picture around the edges of the city? Why is it a benefit to the city?
How does the picture show evidence of planning and prosperity?
(write at least three sentences.)

Unit 3 Lesson 6 136
Activity 3: Interpreting Details

Examine another view of the Donggwoldo painting
and answer the questions.
Detail of Donggwoldo painting (1826-1831) of the Korean Palaces
What do you notice about the palace areas?
What natural formations are surrounding the buildings?
How do the natural formations help to protect the society?
What do you notice about how the city is organized? (streets, trees, structures)

137
WATER SUPPLY IN KOREA
People were concerned about public health at the time and discussed ways to
improve it. One of the most important resources for any civilization is water.
An excerpt from an editorial in the Korean newspaper, The Independent
(Tongnip sinmun), 30 April 1896 reflects those concerns.
FROM “AN EDITORIAL ON KOREA’S WATER SUPPLY”

[Water] is of more value than railroads, for instead of saving money it saves
life. . . . You can estimate the grade of civilization of any people by the amount
of water they use. Paris heads the list with seven gallons a day for each
individual. It is probable that a quart a day would suffice for the average
Korean, while a pint would be oceans for the ordinary Chinese. The Japanese
are said to be great lovers of water, and so they are, but this is somewhat
modified by the fact that so many of them are content to take it second hand.
Activity 4: Interpreting a Primary Source

Read the excerpt again and answer the questions.
When was the newspaper article published? How many years ago was that?
What is water being compared to? Why?

How does this show the importance of water?

Unit 3 Lesson 6 138
Activity 5: Constructing a Table
The article mentions the amount of water an average person uses from different places.
The amounts mentioned are in old standard measurements, not the metric system. You will
construct a table to show water use in the metric system by following the steps.
‫ ׭‬The places being compared are listed for you in column 1.
‫ ׭‬Write the old unit of measure for each place in column 2.
‫ ׭‬Your teacher will guide to a conversion table.
‫ ׭‬Write the conversion equation in column 3.
‫ ׭‬Write the number of old units used from the excerpt in column 4.
Use the conversion equation to get the number of liters used.
After you have calculated the individual water consumption per location, rank each place
from highest to lowest in column 6.
Old Unit of Conversion No. of old Rank from

Place No of litres
Measure )to litres( units used highest
3.79 = gal 1 = 7 x 3.79
Paris gallons to lowest
litre 26.53
Korea
China
Japan
Which country used the most water?
Which country used the least water?

139
Activity 6: Understanding Implications
Use the text and the table to understand water consumption from the past
perspective of Korea. What was the author implying about the relationship
between water consumption and the level of development? How is that
perspective different from our modern perspective? (Write at least 3 sentences.)
What does the reading above suggest about the responsibility of good
government to provide sanitation and promote public health for its citizens?
Write a reflection of 4 to 5 sentences.

Unit 3 Lesson 6 140
Doctorate Degree / Applied Sciences
(3-5 years)
Master’s Degree / Applied Sciences
(2 years)
Education System in the United

Arab Emirates
Postgraduate Diploma / Applied Sciences

(1-2 Years)
Bachelor’s Degree / Applied Sciences
(3-4 years)
Diploma / Postgraduate Diploma
(2-3 years)
Joining Bridging
Work Program
Continuous Education
Home General and Applied Literacy

Vocational Qualification Schooling Academic Stream Stream
Vocational Education and

Development Centre
Doctorate Degree
UAE National Qualifications

Classifications
Framework Level 10
International
24
(3-5 years)
Master’s Degree Dual Degree Master’s Degree
UAE National Qualifications

Classifications
Bachelor’s / Master’s
International
Framework Level 9
22
(2 years) (2 years)
Postgraduate Diploma Postgraduate Diploma

(1-2 year) (1 year)
UAE National Qualifications Framework

Classifications
International
(4-5 years)
18
Levels 7-8
Bachelor’s Degree / Applied Sciences Bachelor’s Degree
Advanced University
(3-4 years) Enrollment
(3 years)
The Ministry coordinates with national higher education institutions to admit students in various majors in line with the needs of the labour

market and future human development plans. Higher Education institutions also determine the number of students that can be admitted
according to their capabilities, mission and goals. They also set the conditions for students’ admission to various programmes according
Classifications
International
to the stream they graduated from, the levels of their performance in the secondary stage, and their results from the Emirates Standard
Levels 5-6
Assessment Test. 18
Integration and coordination between General and Higher Education systems allow for the approval and calculation of school
study courses within university studies according to the school stream and university specialisation, which reduces the duration of
university studies.
Technical & Vocational Streams Academic Streams Cycle 3 / Secondary Stage

Applied Specialised Technical Technical General Advanced Elite
Academies General Advanced
Classifications
International
Top 10 percent
Levels 1-4
12
Applied Technology of students in
Secondary School Program national test scores
Grades 9-12 Ages 14-18 (4 years)
Cycle 2
Classifications
International
Elite Program (Grades 5-8)

Grades 5-8 12
Top 10 percent of students in national test scores
Basic Education
Ages 10-14 (4 years)

Ages 10-14 (4 years)
Cycle 1
Classifications
International
Grades 1-4 6
Ages 6-9 (4 years)
Early Childhood
Classifications
International
Kindergarten Ages 4-6 (not compulsory) 3

Nursery/ Care Ages 0-4 (not compulsory) Theoretical
Starting Age
Hybrid education in the Emirati school
Within the strategic dimension of the

Ministry of Education’s development plans
and its endeavor to diversify education
channels and overcome all the challenges
that may prevent it, and to ensure continuity
in all circumstances, the Ministry has
implemented a hybrid education plan for all
students at all levels of education.
Pre-
Study Plan kindergarten/ Cycle 1 Cycle 2 Cycle 3
kindergarten
School
learning    
e-learning
Direct - -  
Self    
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2

Unit 2: Making Better Decisions

Lesson 1 The Geography of East Asia��������������������������������������������67

Lesson 2 Engineering and Civilization in Ancient China������������89

Lesson 3 Chinese Technology, Science and Medicine����������������101

Lesson 4 Spreading Cultures in China

Lesson 5 Culture through Art in China in 1770�������������������������� 127

Lesson 6 Korea’s Renaissance (1392-1910 CE)����������������������������� 133

Lesson 1 What is Meant by Duties and Responsibilities?

Lesson 2 Duties and Responsibilities of Parents Towards their Children

Lesson 3 Duties and Responsibilities of Sons and Daughters

Lesson 4 Moral Rules

Lesson 5 The Moral Imperative Rules Governing Behaviour

What are individual

Copyright © Ministry of Education – United Arab Emirates

What is Meant Learning Outcomes:

by Duties and • Discuss responsibilities and duties

In this context, the situation at school is no different. After

Strategic goals of the Ministry of Education:

5 Read about the responsibilities and duties of students in Japan.

The bus driver:

Duties and Learning Outcomes:

the role family tree

A real leader is one who takes care of,

The parties responsible for meeting

24. You have the right to the best

28. You have the right to a good quality

12. You have the right to give your

13. You have the right to find out

39. You have the right to help if you've

42. You have the right to know your

2. All children have these rights, no

Playing and learning are two important children rights

Care for Children

b. Name some family activities that make you feel safe.

A family is a group of individuals related to each other by kinship and blood.

Families come in different forms, including:

Duties and Learning Outcomes:

Sons and Daughters

kindness to parents dependency

The most important obligations of children towards their parents include:

- Being kind to them and never scolding them

- Listening to them and answering their questions

- Getting close to them, seeking their love and never making

- Show kindness to them even after their death

a. Think of a time when your parents

b. Write a story about something

Tasks Physical and Psychological Skills

1. Washing the dishes ‌a. Mastering delicate hand movements

2. Setting the table ‌b. Understanding scientific concepts

3. Helping with the shopping ‌c. Awareness of the cost of goods

6. Preparing desserts ‌f. Understanding the meaning of waste

7. Repairing domestic appliances ‌g. Practising calculation

8. Sorting waste for recycling ‌h. Arranging administration

9. Making a list of missing items ‌i. Understanding household budgeting

‌k. Learning habits

‌l. Helping and benefiting others

5 Read the text. Then answer the questions that follow.

Moral Rules Learning Outcomes:

ethics popular heritage

Lesson 1 The Geography of East Asia��67

Lesson 2 Engineering and Civilization in Ancient China��89

Lesson 3 Chinese Technology, Science and Medicine��101

Lesson 5 Culture through Art in China in 1770�� 127

Lesson 6 Korea’s Renaissance (1392-1910 CE)�� 133

- Getting close to them, seeking their love and never making

a. Think of a time when your parents

b. Write a story about something

5 Read the text. Then answer the questions that follow.

a. C ommunity service and respecting those working in it is ethical. Give an example of

a. Compare the Emirati, Moroccan and German cultural heritages.

b. Why does the writer say “ask a knowledgeable adult”?