Moral Education: Grade 7

Moral Education
Grade 7
Second Semester
Teacher’s Guide
Pilot Edition
2017 - 2018
I
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Trial Edition
2017- 2018
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II
Moral Education
Engaging, Enlightening, Enabling and Empowering Global Citizens
“ ”
‘A country’s greatest investment lies in building generations
of educated and knowledgeable youth.’… ‘To the young men
and women of the Emirates, the future is yours. You are those
who will determine your Country’s future’
Sheikh Zayed Bin Sultan Al Nahyan
“ ”
‘Values are the foundation of a nations stability, and the spirit
of its laws. Without values a country has no security, stability
or continuity.’
HH. Sheikh Khalifa Bin Zayed Al Nahyan
“ ”
‘The future belongs to those who can imagine it, design it and
execute it. It isn’t something you await, but rather create.’
HH. Sheikh Mohammed Bin Rashid Al Maktoum
“ ”
‘Our children face major challenges, and it is our
responsibility to prepare and protect them. We should not sit
back and watch. We should race faster than light, to ensure
that future generations are well prepared to continue
achieving and progressing.’
HH. Sheikh Mohammed Bin Zayed Al Nahyan
IV
Moral Education
Moral education seeks to foster in students a set of universal values, which will enable
them to peacefully interact and connect with people from different cultural and social
groups who hold different and divergent views and perspectives. It seeks to empower
them to become active, responsible, local and global citizens. It enables them to develop
mutual understanding, respect for difference and empathy, in order to sustain our
cohesive, and prosperous society. Through dialogue and interaction, students are
provided with opportunities to explore different worldviews, to challenge one another’s
assumptions and attitudes and to develop the knowledge, skills and attitude necessary
to think critically, to make informed ethical decisions and to act on them in the interests
of their society.
Values of the Moral Education Course

V
Key Pillars of Learning
The Moral Education Course will be experienced by students as they work their way
through four key pillars of learning as they progress through the course. Each of the four
pillars is constructed around a series of Learning Outcomes.
Moral Education
Character and The Individual and Civic Studies Cultural Studies
Morality (CM) Community (IC) (CIS) (CUS)
Teaching universal The development Concentrating on Focusing on local

ethical values, of moral thinking Emirati history, Emirati heritage,
such as fairness, for individuals as trade, travel, archaeology, and
caring, honesty, active members of governance, as the importance of
resilience, their families, well as global preserving culture.
tolerance and social environment citizenship.
respect. and communities
at large.
VI
Key Skills
The Moral Education Course takes a holistic approach to teaching and learning. It focuses
on educating the Head (the cognitive domain - knowing), the Heart (the affective domain
- feeling) and the Hands (the pragmatic domain - doing), so that students are equipped
with an appropriate skill set to fully participate in a fast-changing world.
Deliberation Creativity
Dealing with complexity

Care
Solidarity Research
Curiosity
Adaptability Teamwork
Problem solving Resilience
Managing oneself Working independently Empathy
Communication Critical thinking Taking action

Critical reflection Enquiry
Collaboration
Imagination Multiple perspectives
Participation
Autonomy Decision-making
Active listening
Moral reasoning
Anti-racism
Respect
VII
Values
Values are at the heart of moral education. They are essential to a person’s sense of self;
they operate as the personal benchmarks that guide our thoughts and actions. The
Moral Education aims to support students in identifying their personal goals and the
motivation behind them. Moral education explores many multi-faceted issues, including
trade, mental health and the distribution of resources. It also enables teachers and
learners to explore the ethical implications behind complex global issues, enabling them
to engage as members of the UAE and international community.
It is hoped that in working through the Moral Education curriculum, teachers and
students will become inspired and motivated by a commitment to the values of social
justice, human rights, care for the environment, empathy, respect for diversity and
global solidarity. The lessons of Moral Education course are founded on the principles of
solidarity, equality and inclusion, and support a process for teaching and learning which
explores how personal values are shaped and directed. This Moral Education course does
not impose values, but rather encourages students to explore ethical issues, and
develop an awareness on their individual values.
Teaching and Learning – A Pedagogical Approach

Group is important in encouraging students to be proactive and autonomous learners.
Throughout this moral education curriculum, there is a focus on inclusive group work,
and a student driven approach to teaching and learning in the classroom. Students are
encouraged to have open discussions, guided conversations, activities, and philosophical
debates. This is intended to take students through a process of awareness-raising and
critical thinking, which will allow them to consciously enact moral reasoning in their
everyday lives.
Action Projects
In the upper grades of the course students are encouraged and enabled to undertake
Action Projects, where students are actively involved in developing an issue or topic, which
arises in class, beyond the usual limits of textbooks and course materials. These Action
Projects encourage active and co-operative learning and the development and acquisition
of skills. They are part of the ‘Hands’ (pragmatic) domain of skills development.
VIII
Moral Education Course Education Resources
In order to teach the Moral Education course a suite of resources has been developed to
support the teaching and learning of all participants:
Unit 2 Making Good Decisions Moral Education Grade 7

Lesson Objectives
To explain what a risk and consequence is. In
Lesson 1 addition to this, students should be able to Unit 2 Making Good Decisions
recognise risks in their homes and in their local Lesson 1
Staying Safe at Learning Outcomes:

environment and know ways to keep themselves Risk Consequence

and others safe from these risks.
Home and Outside

Home and Outside
• Understand what is meant by risk and
• Understand what is meant by risk and Required Materials •
consequence.
Understand dangers that might occur in the
consequence. home and local environment.
• Understand dangers that might occur in the • Copybooks • Identify and apply ways to respond to danger
(e.g. by contacting emergency services).
home and local environment. • A3 paper for group activity 2 Follow the instructions below to complete the list.
• Identify and apply ways to respond to danger Vocabulary
(e.g. by contacting emergency services). Risk Consequence
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.
Learning Outcomes
Below is an image of a house. See how many risks you can spot in this house and make a list of them.
• Understand what is meant by risk and Danger Environment
Vocabulary consequence.
• Understand dangers that might occur in the 1 Write a sentence that explains what (a) a risk and (b) a consequence are. You may use the
word bank to help you.
home and local environment.
Risk Consequence
• Identify and apply ways to respond to danger Chance Danger Happens
Punishment Take Result
Danger Environment
Outcome Action Unknown
Activity 1 (5 minutes)
a. A risk is:
Now put your list in order. Start with the one that is the highest risk to the residents of this house.
1
Ask the students to write sentences to define b. A consequence is:
Write a sentence that explains what (a) a risk and (b) a consequence are. You may use the “risk” and “consequence”. Now that we have explored what a risk and a consequence is, list two examples of a risk and two examples of
a.
b.
word bank to help you. Emphasise to the students that these are two a consequence.
c.
words that are important in this lesson. d.
After students have written their own definitions, e.
write model definitions on the board:’ f.
Chance Danger Happens a. Risk: A chance of danger or loss.

b. Consequence: Something that happens as a 3 Unit 2 Lesson 1 4
Punishment Take Result result of an event or action.
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Outcome Action Unknown Have students compare their definitions to the

model definitions. Ask each group to choose their
Suggested Answers
preferred definition and say why. What did their
a. A risk is: preferred definition include that was missing a. Risk:
from the other definitions? Facilitate a discussion If someone drives too fast, there is a risk of a car crash/accident.
b. A consequence is:
around the two terms. If a student doesn’t do his homework, there is a risk that the teacher will
be angry.
Now that we have explored what a risk and a consequence is, list two examples of a risk and two examples of
b. Consequence:
a consequence. Differentiated Learning
The child disobeyed his parents. As a consequence, he was punished.
For Advanced Students There was no rain for a long time. As a consequence, the animals were thirsty.
You may instruct them to keep their Student Pair students so they can discuss their examples. Then ask students to share
Books closed while thinking of a definition. their examples with the class.
For Beginners
Students may use the word bank provided in the
Student Book in thinking about their definition.
Ask students to think of two examples of risk and
two examples of consequences.
3
3
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Student Book Teacher Guide

A book specifically for students with a range of The Teacher Guide takes teachers through the course,
illustrations, images, texts and activities to engage highlighting key aspects of the lessons, suggestions
and support students in their learning. for questions and classroom activities, and specific
guidance on handling each lesson in the classroom.
Also included are suggestions for differentiation and
assessment for learning.
Theme The Individual and The Community
Lettre to the Parents/ Guardians
Dear Parents/ Guardians,

Welcome to a new term, one that we hope will be fruitful and beneficial.
We have decided to teach Moral Education in order to facilitate the
character development of our students. We aim to introduce them to
a set of individual and social values, which we hope they will abide by.
This will enable them to play an effective role in the community and
create a bright future on both personal and social levels.
Therefore, we hope you will contribute to our efforts by talking to your
children and discussing with them the topics and lessons of this course.
At the beginning of each unit, you will find a summary of its content
and intended learning outcomes. We hope you will read the summary
and learning outcomes and work with your children to complete one
or more activities from the menu suggested in this unit, thus ensuring
interaction between the students and their family members.
67
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Parent Guide Digital Resources

Each unit of the course has a short guide for parents, Where appropriate, learners will have opportunities to
outlining the essential elements of the unit with use digital technologies, such as eBooks and digital
suggestions as to how parents can engage with the objects, to support and extend their learning about
course and their children. aspects of moral education across each unit of the
Moral Education course.
The Moral Education programme includes two volumes
IX
The Moral Education Course Cover and What it Symbolises
A design that evokes local culture, contemporary society and global citizenship
The cover draws inspiration from the flower

with five petals, which is prevalent throughout
the Sheikh Zayed Mosque, in Abu Dhabi.
The intersecting circles are a key element in

the pattern’s design. They serve to symbolise
union and connection, both at the national
and international levels and within the
community.
The intersections represent the complexity of

Inspired by the Sheikh Zayed
the relations between the different entities
Grand Mosque, Abu Dhabi
living in an interdependent world as global
citizens.
At the centre of the cover is a star. This guiding star is created out of infinite circles, and
represents the moral compass that we should all aspire to follow, just as the North Star
has guided travellers through the ages. At the same time the star symbolises the
individual in the middle of the complex structure that is society.
As the grades progress, the number of circles increases, symbolizing how, as students
progress, they develop more connections with contemporary society and international
communities.
The gradation of colour portrays the complexity of the 21st century living.
Books and their covers vary in size. Keeping to the concept of interconnected ideas
influencing one’s moral behaviour, the circular pattern derived from the mosque
matures into a more complex design reflecting how morality and character grow in
complexity as we age.
X
XI
Table of Contents
Moral Education Grade 7 Teacher’s Guide
Theme: The Individual and The Unit 2 Exploratory Questions
Community
Unit 2
What is a risk? These questions provide an overview of the concepts
Making Good Decisions What are the consequences of taking risks?
that the students will learn throughout the lessons in
this unit.
Unit 2: What actions should you take when you are at risk?
(IC13) Making Good How can you protect yourself from risk?
Decisions
Lesson 1 Staying Safe at Home and Outside

Lesson 2 Responding to Harmful Situations
Lesson 3 First Aid
Unit Objective
Lesson 4 Ways of Protection Against Crimes
The aim of this unit is to allow students to explore the Lesson 5 Thinking About Crime
Making Better Decisions

concepts of danger and risk, and how they can protect
themselves.
Unit Description
The concepts underpinning this unit are taught over

five lessons and are designed to answer the central What risks might you encounter in your daily life and how can you
question. protect yourself from them?
1 2
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The Central Question Learning Outcomes – Unit 2
Each unit has a Central Question, around which all the

lessons of the unit are structured. Throughout the unit, IC13 - The Individual and The Community
students explore the concept of the Central Question.
1. Understand what is meant by risk and consequence.
2. Understand dangers that might occur in the home and local environment.
3. Identify and apply ways to respond to danger (e.g. by contacting emergency services).
4. Recognise basic first-aid skills.
5. Understand how they can protect themselves and others from being victims of crime.
6. Discuss the risks and possible consequences of irresponsible behaviour, and how it may
lead to criminal punishment.
7. Consider how irresponsible and inappropriate behaviour is treated in school and in
society.
1 2
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1
Staying Safe at Home and Outside �� P. 3
2 Responding to Harmful Situations �� P. 9
3 First Aid �� P. 15
4 Ways of Protection Against Crimes �� P. 21
5 Thinking About Crime �� P. 27
XII
Moral Education Grade 7 Teacher’s Guide
Theme Civic Studies
Theme: Civic Studies Unit 3 How did improved transport and communication increase trade Exploratory Questions
These questions provide an overview of the con-
Unit 3
What is ‘globalisation’ and how does it impact the UAE?
Trade, Travel and What are the issues raised by globalization?
cepts that the students will learn throughout the
lessons in this unit.
Unit 3:
Communications: The What economic concepts do we need to apply in order to create a sustainable
global economy? Note To Teacher
(CIS3) Trade, Travel and UAE in an Increasing How have communications advances affected the individual, society and inter- Each lesson contains at least four texts. However,
please feel free to choose two of them to work on
Communications: The societal relations?
Globalised and with your students, based on their needs.
UAE in an Increasing
Globalised and
Interconnected World;
Interconnected World; Cultural Exchange
Trade, Travel and

Cutural Exchange Lesson 1 Understanding Globalisation
Lesson 2 What Factors Have Enabled Globalisation?
Lesson 3 Globalisation and The UAE
Advantages and Disadvantages of Globalisation
Communications: The UAE

Lesson 4
Unit Objectives
Lesson 5 The Individual in a Globalised World
The aim of this unit is to allow students to explore
the concept of globalisation, including the issues
it involves and the impact it has had on the global
economy. They will also explore how the UAE
connects to the rest of the world in terms of
in an Increasing Globalised
How have advances in communications and globalisation changed the
trade, travel and communications. They will also global economy and created social transformations?
examine how evolving communications technolo-
gy has led to changes for both the individual and 33 34
society.
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and Interconnected World;

Unit Description Central Question Learning Outcomes
The concepts underpinning this unit are taught Each unit has a Central Question, around which all the lessons of the unit are 1. Understand the concept of ‘globalisation’, some of the issues it raises and
over five lessons and are designed to answer the structured. Throughout the unit, students explore the concept of the how it affects the UAE.
central question. Central Question. 2. Understand the concept of a sustainable global economy, and the
challenges
Cultural Exchange
it faces.
3. Understand some economic concepts.
4. Evaluate the impact of communication technology on the individual and
society.
33 34
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1 Understanding Globalisation �� P. 35
2 What Factors Have Enabled Globalisation? �� P. 41
3 Globalisation and The UAE �� P. 47
4 Advantages and Disadvantages of Globalisation �� P. 53
5 The Individual in a Globalised World �� P. 59
XIII
Moral Education Grade 7
Theme: The Individual and The Unit 2

Community
Making Good Decisions
Unit 2:
(IC13) Making Good
Decisions
Lesson 1 Staying Safe at Home and Outside

Lesson 2 Responding to Harmful Situations
Lesson 3 First Aid
Unit Objective
Lesson 4 Ways of Protection Against Crimes
The aim of this unit is to allow students to explore the Lesson 5 Thinking About Crime
concepts of danger and risk, and how they can protect
themselves.
Unit Description
The concepts underpinning this unit are taught over

five lessons and are designed to answer the central What risks might you encounter in your daily life and how can you
question. protect yourself from them?
MEd_SB_G07_U02_EN.indb All Pages
The Central Question
Each unit has a Central Question, around which all the

lessons of the unit are structured. Throughout the unit,
students explore the concept of the Central Question.
1
Teacher’s Guide
Exploratory Questions
What is a risk? These questions provide an overview of the concepts
that the students will learn throughout the lessons in
What are the consequences of taking risks? this unit.
What actions should you take when you are at risk?
How can you protect yourself from risk?
1/19/2018 10:45:49 AM
Learning Outcomes – Unit 2
IC13 - The Individual and The Community
1. Understand what is meant by risk and consequence.

2. Understand dangers that might occur in the home and local environment.
3. Identify and apply ways to respond to danger (e.g. by contacting emergency services).
4. Recognise basic first-aid skills.
5. Understand how they can protect themselves and others from being victims of crime.
6. Discuss the risks and possible consequences of irresponsible behaviour, and how it may
7. Consider how irresponsible and inappropriate behaviour is treated in school and in
society.
2
Lesson Objectives
To explain what a risk and consequence is. In Unit 2 Making Good Decisions
addition to this, students should be able to Lesson 1

recognise risks in their homes and in their local
environment and know ways to keep themselves
and others safe from these risks.
Home and Outside • Understand what is meant by risk and
consequence.
• Understand dangers that might occur in the
Required Materials •
Identify and apply ways to respond to danger
• Copybooks
• A3 paper for group activity Vocabulary
Risk Consequence
Learning Outcomes
• Understand what is meant by risk and
Danger Environment
consequence.
1 Write a sentence that explains what (a) a risk and (b) a consequence are. You may use the
• Understand dangers that might occur in the word bank to help you.
• Identify and apply ways to respond to danger Chance Danger Happens
Punishment Take Result
Outcome Action Unknown
a. A risk is:
Ask the students to write sentences to define b. A consequence is:
“risk” and “consequence”. Now that we have explored what a risk and a consequence is, list two examples of a risk and two examples of
Emphasise to the students that these are two a consequence.
words that are important in this lesson.

After students have written their own definitions,
write model definitions on the board:’
a. Risk: A chance of danger or loss.
b. Consequence: Something that happens as a 3
result of an event or action.
Have students compare their definitions to the MEd_SB_G07_U02_EN.indb 3-4
model definitions. Ask each group to choose their

Suggested Answers
preferred definition and say why. What did their
preferred definition include that was missing a. Risk:
from the other definitions? Facilitate a discussion If someone drives too fast, there is a risk of a car crash/accident.
around the two terms. If a student doesn’t do his homework, there is a risk that the teacher will
be angry.
b. Consequence:
Differentiated Learning
The child disobeyed his parents. As a consequence, he was punished.
For Advanced Students There was no rain for a long time. As a consequence, the animals were thirsty.
You may instruct them to keep their Student Pair students so they can discuss their examples. Then ask students to share
Books closed while thinking of a definition. their examples with the class.
For Beginners
Students may use the word bank provided in the
Student Book in thinking about their definition.
Ask students to think of two examples of risk and
two examples of consequences.
3
Teacher’s Guide
Risk Consequence Risk A chance of danger or loss.
Consequence The result of actions or

evolving situations.
A situation where people,
objects or their misuse,
Danger could cause negative results
2 Follow the instructions below to complete the list. such as harm, injury or
threat to life.
Tools used in our daily activities can be the cause of danger. We must be aware of these so that we can keep The surroundings a person
ourselves and our families safe. Environment lives in.
Below is an image of a house. See how many risks you can spot in this house and make a list of them.

Explain that risks can occur anywhere, even in our
own homes.
Ask students to examine the illustration of the
house and think about the risks. Ask students to
Now put your list in order. Start with the one that is the highest risk to the residents of this house. work in pairs to mark the risks they find.
a. When they have completed the task, ask the
b.
students to share what they got. List all the risks
c.
on the board.
d. Next, ask them to put the list in order. They must
e. start with the highest risk to them and their
f.
family and continue to the least risk.
Suggested Answers
a. The fire alarm is broken.
Unit 2 Lesson 1 4
b. The electric outlet is too full.
1/19/2018 10:45:50 AM c. The chair is too close to the fire.
d. The handle of the pot is sticking out.
e. The back door is open.
f. Someone could trip over the wire.
Then ask students to compare lists with their
partners to see if they ranked the dangers
differently. Take feedback from the pairs about
this comparison.
For Beginners
Tell students that they must identify the risks (as
many as possible).
For Advanced Students
Tell students to explain why each is a risk.
4

3 While there are hazards in our homes, there are also hazards in our local community.
Explain that we can also encounter risks when Look at the pictures below. Discuss the risks in each of these situations. Then suggest a
we’re out and about. Prompt students to look at way to keep yourself and others safe from the danger in the pictures.
the four pictures.
Place students into mixed-ability groups.
Assign each group a picture. First ask them to 1 2
discuss what might happen to the people in the
picture. Allow time for the students to talk about
this. Then ask them to suggest a way to keep
themselves safe in these situations. Allow five
minutes for each group to share their feedback.
Risk: Risk:
Safety measures: Safety measures:
Suggested Answers
1. Car could hit another car; car could break down;
tyre could explode; windscreen could break; 3 4
something could fall from back of truck etc.
2. If someone went into the building site, they could
be hurt by the machinery. You shouldn’t go onto
a building site without a hard hat. The owners
of the site should put up signs to show that it is
dangerous. Risk: Risk:
Safety measures: Safety measures:
3. It is very dark, so people in cars would not see the
person walking. If you have to walk at night, you
should wear bright clothes. It’s better to walk in
places where there are bright lights.
4. If you go swimming, there is a risk that you could
drown or get into difficulties, such as glass on
sand that would lead to a cut in your foot, etc.
Never swim alone - swim with other people. You 5
shouldn’t go swimming when you see a red flag.
Optional extension activity: Discuss in pairs and MEd_SB_G07_U02_EN.indb 5-6
share with the class some examples of dangers

and risks found in your community.
5
Teacher’s Guide

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 Explain to students that risks can have
answer the questions that follow. consequences.
Ask students to read the text about Kenya then
answer the questions.
Suggested Answers
a. It can harm the environment, as well as the
fish and people who eat the fish.
b. They can be more careful about disposing of
waste. They can recycle.
c. Maybe there should be penalties for littering.
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 6
1/19/2018 10:45:52 AM
6

5 Read this story about a woman who was attacked on her way home, and then answer the
Ask students to think about the particular risks questions that follow.
that people might face. Discuss with the class.
A woman was attacked, robbed on her way home from work
Ask students to read the article.
The police in a town are searching for two suspects who allegedly assaulted and robbed a woman on her way home
Suggested Answers 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
a. She was probably afraid and upset. two men.
Police say the victim was thrown to the ground and then robbed.
b. She could have walked in a group. 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.
c. No. a. How do you think the woman felt after she was attacked?
d. I could make sure I walk with my friends and take

brightly lit streets. b. What actions could she have taken to keep herself safe?
Each group can then share its answers with the

c. Are there any dangerous areas in your community?
class.
d. Suggest one way you could keep yourself safe on your way home.
MEd_SB_G07_U02_EN.indb 7-8
7
Teacher’s Guide
6 Complete the following activity.
Take 2 minutes to go back over what you covered in
A risk is: today’s lesson.
A consequence is:
Ask the students to write down what a risk is and
what a consequence is. Then ask them to share their
Risks that can lead to dangers in home Risks that can lead to dangers in community answers.
Ask them to identify some risks in the home and
the community, and again share the answers.
Finally, ask them to work with a partner to come
up with ways they can keep themselves safe. Ask
each pair to share its answers with the class.
I can keep myself safe by:
I can keep others safe by:

Key Skills (Head, Heart, Hands)
• Critical Thinking
• Care
• Dealing with Complexity
Unit 2 Lesson 1 8
1/19/2018 10:45:52 AM
8
Unit 2 Making Good Decisions
Lesson Objective Lesson 2

To know how to respond to dangerous situations,
protect themselves and get help from emergency Responding to Learning Outcomes:
services.
Harmful Situations • Understand what is meant by risk and
consequence.
• Understand dangers that might occur in the
Required Materials • Identify and apply ways to respond to danger.
• Images
• Newspaper articles Vocabulary
• Diagram Fire Ambulance
• Transcript
Safety
Learning Outcomes
1 Find the keywords.
• U nderstand what is meant by risk and
consequence.
• U nderstand dangers that might occur in the
• Identify and apply ways to respond to danger
Activity 1 (5 minutes) Keywords from last lesson Keywords for this lesson
Ask the students if they remember the keywords

from the last lesson. Have a discussion and
then write the four keywords on the board: Risk,
Consequence, Danger, and Environment. Ask the
students to write these in their Student Book.
Then introduce the three keywords for this lesson. 9
Write them on the board: Fire, Ambulance, and
Safety. Again, ask the students to write them in MEd_SB_G07_U02_EN.indb 9-10
their book.
Ask the students if they understand what these
words mean.
Now ask the students to complete the word
search puzzle. It contains the key terms from this
lesson and the last lesson.
Allow about five minutes for them to do this.
If they do not get it finished, they may finish if
there is time left at the end of the class or for
homework.
9
Teacher’s Guide
2 Karim is a very brave boy. Read his story and then answer the questions that follow.
The light, heat and flame
Quick-Thinking can Save Lives Fire produced by burning.
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 A vehicle that takes the sick
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. Ambulance and injured to and from
Without hesitating, Karim took out his phone and dialled 998. Soon, an ambulance was racing to his home. hospital.
“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.” Freedom from the
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
Safety occurrence or risk of injury,
back home. danger, or loss.
“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?

Ask students if they know the phone numbers for
b. How did Karim know it was a medical emergency? Would you have known it was an
the various emergency services. Write them on
emergency?
the board. (Ambulance 998, Fire 997, Police 999
and so on).
c. Why does Karim say he’s no hero?
Ask someone to read the story aloud. If no one
offers, you may read the text to the class. Read
d. What do you think might have happened if Karim had not known the number of the emergency through the questions to make sure everyone
services? understands them.
Ask students to think about the questions and
then write their answers in their books. Next, pair
the students so they can compare and discuss
answers. If there is anything that a student
Unit 2 Lesson 2 10 didn’t think of but their classmate did, have both
students write it down so that they have a range
1/19/2018 10:45:52 AM
of ideas.
Then ask each pair to share their answers with
the class.
Suggested Answers
a. K arim was brave because he wasn’t too
frightened to help his father.
b. H
e knew it was a medical emergency
because his father didn’t wake up, and
because his father’s hand was cold.
c. M
aybe he is being modest, or maybe he
thinks anyone would have done the same
thing.
d. His father might have died.
10

3 Look at the images below and decide which emergency service should be called. Write
A sk the students if they’d know which service to the name and number of this service and the reason for it.
call in an emergency. Discuss their answers.
Ask the students to look at the pictures in the 1 2
books. Explain that they have to identify which
emergency service to call in each situation, and
note why they chose that service.
Use Think-Pair-Share activity to get students to
work in pairs on this activity.
Suggested Answers Service: Service:
Phone number: Phone number:
Image 1: Reason: Reason:
ġ Service: medical
ġ Phone number: 998 3 4
ġ Reason: man feeling chest pain
Image 2:
ġ Service: fire service
ġ Phone number: 997
Service: Service:
ġ Reason: fire Phone number: Phone number:
Image 3: Reason: Reason:
ġ Service: police
ġ Reason: theft
Image 4:
ġ Service: police
ġ Phone number: 999 11
ġ Reason: fight
Image 5:
ġ Service: medical
ġ Reason: fallen man
Image 6:
ġ Service: fire service
ġ Reason: fire
11
Teacher’s Guide
5 6 Activity 4 (10 minutes)

Ask the students to think about what they would
do if there was a fire in their home. Discuss with
the class.
Ask someone to read the text aloud. Read
through the questions to make sure everyone
Service: Service: understands what they are being asked.
Phone number: Phone number:
Reason: Reason:
Ask the students to think about the questions
and then write their answers in their books. Pair
the students so they can compare and discuss
4 Read the text below and answer the questions that follow. answers.
Ask the students to share their answers with the
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? class.
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
Suggested Answers
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 a. A match, a candle, a lighter or a spark from
if your clothes are on fire.
an electrical source. Wood, leaves, paper,
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 plastic, anything that burns easily.
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
b. B ecause running gives the fire more
you. oxygen.
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.
c. If the doorknob is hot, there might be fire
on the other side, and if you open the door,
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 you’ll give the fire more oxygen to help it
appliances.
spread into the room you’re in.
a. What kind of things could light a fire? What kind of things could be fuel for a fire?
d. Because wood is better fuel than brick.
Unit 2 Lesson 2 12
1/19/2018 10:45:59 AM
12
Activity 5 (15 minutes) b. Why should you not run if your clothes are on fire?
A sk the students what types of fire risks could

occur in the home? Have a short discussion.
c. Why should you not open the door if the doorknob is hot? Think of the three things that the
Next, prompt the students to examine the
fire needs?
diagram in the student book. If possible, have a
larger version of the diagram on the board.
Ask the students to answer the questions in a
d. Why does a house made of wood burn faster than a house made of brick?
Think-Pair-Share activity.
Suggested Answers
a. More homes have smoke detectors.
5 Look at the diagram and discuss the questions below.
b. Very important, to prevent fires at home.
c. T hey are not as strong as younger people and 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
breathing in smoke can affect them more. reduce the home fire death rate by one half�
d. M
ake sure the smoke detector works; be Other
5,865 Home fire deaths
93%
careful when cooking; don’t smoke. Commercial

Car 3,640
buildings Percentage of homes

22% with detectors
e. H
uman activities during day time (cooking Electrical malfunctions, cooking appliances
Residential
buildings 1977 1986 1995
and gas leakages are the most common cause
using electric devices) can increase the of fires�
incidence of fire, but slower reaction to fire

at night due to sleep increase the extent a. Why do you think the number of fires that occurred between 1977 and 1995 has decreased?
of damage.
After the students have shared their answers, ask
b. How important is it to have a smoke detector?
them what fire hazards could occur the school.
After a short discussion, ask students to examine
the action activity. Ask students to take note of c. Why do you think older people are more at risk of dying in a fire?
any fire hazards and report back their findings in

the next class or you might like to provide them
time to go out into the school during lesson time.
In addition to this, you might like to undertake
it as a larger action. You could set up three 13
committees in the class: One who will look for

any hazards, another to come up with solutions MEd_SB_G07_U02_EN.indb 13-14
to this, and another to think of a way to address

them. A way to address them could be writing a
letter to the principal outlining the dangers and
what could be done to resolve them, in order to
make the school a safer place.
Place students with different abilities in mixed-
ability groups so they can work together. This
allows Beginners to learn from their peers.
13
Teacher’s Guide
d. What could you do in your home to protect yourself from a fire? Activity 6 (5 minutes)
Take 2 minutes to go back over what you covered
e. What could you do in your home to protect yourself from a fire? in today’s lesson.
Ask the students to think of an emergency that
Look around the school for any fire hazards, for example fire escapes being blocked. As a class, think of a way to
hasn’t been discussed.
address to address fire safety in your school.
Suggested Answers
Suppose they saw a robbery, or a younger sibling
accidentally drank something poisonous. What
6 Consider an emergency that hasn’t been discussed in this lesson. Write the emergency. are the risks of the situation? What would they do
Write what the risks are. Write what you should do in the situation. in the situation? Which emergency service would
they call, and what number would they dial?
Emergency: Types of situations:
• Car accident
• Someone drowning
Risks:
• Power/water failure
• Fire
Action: Numbers to call:
• 999 for Police
• 998 for Ambulance
• 997 for Fire Department (Civil Defence)
• 996 for Coastguard
• 911 for electricity failure
• 922 for water failure
Have students share their answers with the class.
Unit 2 Lesson 2 14

1/19/2018 10:45:59 AM
• Critical thinking
• Caring
• Teamwork
• Collaboration
14
Lesson Objectives Lesson 3

Introduce the students to first aid, demonstrate
basic first aid skills and teach them the value of First Aid Learning Outcomes:
first aid. • Identify and apply ways to respond to danger
• Recognise basic first-aid skills.
Required Materials
• Small pieces of papers or cards with roles on
them.
• A3 paper for designing posters in activity 2.
• A doll may be needed to demonstrate the Vocabulary
steps described in activity 3, or to perform First Aid Care
activity 4.
Recovery
Learning Outcomes
• Identify and apply ways to respond to danger
There are many different incidents that require first aid. Would you know how to perform first aid if one of
• Recognise basic first-aid skills. your friends was injured?
a. First aid is:
Ask students to imagine they came to school and b. Why is it important to know first aid?
one of their friends was injured. Would they know
what to do? Have a brief discussion.
Now ask them to imagine one of their friends was
choking. Would they know what to do? Have a
brief discussion.
Finally, ask them to imagine one of their friends
got burned. Would they know what to do? Have a
15
brief discussion.
Explain that in these situations, you would use MEd_SB_G07_U02_EN.indb 15-16
first aid. Write “First Aid” on the board. Prompt
students to write a definition of first aid in their
book. Then model a definition on the board: “First
aid is given to a sick or injured person until full
medical treatment is available.”
Ask students to read the “Central Question”
in their books. Ask them to think about the
question. Then pair them so they can discuss the
question and agree to an answer. Finally, ask each
pair to share its answer with the class.
Suggested Answers
It is important to know first aid so that you can
help someone if they are hurt. If you were hurt,
you would want someone to be able to help you.
15
Teacher’s Guide
2 Read about the work the Emirates Red Crescent carries out and answer the questions Assistance given to a sick
or injured person until
that follow. First Aid full medical treatment is
“The Emirates Red Crescent is a volunteer humanitarian
available.
organization that supports official authorities in times of The provision of what is
peace and war. It was established on 31 January 1983 and was
internationally attested as a member of the International necessary for the health,
Federation of Red Cross and Red Crescent Societies in 1986. Care welfare, maintenance, and
In 2001, the The Emirates Red Crescent was selected as the
second best humanitarian authority in Asia protection of someone or
The Authority works to support the official authorities in times something.
of peace and war, in accordance with the provisions of Article
(26) of the First Geneva Convention of 1949.
Return to a normal state of
Recovery
In times of peace:
The Emirates Red Crescent in action health.
• Organising awareness programmes, providing first aid,
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. Activity 2 (15 minutes)
• Protecting civilians and sheltering the displaced and homeless.
• Searching for missing persons and reuniting separated families.
Ask students if they know about the Emirates Red
Our values
• Transparency, credibility and enlightening public opinion by the authority’s efforts locally and internationally. Crescent and the different activities it performs.
• Humanitarian Partnership with civil society institutions. Have a short discussion.
• 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.” Ask a volunteer to read the article (or read the
article yourself).
a. Give some real-life examples of Red Crescent work. Say how the Red Crescent’s intervention
alleviated people’s suffering. Read the questions aloud. Check for

understanding. Then ask students to write the
answers to the questions. Ask students to share
their answers with the class and discuss.
b. Design a poster for the Emirates Red Crescent outlining the work that it does.
Suggested Answers
a. The Emirates Red Crescent has helped
in more than 100 countries since it was
KEY FACT established in 1983. It has relieved people
Red Crescent Day is May 8th.
suffering from natural disasters and wars
Unit 2 Lesson 3 16
in countries such as Indonesia, Somalia and
Bosnia.
1/19/2018 10:45:59 AM b. Next, put the class into groups. Explain that
each group will design a new poster for the
organisation. Clarify exactly what you are
looking for on the poster, for example, you
would like to see three things, the name/
key things the organisation does / and a
picture. (The poster could also be given as a
homework activity).
When they’re finished, ask each group to
display its poster for the class and explain its
content.
If you have access to technology you might
like to finish off this activity by showing the
students a video of the Red Crescent at work.
16

3 Read the text below and answer the questions that follow.
Ask students if they understand what choking is.
What are the risks? What are the consequences?
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
Have a short discussion. Explain that choking person is choking.
means that someone is having trouble breathing
because they have something caught in their
throat. If they can’t breathe, they risk passing out
or even dying.
Explain to students that it’s important to know
what to do when someone is choking. Point
out that the procedures are different for small
children and adults. You may also highlight the
key skill, care, here. Explain that these first aid 2. Hit the back. Bend the chocking person, wrap an
skills will enhance their ability to care for younger 1. Ask a question. If the person cannot respond or is arm around their chest and with your free hand give
having trouble breathing, then it is severe choking. them 5 blows in the back, just between their shoulder
students, perhaps younger siblings. blades.
Read through the instructions. Perhaps have two

students act out the actions or you can carry out a
demonstration using a doll.
Then put students into groups so they can
discuss the questions. Ask each group to share its
answers with the class.
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.
17
17
Teacher’s Guide
a. Make a list of items that may cause choking. Activity 4 (15 minutes)
Introduction
b. How would you know that someone was choking? Ask the students if they know what the recovery
position is. Ask them to write a definition in their
book and then share their answers.
c. How do you think it might feel if you were choking?
Model a definition on the board: The recovery
position is a first aid treatment where you position
d. Why could abdominal thrusts be harmful to babies under 1 year of age?
an unconscious person to help them breathe
safely.
Explain that students may need to know the
4 Now that we have looked at what to do when someone is choking we look at how to put recovery position if one of their friends is
them into the recovery position. unconscious.
Ask the students to study the poster from St.
The recovery position is: John’s Ambulance, a first aid organisation in the
Look at the steps to be followed when helping someone who is chocking. Those steps are based on the UK. The organisation was founded in 1887 to give
information available on posters from St. John’s Ambulance, a first aid organisation in the UK. Then answer the
questions below. free medical care and to teach people about first
aid. The poster outlines how to put a person into
a. Discuss with your classmates at least three situations where you might use this.
the recovery position.
b. In groups of three, practice putting each other in the recovery position.
Set up a Think-Pair-Share activity where
students discuss the two discussion questions.
After the pairs have shared their answers, begin
the short group activity.
Put students into groups of three. Ask one
student to cover his/her eyes, the second student
must play the part of the injured person and the
third must instruct the first who has their his/her
covered on what to do in order to put them into
the recovery position. If you have enough time
you might like to give everyone in the group a
Unit 2 Lesson 3 18
turn to play each role.
1/19/2018 10:45:59 AM
Suggested Answers
a. Marbles, stones, small pieces of toys, candies, large chunks of food, fish
bones.
b. They would cough and struggle to breathe. If you asked them a question,
they might not be able to answer.
c. It would be very frightening.
d. Because they are so little, it might break their ribs and injure them very
badly. That’s why a different technique has been devised for this age
group.
Place students with different abilities in mixed-ability groups so they can work
together. This allows Beginners to learn from their peers.
18

5 Now that you have learned some first aid skills, read each story below and decide how
Explain that first aid is in useful in many you would react to them. Look at the instructions below and carry out the activities
situations. Ask students to read the four scenarios that follow.
carefully and think about their answers. Ask the
students to write their answers in the student
Scenario 1 Scenario 2
book.
Put the class into four groups. Assign each group
a scenario. In each group, the students discuss
their answers to the scenario and then agree on a
group answer.
Suggested Answers
You are playing football with your friends. Suddenly You are out shopping with your parents in a busy
a. Put the person in the recovery position. Call one of the players collapses on the pitch. He appears street. You notice an old woman going slowly down
the emergency services. to be unconscious, but is still breathing. the stairs. Suddenly she falls to the ground. She looks
to be in deep pain and points to her leg.
b. Find out whether the woman is badly hurt. Action: Action:
Apply first aid or call the emergency services.
c. Ask him a question to see how badly he’s Scenario 3 Scenario 4
choking. Hit him on the back. If that doesn’t
work, try abdominal thrusts.
Ask each group to present its answer. Perhaps
ask one student to read out the answer while the
other students act out the situation.
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:
19
19
Teacher’s Guide
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. To finish the lesson, highlight the importance of
knowing first aid. Repeat one of the scenarios
from text four to highlight how situations arise
Scenario: every day that may need first aid and remind
students that they now have some basic
knowledge of first aid.
Ask the students to think of a scenario that has
Action:
not been mentioned today and do some research
to find out what first aid could be given in the
different situations they thought of. Ask the
students to share their answers.

• Critical thinking
• Active listening
• Caring
• Dealing with complexity
• Decision making
Unit 2 Lesson 3 20
1/19/2018 10:46:02 AM
20

T o introduce the topic of crime, facilitate learning
about different types of crime, their dangers and Ways of Protection Learning Outcomes:
how they can protect themselves and others.
Against Crimes • 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
Required Materials •
Consider how irresponsible and inappropriate
• Images behaviour is treated in school and in society.
• Information on Neighbourhood Watch

• A dvert from Dubai Police official Facebook
page
• Article on the Rwandan genocide
Vocabulary
Learning Outcomes Crime Victim
• U nderstand how they can protect themselves Humanity

• D iscuss the risks and possible consequences 1 Think of as many crimes as you can. When you have completed your list, place them in
of irresponsible behaviour, and how it may order of most serious to least serious.
• C onsider how irresponsible and inappropriate
behaviour is treated in school and in society.
Most serious
Serious
Write the word “Crime” on the board. Ask
students to come up with a definition of the word. Least serious
Have a brief discussion.
Model a definition: An illegal act that is against 21
the law.
Ask the students to think of different types of MEd_SB_G07_U02_EN.indb 21-22
crimes. Expect answers such as robbery, murder ,

cheating, lying, breaking other people’s property.
If they are struggling, you could offer them one to
start them off.
Following this, ask them to consider the
seriousness of each crime and rank them on the
pyramid provided in the book.
Use Think-Pair-Share to encourage students
to discuss their pyramids and explore different
answers. Ask each pair to share its findings with
the class.
21
Teacher’s Guide
2 Examine the images below and complete the activity. Crime An illegal act that is against
the law.
a. Suggest a way the person in each picture could better protect themselves from crime.
A person harmed, injured, or
Victim killed as a result of a crime
b. Choose one image and write a story about what is happening in the picture.
accident or other event or
action.
1 2 Humanity Human race/people.

Ask students to think about how they can protect
themselves from common crimes. Have a brief
discussion and write suggested answers on the
board.
Protection Protection
Ask students to look at each picture. It may be
useful to ask them to deal with one picture at
a time as some students may have multiple
3 4 suggestions for each picture.
After they have looked at the picture they must
then suggest ways the individual in the image
could protect themselves from being victims of
crime. Ask the students to aim for at least one
way – the more ways, the better.
Suggested Answers
Protection Protection
1. The driver should slow down.
2. T he woman should jog in areas where
there are more people.
3. T he woman should take precautions before
Unit 2 Lesson 4 22 opening the door to an unexpected visitor.
4. T he woman should keep her phone in her
1/19/2018 10:46:05 AM
bag or pocket unless she is somewhere
safe.
Lastly, allow students specific time to write a
short story about one of the pictures. Decide
how long their story should be depending on the
ability of the students in the class and the time
you have.
Ask one or more students to share their story with
the class.
22
Activity 3 (15 minutes) My Story

Ask students to read the text, then follow
with a discussion about family ties in the UAE.
Encourage students to talk about their own family
ties and relationships, focusing on the positive
elements. 3 Read about family relationships in the UAE and answer the questions that follow.
Then divide the class into groups of four or five The role of the family is an essential element of Emirati culture; it signifies unconditional and endless love, care,
students. Ask them to discuss the questions and respect and support.
then share their answers with the class. 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
Suggested Answers 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
a. F rom the text, we know that family living.
relationships in the UAE are built on love, Family is like a wall of protection. It gives you a feeling of safety and makes you aware that, no matter what, there
care, support, respect and responsibility. is always someone there who will offer you support. Being part of a family means that a person feels loved, safe,
supported and always knows that there is someone there for them, even if there has been a misunderstanding or
All these values mean members of a family conflict. The bonds of a family are more important than all other issues and they can help overcome any obstacles
are very close to each other, which in turn that life might bring.
builds trust and a sense of security. By

trusting each other, people share thoughts a. How do UAE family relationships affect a person’s sense of security?
of insecurity such as worries, fears and b. Imagine that one of your family members was in a difficult situation. How would you and
other feelings. And, by sharing those other family members react?
feelings, people help each other to resolve
them and return to a state of safety and
security.
b. If any family member finds themselves in
a difficult situation, all the family will be
there to back them up and help them to
get through it. Strong family ties mean that
all members support and care for each
other, especially during times of adversity.
23
23
Teacher’s Guide

4 Read the text below, examine the poster, and answer the questions that follow.
Ask students if they know what online crimes are.
Crime doesn’t only takes place in our communities – it can also take place online. For example, if people are not Can they give examples? Have a discussion.
careful, they can have their bank details stolen or their computers hacked in order to get the user’s
personal information. Ask students to read the text and then look at
Hackers are looking for all sorts of things when they target you. They might want you to download software that will the poster in their book. This is an advert taken
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.
from the Dubai Police Force’s official Facebook
page in August 2017. It warns about the dangers
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 of online crimes. It states that we should never
doesn’t sound like them? Don’t click on that link. open suspicious emails or texts as they may
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 compromise our software and steal our personal
knowledgeable adult. Don’t use the same passwords for every site, and make your passwords long and difficult
to guess. information, such as bank details.
If a website asks you for personal information, think hard before you enter it. Does it need the information it’s asking Ask students to complete a Think-Pair-Share
for? Give every site the minimum information possible.
activity to answer the questions.
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. Allow time for students to share their answers.
The Dubai Police Force has launched a campaign warning of the dangers of online crimes. Suggested Answers
Take a look at their poster:
a. T heir account was probably hacked and the
link was probably put there to trap you.
b. T he writer means ask someone who has
experience with the internet, like your
teacher or a parent.
c. If a website gets hacked, hackers might
steal the passwords. If your password is the
same everywhere, they will be able to use
that password to access your accounts on
other websites.
d. It means that the police are glad when
everyone is safe – their job is to make sure
everyone’s security is reddspected.
Unit 2 Lesson 4 24
Draw students’ attention to the key fact at the end
of the activity. Ask students if they can think of
1/19/2018 10:46:05 AM
reasons why the crime rate is so low in the UAE.
Have a short discussion and write the answers on
the board
24
Activity 5 (10 minutes) a. Why should you not click on a link from a friend if it doesn’t sound like them?
Ask students if they know what crimes against

humanity are. Have a brief discussion and write b. Why does the writer say “ask a knowledgeable adult”?
answers on the board. Crimes against humanity
take place during peace or war and are directed at
a large number of people, they can include mass c. Why should you not use the same passwords for every site?
murder, slavery, forced movement of people, or

persecution. d. The poster contains the hashtag #YourSecurityOurHappiness. What do you think this means?
Ask students to read Valentina’s story. Then put

them into groups to conduct a Think-Pair-Share KEY FACT
activity based on the questions. Did you know the UAE has one of the lowest crime rates in the world?
Suggested Answers 5 Read the text and answer the questions that follow.
a. H
er family was killed and she was badly Crime is a global problem. Crimes against humanity have been common throughout history. An example of a
hurt. 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
b. She might have pretended to be dead. killing were Hutus. Read Valentina’s Story about her experience of living in Rwanda at this time and answer the
c. H
e could be imprisoned for the rest of his questions that follow.
life. 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
d. S he probably still feels afraid. She might 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
still have bad health from her injuries. 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.
You could have the students research the 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?
situation in Rwanda today over 20 years since the 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
genocide occurred. 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.
25
25
Teacher’s Guide
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.
Take 2 minutes to go back over what you covered
in today’s lesson.
Ask students to complete the table in the student
book. Prompt them to identify three crimes that
they are worried about, and how they can protect
themselves and others from these crimes.
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 26
1/19/2018 10:46:05 AM
26

To introduce the students to the consequences of
irresponsible behaviour and criminal activity. Thinking About Learning Outcomes:
Crime • Understand how they can protect themselves
• Discuss the risks and possible consequences
Required Materials of irresponsible behaviour, and how it may
• Copybooks • Consider how irresponsible and inapproproiate
• A4 and A3 Papers
• Board games or decks of cards
Vocabulary
Learning Outcomes Irresponsible Criminal
• U nderstand how they can protect themselves

• D iscuss the risks and possible consequences
of irresponsible behaviour, and how it may If someone commits a crime, he should expect consequences. What could be the consequences of the actions
lead to criminal punishment. you see in the images below?
• C onsider how irresponsible and inappropriate 1 2

Consequence: Consequence:
27

Explain that crime is irresponsible behaviour. Ask students if they know what
“irresponsible” means. Have a brief discussion.
Model a definition on the board: Showing lack of care for consequences
Explain that the consequence of crime is usually punishment. Ask students to
look at the two images in the Student Book and write a consequence for the
actions they see in them.
Suggested Answers
1. Caught by police and imprisoned
2. Get into an accident; subjected to a fine
Consider using a Think-Pair-Share activity or a group activity for this activity.
However, don’t spend too much time on the preliminary activity as it is only a
starter exercise that aims to get students thinking about the consequences of
irresponsible behaviour.
27
Teacher’s Guide
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.
Showing lack of care for
Irresponsible consequences.
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
A person who has
within minutes, thanks to the quick response of police patrols. Criminal committed a crime.
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. If you have access to technology you might like
He praised public awareness and cooperation which have helped the police prevent crimes and ensure safety and to ask students to follow the story and see if they
stability in the emirate.
can find out what happened next and see if they
a. What crime were the men arrested for? predicted correctly.
For question 4, you can ask students to research a
b. What do you think will happen next? crime online.
Finally, ask students to consider the fact at
c. How effective were the police in arresting the criminals? the end of the activity. Ask students why they
think the crime rate has fallen. Facilitate a short
d. Find out about a crime that happened recently.
discussion.
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 28
1/19/2018 10:46:08 AM

Remind students that crime brings consequences. Introduce the activity by
explaining that the students will complete it individually.
Before they read the article, read out the questions and check for
understanding. Then ask students to read the article and then answer the
questions.
Ask students to share their answers with the class.
Suggested Answers
a. The men were arrested for attempted theft.
b. They will be prosecuted.
c. They were very effective – they caught them within fifteen minutes.
28

3 Many crimes lead to criminals serving time in prison. Prison is used as a form of
E xplain that one of the most common forms of punishment in countries around the world Read the article about Austin’s time in prison
punishment for a crime is imprisonment. and answer the questions that follow.
Have students read the text aloud to the class. Interviewer: Tell us a little bit about yourself.
Have one student play the part of Austin and have 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
another student play the part of the interviewer. hard at school and played sports. I wanted to become a
painter when I was younger. I was always fascinated by art.
Put students into groups so they can discuss the Interviewer: When did things start to go wrong?
Austin: I like hanging out with people. I always want to be
activity questions. Give the groups 10 minutes to in some group or other. Be cool and impress the others.
Unfortunately, I chose the wrong group!
discuss the answer to their questions. Interviewer: What happened?
Austin: It was all petty crime at first. Shoplifting and minor
Ask each group to share its answers. 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?
Suggested Answers 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
a. It keeps people who might commit crimes for a while.
Interviewer: How did you cope with that?
away from everyone else. It gives people Austin: Prison is just another group, isn’t it? More people to impress. If people pushed me around, I pushed back,
who have committed crimes a chance 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?
to change their ways. It’s also supposed 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
to discourage people from committing prison. I never even knew about that. I probably wasn’t even listening when they told us about it. Too busy fighting!
crimes, because they are afraid they’ll go 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
to prison. 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.
b. S ometimes, people don’t change their 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
ways because they’re mixing with other really impress him!
criminals all the time.
a. List the advantages of imprisonment as a form of punishment.
c. It worked for Austin – he was punished and
learned a different way of living, and now
b. List the disadvantages of imprisonment as a form of punishment.
he is trying to do better.
c. Did imprisonment achieve its aim in Austin’s case?

Place students with different abilities in mixed- 29
ability groups so they can work together. This

allows Beginners to learn from their peers. MEd_SB_G07_U02_EN.indb 29-30
Optional activity
If time allows, put class into two. Give each
group the statement: “Prison is an effective
punishment.” Ask one group to argue in favour of
the statement, and one group to argue against.
Ask each group to chose a spokesperson to make
its case.
29
Teacher’s Guide
4 Answer the questions below to create a leaflet for a Crime Victims’ Helpline. Activity 4 (25 minutes)
People who commit crimes are eventually punished. But their victims can continue to suffer daily from the
Remind students that people who commit crimes
consequences of the crimes they have perpetrated against them. Create a Crime Victims’ Helpline leaflet using are punished. Ask students to think of some
your answers to the following questions. ways that criminals feel as a result. Have a short
discussion and write some suggestions on the
a. Do you think the victims of crime need support? Explain your answer.
board.
Now, point out that victims of crime also suffer.
Tell them that they are going to create a leaflet
for a crime victim helpline.
b. Name three effects of crime.
Conduct a short Think-Pair-Share activity to
come up with answers to the questions for them
to use in the leaflet.
c. List three things that this organisation could provide. Suggested Answers
a. Y es, because they have experienced an
ordeal that could have affected them
d. There is no slogan on this leaflet. Compose a suitable slogan for the organisation.
physically, mentally and emotionally.
b. F ear, depression, anxiety, anger, feeling
alone or isolated...
c. P sychological support, someone to talk to,
legal counselling, medical advice.
After students have shared their answers, put the
class into four groups. Draw their attention to the
group activity.
Give the groups 10 minutes to discuss the activity
and come up with a slogan. Ask each group to
share and explain its slogan to the class.
Display the slogans on the class wall, along with
Unit 2 Lesson 5
the organisation’s leaflet.
30
1/19/2018 10:46:09 AM
30

5 Read the list of school rules below and answer the questions that follow.
E xplain that although bad behaviour isn’t a crime,
it does have consequences. This is why society Irresponsible behaviour doesn’t always have to be
a crime. Irresponsible behaviour can simply be bad
has rules. And this is why schools have rules too. behaviour, and it happens in school and society too. If
a school rule is broken, there are consequences for the
Ask the students to read the list of school rules. students who break them.
Put class into four groups. Each group is assigned School rules:
• Follow all the instructions and rules of the school and
one question. Allow students 10 minutes to the classroom.
discuss and debate the questions. The groups • Behave responsibly so you don’t put other people or
yourself in danger.
should close their books at this stage so they can • Take care of buildings, equipments, and property belonging to the school and other people.
focus on the discussion. Then ask each group to • 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.
present its answers to the class. • Participate to promote a positive school community.
• Demonstrate a positive attitude towards studying and learning and act appropriately so as not to disrupt the
Suggested Answers classroom or the learning of others.
• Show commitment to the heritage and culture of the UAE by behaving honestly and with dignity.
a. T eachers, the principal, the school board, the • Show respect to all teachers, school personnel, fellow students, their families, and members of the community.
government.
a. Who makes the rules in school and society?
b. People are punished.
c. Y es, because if we don’t have rules, people
b. What happens when rules are broken in your school?
can treat other people badly.
d. People go to prison.
c. Do you think we really need rules?
Bring decks of cards or board games to class
and ask the students in their groups to play
d. What happens when rules are broken in society?
the games. Circulate around the class and ask
them what the rules are and why they think they
are needed.
Allow time for the students to discuss, and then
nominate a student to give feedback to the rest of
the class.
Optional home activity 31
Ask the students to write down the consequences

that occur when they break a rule at home. MEd_SB_G07_U02_EN.indb 31-32
31
Teacher’s Guide

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. Take 2 minutes to review what you covered in
today’s lesson.
Crime Impact on Victim Protective Measure Ask the students to complete the table in the
student book. Prompt them to identify three
crimes. Then ask them to consider the impact
of each crime on the victim and ways to protect
oneself from such crimes.
Ask the students to share their answers with the
class.
Unit 2 Lesson 5 32
1/19/2018 10:46:10 AM
32
Theme Civic Studies
Theme: Civic Studies Unit 3

Trade, Travel and
Unit 3:
Communications: The
(CIS3) Trade, Travel and UAE in an Increasing
Communications: The
Globalised and
UAE in an Increasing
Globalised and
Interconnected World;
Interconnected World; Cultural Exchange
Cutural Exchange Lesson 1 Understanding Globalisation
Lesson 2 What Factors Have Enabled Globalisation?
Lesson 3 Globalisation and The UAE
Lesson 4 Advantages and Disadvantages of Globalisation
Unit Objectives
Lesson 5 The Individual in a Globalised World
The aim of this unit is to allow students to explore
the concept of globalisation, including the issues
it involves and the impact it has had on the global
economy. They will also explore how the UAE
connects to the rest of the world in terms of How have advances in communications and globalisation changed the
trade, travel and communications. They will also global economy and created social transformations?
examine how evolving communications technolo-
gy has led to changes for both the individual and 33
society.
MEd_SB_G07_U03_EN.indb All Pages
Unit Description Central Question

The concepts underpinning this unit are taught Each unit has a Central Question, around which all the lessons of the unit are
over five lessons and are designed to answer the structured. Throughout the unit, students explore the concept of the
central question. Central Question.
33
Teacher’s Guide
How did improved transport and communication increase trade Exploratory Questions
These questions provide an overview of the con-
What is ‘globalisation’ and how does it impact the UAE? cepts that the students will learn throughout the
What are the issues raised by globalization? lessons in this unit.
What economic concepts do we need to apply in order to create a sustainable

global economy? Note To Teacher
How have communications advances affected the individual, society and inter- Each lesson contains at least four texts. However,
societal relations? please feel free to choose two of them to work on
with your students, based on their needs.
34
1/12/2018 3:49:42 PM
Learning Outcomes
1. Understand the concept of ‘globalisation’, some of the issues it raises and
how it affects the UAE.
2. Understand the concept of a sustainable global economy, and the
challenges
it faces.
3. Understand some economic concepts.
4. Evaluate the impact of communication technology on the individual and
society.
34
Unit 3 Trade, travel and communications: the UAE in an increasing globalised and interconnected world; cultural exchange
Lesson Objective
Lesson 1
In this lesson, the student will learn how to
explain the concept of globalisation and how it is
applied in the UAE and around the world. Understanding Learning Outcomes:
Globalisation • Understand the concept of ‘globalisation’,
some of the issues it raises and how it affects
the UAE.
Required Materials
None Vocabulary
Globalisation Interconnected
Learning Outcome
Special Olympics
• Understand the concept of ‘globalisation,’
some of the issues it raises and how it affects 1 Look at this image. Express what it could represent.
the UAE.

Instruct students first to examine the globe
image, and then to answer the questions.
The image does not contain any place names.
This is to illustrate the possibility of connecting
with all parts of the world.
Students should complete the exercise by writing
a sentence about globalisation. Our world
This task aims to familiarise students with the

term ‘globalisation’ and to encourage them to
think about globalisation and its impact.
Suggested Answers
• I think globalisation is exciting because we
now can communicate with one another, 35
share culture through travel and trade and

transport products around the world in a MEd_SB_G07_U03_EN.indb 35-36
matter of hours.
• I think globalisation is dangerous because
we are part of a huge global economy where
something that happens in one area of the
world can have knock-on effects worldwide.
• Following this activity, help students come to
an agreement on how to define globalisation.
This definition is very important and
time should be given to stress that it is the
international movement of goods, services,
people, technology and information.
35
Teacher’s Guide
Economic acti vities

2 Read the text below and answer the questions that follow. Globalisation occurring around the world
as opposed to being limited
What is Globalisation? to one country or region.
Globalisation is a process of interaction and integration among the people, companies, and governments of different
nations. This process is driven by international trade and investment and helped by information technology. Not isolated or standalone;
Globalisation has effects on the environment, culture, political systems, economic development and prosperity, and
human physical well-being societies around the world. Interconnected being dependent on and
affecting one another.
Globalisation is not new. For thousands of years, people—and, later big companies—have been buying from and
selling to each other in lands at great distances, such as through the famed Silk Road across Central Asia that
connected China and Europe during the Middle Ages. For centuries, people and corporations have invested in other An international
countries. organisation which provides
Government policies and technological developments of the past few decades have led to increases in cross-border
Special Olympics people with intellectual
trade, investment, and migration which were so large that many people believe the world has entered a new phase disabilities with a program
in its economic development. The current wave of globalisation is the result of policies that have opened economies
domestically and internationally. Countries have established international agreements to promote trade in goods, that allows them to enjoy
services, and investment. Corporations have built foreign factories and established production and marketing playing sports.
arrangements with foreign partners.
Technology is the other main driver of globalisation. It has essentially eliminated distances. The internet in
particular has dramatically transformed social and economic life, connected people and businesses around
the world.
a. The three most important aspects of globalisation are:
•
Instruct the students to read the text.
•
Ask the students to sit in pairs and discuss what
they think are the most important ideas in this
•
text.
b. What does the sentence “technology has eliminated distances” mean to you?
Ask them to write down what are the three most
important aspects of globalisation from their
viewpoint.
Suggested Answers
a. Free trade, free movement of labour,
more travel opportunities, wider range of
connections, dilution of national identities.
b. In many industries, being physically present
at work is not a must anymore; many
meetings can take place while attendants
Unit 3 Lesson 1 36
are miles a way; many services are requested
online: shopping, administrative formalities,
1/12/2018 3:49:43 PM
etc.
Distances are also reduced by big
manufacturers or multinationals building
plants in the countries where markets
interest them, hence decreasing shipping
distances and costs.
36

3 Read about globalisation and how it relates to tourism, and then answer the following
Ask students to read the text. Discuss the points question.
they have read and encourage them to talk about
The advances made in transportation that have enabled global mobility are particularly significant. Modern aircraft,
their experience in travel and tourism. Divide the cruise ships, trains, and other modes of transport allow people to move quickly and relatively cheaply. Aircraft
class into 4 groups and ask each group to answer capable of flying long distances with a larger passenger load. Fast trains, road systems, and even city bike rental
programs enable people to move, tour, and explore the world. These changes have allowed more people to travel
one of the questions. When they are done, share more often in less time.
the answers with the class and allow discussions. The international banking system allows access to money almost anywhere in the world. Travel agencies have
allowed for affordable packages that include travel, hotel and tours.
Suggested Answers Handheld devices have also changed the nature of travel, the traveler can select a restaurant, navigate a big city, or
translate a foreign language.
a. Tourism supported global peace by allowing
travelers to learn about other cultures and Another influence of globalisation on tourism is a greater awareness of destinations and the range of leisure
activities, sites, and cultures to visit around the world. Generating knowledge of a destination is obviously a key
meet people from other nations, it gives first step in marketing a destination, and this is achieved by way of travel shows, films, blogs, and other forms of
room for tolerance and acceptance. It also communication.
offers benefits increased from international

business. Peace is an obvious requirement
for tourism if the industry is to be strong and
sustainable. Every tourist wants to travel to
have a peaceful trip.
b. Tourism offers the opportunity to teach
people about how to respect other cultures.
Some argue that globalisation has a
homogenising effect on cultures, as values
are spread through music, fashion, film, and
food, rendering one culture indistinguishable Global tourism
from the next. Travellers are expected not Analyze the interchange between tourism and globalisation looking at tourism in the following
to deface heritage sites or take rare or
areas:
endangered natural or cultural objects as
souvenirs. Such regulations speak to the a. Global force for peace
universality of certain values and beliefs,
b. Cultural homogenisation
which we all are required to follow as global
citizens. c. Economic benefit
c. As one of the world’s largest industries, d. Shaping the way we see the world
tourism impacts local, regional, and global
economies. Resorts, hotels, restaurants, 37
museums, tours and many other touristic
sites fill countries. All this offers the local MEd_SB_G07_U03_EN.indb 37-38
people many benefits from newcomers.
Community-based tourism, responsible Differentiated Learning
tourism, and social entrepreneurship all aim
to bring greater benefit to local communities. For Beginners
d. Tourism is also a major influence in how we Start with them because they can easily come up with statements about things
see and understand the world. Travellers like their age, gender, hobbies.
experience a place for a few days, with For Advanced Students
limited knowledge of the culture and local Keep them until the end when personal statements become more difficult.
way of life. It is the way in which the place
or culture was marketed and/or presented
to tourists. Some visitors rely on tourist
information to see the highlights of their
destination. Others turn away and attempt
to “go local” in search of the authentic
experience with the belief that they can truly
understand a place by avoiding the tourist
sites.
37
Teacher’s Guide

4 Read the following text about the meaning of the cover of your book. Then answer the
following questions. A core activity requiring students to read the
article and then complete the task.
A Design that Evokes Local Culture, Society and Global Citizenship Think- pair - share:
The cover draws inspiration from a five-petal flower, which is a recurrent motif in the Sheikh Zayed Mosque in
Abu Dhabi. The text aims to introduce the different types of
The intersecting circles are symbols of union and connection with both the local and international community.
connections that exist between people. It also
encourages students to think about connections
The intersections represent the complex relationships between different entities living as global citizens in an
interdependent world. with people outside the classroom.
At the centre of the cover is a solid star. This guiding star is formed from infinite circles. It symbolizes the moral Each group’s answers can be written on the
compass we should follow, but also the individual citizen.
board, and then used to form the basis of a more
The circles are few on the book covers of grades 1-3. As the grades progress, the number of circles increases,
symbolizing how citizens, as they develop, have more connections with contemporary society and international
detailed group discussion.
communities.
Suggested Answers
The gradation of colour portrays the complexity of the 21st century living. The square that holds the title is a shape
that defines decency, equality, justice, integrity, morality and wellbeing. a. The book cover provides lots of scope for
a. Explain what is meant by ‘intersecting circles are symbols of union and connection with the
analysis, from the colour to the main star in
community’ in the text.
the middle of the design. When the students
are discussing, they should look at how the
b. Give concrete examples of how we are connected to people on three levels: different aspects connect to one another
• In the classroom and come together to create a beautiful and
• In the country complicated design. While each piece has
• Around the world individual meaning, they also form part of
the bigger picture. Students should link this
idea to the activity to see how they each have
individual uniqueness and value, while also
connecting together to form this particular
class. The teacher can prompt if necessary,
but students should be given the opportunity
to reach their own conclusions.
b. Students should attempt to give examples
of how we are connected to different groups
Unit 3 Lesson 1 38
of people. For example, we are connected to
other students by being in school, the games
we play or hobbies we have.
1/12/2018 3:49:44 PM
We are connected to other people in the UAE

through our families and the laws that are
in place.
We are connected to other people all over

the world by travel, shopping and social
media. Students should give as many
examples as they can for each section.
38

Globalisation may be perceived by young people
Globalisation is not only about trade, transport and communications. It has also led to the creation of new types of
as essentially the result of the development of events that bring people together from all around the world. One of these is the Special Olympics. It is the world’s
technology. This text helps them realize that largest sports organization for children and adults with intellectual disabilities. There are competitions and year-
round training, involving 5.7 million athletes in 172 countries.
for years sports have brought people together,
One of these athletes is Bonang Modise, 21. She was born in Dorsberg in South Africa. She joined Special Olympics
through international events such as the Olympic South Africa in 2011 at the age of 16 and started training as well as competing in her two favourite sports, athletics
games or the football World Cup. and basketball. Before she joined Special Olympics, Bonang was always told what she wasn’t able to do because
of her intellectual disability. Throughout her time in school, she always heard that she couldn’t be a leader and
couldn’t make a difference in her community.
a. More recently, Special Olympics founded
by Eunice Kennedy Shriver has contributed When Bonang joined Special Olympics, she learned that she could still be her best even though she has a disability.
“Being part of Special Olympics has been good for me, because I understand the importance of being proud of who
to this. Mrs. Shriver was inspired by the I am. I may have a disability but it won’t stop me from being the best!” Bonang says.
ability of her sister to play different sports
Bonang was identified as a great leader so she joined the Special Olympics Athlete Leadership program which
despite her intellectual challenges and by unleashed her leadership potential and provided her with speaking opportunities across the country. Bonang
the fact that programs available for people travelled to Los Angeles for the 2015 Special Olympics World Games and proudly represented her country.
like her sister were very limited. In 1962, she The 2019 Special Olympics Games will be held in Abu Dhabi in the UAE. There will be seven days of competition in
24 sports, with an estimated 7,000 Special Olympics athletes taking part.
oragnised a summer camp for them in her
backyard, which she called “Camp Shriver”. a. Research the origins of the Special Olympics organisation.
In July 1968, Chicago in Illinois, USA hosted
b. How did globalisation help Bonang Modise?
the first International Special Olympics
Games. c. What is the contribution of the UAE to the success of the Special Olympics?
b. One aspect of globalisation is the

dissemination of institutions around the
world. By doing so, Special Olympics has
allowed people of determination with
intellectual challenges to participate in its
programs.
c. The UAE will be hosting the Games in March
2019. It will be the first country in the MENA
region to do so.
Special Olympics Logo
39
39
Teacher’s Guide

6 The World Future Energy Summit takes place every year in the UAE since 2008. Research
the objectives of the summit and its relation with globalisation and write your findings in Suggested Answers
a paragraph of at least ten lines.
Environment has become a global issue. Actions
done in one country affect many others. Finding
environmentally sound sources of energy has
become a worldwide concern.
Unit 3 Lesson 1 40
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40
Unit 3 Trade, Travel and Communications: The UAE in an increasing Globalised and Interconnected World; Cutural Exchange
Lesson Objectives
Lesson 2
In this lesson, students will explore the factors
that enabled the growth of globalization in the
modern world: communications, transport, trade What Factors Learning Outcomes:
freedom, labor availability, the elimination of tariff Have Enabled • Understand the concept of ‘globalisation,’
barriers and establishment of regional blocs such
Globalisation?
the UAE.
• Understand the concept of a sustainable
as the European Union, the Cooperation Council global economy, and the challenges it faces.
for the Arab Gulf states, economic blocs and • Understand some economic concepts.
international organizations.
Vocabulary
Required Materials Mediator Arbitrator
None Multilateral Unilateral
Sustainability
Learning Outcomes
• Understand the concept of ‘globalisation,’
some of the issues it raises and how it affects 1 Take a Stand on Globalisation
the UAE. Your teacher is going to read out the statements below. When the teacher reads one out, stand up if you agree
• Understand the concept of a sustainable with it. Stay seated if you disagree.
1. Workers have benefited from globalisation.
global economy, and the challenges it faces. 2. The dominance of English as a worldwide language is a result of globalisation.
3. People around the world now have similar tastes in food and clothing.
• Understand some economic concepts. 4. Women suffer harsher consequences in the globalised economy.
5. Globalisation affects the environment.
This activity encourages students to think about
how they communicate and use social media.
Read out the statements one by one.
Differentiated Learning 41
For Beginners
Ask them to explain their understanding of the

statement.
Question them as to why they did or didn’t stand.
41
Teacher’s Guide
Someone who tries to

Mediator get those involved in
disagreements and conflicts
Brief History of Information and Communications Technology to settle their differences.
The Computer
A computer is a programmable electronic device that performs mathematical calculations and logical operations. It A person who has been
can process, store and retrieve large amounts of information very quickly. Originally, the first computers were the Arbitrator appointed to resolve
size of a large room, consuming as much power as several hundred modern personal computers of today.
a dispute.
The Internet
The internet is a huge system of networking that connects millions of computers together worldwide. Computers
An action or decision taken
can communicate with any other computer as long as they are connected to the internet. by three or more groups,
Multilateral or countries involved in a
The Web situation.
The web or the World Wide Web (WWW) is a way of accessing information through the internet. It is an information
space that is built on top of the internet, where one can locate documents and resources by what is known as URLs
(Uniform Resource Locator) which is known as a web address. It was invented in 1989.
An action or decision
Unilateral taken by one of the parties
Information and Communications Technology (ICT) involved in a situation.
ICT is the use of computer-based technology to communicate. Using a computer, tablet or mobile phone, sending an
email, browsing the internet, making a video call - these are all examples of using basic ICT skills and technology to The ability of a given system
communicate. Sustainability to remain productive
a. Why do you think the development in Information and Communication Technology is a main indefinitely.
globalisation factor?
b. In groups, discuss the impact of ICT on the news media. Describe how ICT has affected the
dissemination of information.

This activity is designed to lead the students to
relate the concept of globalisation to one of the
elements which without it could not be possible.
Suggested Answers
a. Communications: without fast
communications countries, companies
and even individuals would not be able to
organise efficiently international trade or do
business in general; communications have
Unit 3 Lesson 2
shortened distances and saved time; speedy
42
dissemination of information at all levels,
which helps in making nearly real-time
1/12/2018 3:49:45 PM
decisions; facilitate banking transactions
b. Freedom: to trade in almost any type of
goods and services. The WTO, trade blocs
break down the barriers to increasingly
allowing the free movement of goods from
one part of the world to another.
42

3 Read the following text and answer the questions that follow.
After students read the text, make sure they In this text, we will explain some economic concepts that are important for understanding some other factors that
have understood the definition of multinationals. affect globalisation. For many of our ancestors, having a business was a family affair and most of the decisions
were made with little external consultation. As countries develop and economies grow, businesses become more
Ask them to name multinationals they know complex and more people become involved.)
of: this could be famous sport shoe, soft drink A corporation is a business or an organisation that has been formed by a group of people. In law, a corporation
has the same rights and responsibilities as a person. It can own or lease property, employ workers, pay taxes, etc.,
manufacturers, fast food chains, etc. and it can be prosecuted if it breaks the law. The main differences between a corporation and an ordinary company
are that it can remain in existence long after the lifetime of its founders and the owners are not at risk of losing
Divide the class in groups and ask each group to their personal wealth. Multi-national corporations often span many countries with one head office where global
management is coordinated. Some of the most well-known multi-national corporations are very powerful indeed as
choose a multinational. Allow them to search the they have budgets that exceed that of many of the countries they operate in. These companies sell, or export, their
products or services all around the world and the UAE buys, or imports, them. Of course, the UAE exports many of
internet to find out about the country of origin of its products too. As the range of available products becomes greater, businesses have to compete with each other to
the multinational each group has chosen and to gain customers. This competition means that we, as consumers, can choose what to buy based on things like price,
quality, service, etc.
research some of the countries this multinational
has built manufacturing plants in. Ask each group
a. Name at least 5 multi-nationals that you know.
to locate those countries on a world map.
b. On a world map, put a dot in a colour of your choice on their country of origin and dots in
another colour on about 2-3 countries where they have invested (created manufacturing
plants or worplaces).
43
43
Teacher’s Guide

Instruct the students to read the text about the
formation of regional trading blocks.
Another main factor that has led to globalisation is the creation of groups of countries from the same area that
come together and make agreements for political and economic reasons. These are knowns as regional blocs.
This has happened over time. The most important Trading blocs include: North American Free Trade Agreement
Ask several students one after the other to cite
(NAFTA), Association of Southeast Asian Nations (ASEAN), European Union (EU), Mercado Comun del Sur the name of some of these blocs.
(MERCOSUR), and Southern African Development Community (SADC), and the Gulf Cooperation Council (GCC).
Suggested Answers
a. Expansion of markets, increased competition,
economies of scale, increased
foreign investment.
b. Many economists believe that regional trade
blocs favour their own region instead of the
whole world. Additionally, belonging to a
trade bloc may decrease a country’s political
autonomy. This is particularly true when
Gulf Cooperation Council (GCC) Logo the trade also cover issues like immigration,
human rights, and environmental protection.
Many of today’s trade blocs were created after World War II. The first was known as the General Agreement on
Tariffs and Trade (GATT) made in 1948. This agreement originally had 23 member nations, and by 1994 it had grown
Another disadvantage of trade blocs is
to include 123 members.. By the end of the 20th Century, over half of the world’s nations were members of some that small, local businesses are often put
sort of a trade bloc agreement.
out of business when larger, international
The World Trade Organization (WTO) is the global international organization dealing with the rules of trade between corporations are able to produce the same
nations. It was created in 1995 and now has close to 170 member countries. The WTO’s main aim is to promote free
trade. It does this through agreements negotiated and signed by most of the world’s trading nations. The WTO then goods at lower costs.
polices these agreements to make sure all nations stick to the rules. When trade disputes between governments
flare up, it steps in as mediator and, if necessary, arbitrator. And when member countries don’t play by the agreed
rules, the WTO can impose trade sanctions against them.
a. What do you think are the advantages for a country to be in a trade bloc? Try to think of at
least 3 things.
b. What do you think are the disadvantages of trade blocs?
Unit 3 Lesson 2 44
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44
Instruct the students to read the information on 5 Read the information below and answer the questions.
about sustainability. What is sustainability?

Economics is the production of goods and services. Goods are objects you can touch such as shoes, cars,
With reference to the diagram below, explain that refrigerators. Services are activities that produce an output that is not touchable. Medical care, legal consultations
and banking transactions fall under this category.
the three conponents are inter-related and inter- A production process requires input factors called resources. These could be materials such as natural resources
dependent. Explain that the word sustainable (oil, rubber, iron) or manufactured products (machinery and equipment) and labour. Resources are limited, hence
the concern about their depletion. Globalisation has not helped. The expansion of markets and the increased
is often used in the phrase “sustainable production of goods has put even more pressure on the utilization of resources.
This concern brings in the concept of sustainability, which is defined as the ability of a given system to remain
development” which means development of a productive indefinitely. For a sustainable economy, this means that each generation should work at meeting its
country, town or village that can keep going over needs by using resources responsibly in a way that ensures coming generations can continue to benefit from them.
In other words, sustainability means to meet the needs of the present without making it impossible for future
time, enabling the place to become self reliant. generations to meet their needs.
In order to achieve sustainability, three things need to be taken into consideration. This is known as the three pillars
Suggested Answers of sustainability. If one pillar is weak, the other two will not stand for very long.
a. Renewable energy like solar or wind power as

opposed to non-renewable energy.
b. Example 1
A transport system that charges passenger Sustainability
sufficient fares to cover its running costs and
maintenance.
Example 2
Environmental
Any business that uses its assets, income
and human resources in a way that allow it to
Economic
continue to function profitably.
Social
45
45
Teacher’s Guide
The three pillars are:

1. Social: this means the people. Our families and our communities are what drives the economy and we depend on It is advisable to have this activity done in groups.
the environment. The long term health and welfare of the people depend on the other two pillars.
2. Environmental: The systems in nature support the life of all things. This includes the bees that pollinate the Social: The social pillar means essentially the
plants that give us fruit and vegetables, trees and forests that filter the air from pollution and wetlands and
underground water that give life. people. To have sustainability it is crucial to
3. Economic: the flow of money and growth are very important for business. Efficiency in production and avoiding
wastefulness are good examples of economic sustainability:
ensure the well-being of the people who are
the engines of all economic and environmental
a. What do we mean when we say “sustainable energy”? Find another word. activities: Education- health- elderly people.
Environment: Endangered species- solar energy.
b. Give an example of something that is economically sustainable.
Economy: Portal for job search; space program;
research and development.
6 Choose one of the pillars of sustainability and make a list of actions that government of
the UAE has undertaken to promote that pillar. Differentiated Learning
For Beginners
Help them find the necessary resources
Have them do their own research
Unit 3 Lesson 2 46
1/12/2018 3:49:45 PM
46
Unit 3 Trade, Travel and Communications: The UAE in an Increasing Globalised and Interconnected World; Cutural Excahnge
Lesson Objectives
Lesson 3
In this lesson, students will learn about the
important role of globalization in the fast growth
Globalisation and Learning Outcomes:
of the UAE in recent years. They will also discuss
the economic and commercial role of the UAE the UAE • Understand the concept of ‘globalisation’,
in the region (a major transport hub and a •
the UAE.
Understand some economic concepts.
destination for exports, the presence of cross-
border companies, the nationalities of people Vocabulary
working there, and the origin of goods).
Hub Strategic location
Required Materials Migration Multiculturalism
None
1 Look at the image below and complete the activity
Learning Outcomes
• Understand the concept of ‘globalisation’,
This is an image that is used to promote tourism to the UAE. It is clear and bright. It is a form
of communication.
the UAE.
• Understand some economic concepts.

The aim of this activity is to highlight to students Khalifa tower
the place of the UAE as a tourist destination in a
globablised world. You have been hired to promote the UAE to tourists around the world by using modern communication methods
only. You have a maximum of 280 characters to use in your message. You can use an image.
Instruct students to look at the image. Suggest Design your advert and express which modern communication method you are going to use and why.
that this image is a form of communication.
Direct students to the task of creating an advert
that promotes the UAE to possible tourists.
Students can use a maximum of 280 characters. 47
47
Teacher’s Guide
Hub A centre.
2 The UAE is becoming the hub of the world
A location that provides
The UAE’s strategic location and decades of investment have positioned it to become one of the 21st century’s most Strategic location
important global hubs for the movement of people and trade. The UAE government has invested abundantly in the
advantages.
country’s infrastructure for transportation by air, sea, road and railway.
Movement of people from
AIR
Migration one country to another for
Located between Asia and Africa, two regions witnessing fast economic growth today, the UAE can be reached various reasons.
in 8 hours by two-thirds of the world’s population. No wonder the UAE has invested in building airports, more
specifically the Dubai World Central airport. With its 5 runways and capacity for 160 million passengers, it will be the
largest airport in the world when completed. A state of mix of different
Multiculturalism cultures.

The country’s strategic location and decades of
investment have positioned it to become one of
1. Dubai World Central Airport
the 21st century’s most important global hubs for
SEA the movement of people and trade.
The UAE has always had ports that were busy trading places, initially serving the Gulf but then growing to become
important centres for global trade. The country has numerous port facilities catering to general cargo, container
Introduce the subject by explaining that the UAE’s
shipping, and the oil and gas industry. Most ports are located on the country’s western coast, including Khalifa and leaders have had a deliberate policy to position
Jebel Ali, the world’s largest man-made harbour, while the eastern coast hosts the port of Khor Fakkan and Fujairah,
the country at the heart of the globalised world.
This had been done by enormous investment in
land, air and sea transportation infrastructure.
2. Port of Abu Dhabi
Unit 3 Lesson 3 48
1/12/2018 3:49:48 PM
48
Allow 10 minutes for the students to read the text, which provides direct access to the Indian Ocean without having to navigate the Strait of Hormuz.
ROAD SYSTEM
and complete the following activity.
The UAE’s extensive road network connects each of the seven emirates and links all its major transportation hubs
Suggested Answers and population centres. The road network also links the UAE with the neighbouring countries of Oman and Saudi
Arabia, facilitating region-wide trade and transport.
a. One of the major factors that affects trade
is transportation. The expansion of markets
and the movement of people and goods
can happen efficiently only when it is
accompanied by the development of an
effective transportation system.
b. Development of new cities, expansion of 3. Sheikh Zayed Road in Dubai
existing localities, expansion of commerce in
terms of variety of goods, but also in terms RAIL
of quantities produced or imported and Dubai Metro, inaugurated in September 2009, was the first urban train network in the Gulf Cooperation Council. It
currently consists of 75 kilometres of track along its two lines, and additional lines are planned for the future. Etihad
exported. Rail, a countrywide rail network of approximately 1,200 kilometres of track is currently being built in phases to
link principal centres of population and industry in the UAE and later form a vital part of the planned GCC-wide rail
network linking the UAE to its neighbours.
Have them write a descriptive paragraph
comparing a given UAE location (city, port, oasis)
before and after the development of the transport
infrastructure in it and describing the aspects of
development as per suggested answers above. 4. Etihad Rail, the UAE’s national railway
For Beginners a. How can you link the content of the text with globalisation?
Have them find images of such locations before b. In groups, create posters of the positive effects that the development of the transportation
and after. system has brought to the UAE.
49
49
Teacher’s Guide

3 Read the text below and then answer the question
This text explains the importance of migration
The movement of people from one country to another for economic reasons, is a key feature of globalisation. Over in the context of globalization and how this has
the past few decades, the UAE has become a popular destination for temporary labourors seeking employment
opportunities and higher standards of living. Workers come from various countries in the world and work in affected the UAE.
different sectors.
Instruct the students to read the text.
In 2013, the UAE had the fifth-largest international expatriate population in the world with 7.8 million people (out of
a total population of 9.2 million), according to United Nations (UN) estimates. Then ask students to list 4 reasons why people
The UAE government relied heavily on foreign labour to sustain economic growth and high standard of living in the want to come and work in the UAE.
country. Over the past several years, the UAE government has reformed its laws covering foreign workers to protect
local workers right. Choose 3 students randomly to read out their
The UAE attracts skilled workers due to its economic attractiveness, political stability, and modern infrastructure. answers
The UAE government relied heavily on foreign labour to sustain economic growth and high standard of living in the
country. Suggested Answers
List 4 reasons why you think people from other countries want to come and work in the UAE: • They want to come because they can make
•
more money here than in their countries
• • They come because it is safe
• • They come because they know others from
• their country who have done well here
• They come because they have better
opportunities here to learn new skills.
4 Read the text below and then answer the questions
The economy of the UAE is one of the most open worldwide and this goes back to the times when ships sailed to Activity 4 (10 minutes)
India and Africa as far south as Mozambique. The people of the region have been active in international trade since
the beginning of history. “The economy of the UAE today is based on two key components – the exploitation of oil
and gas, and the utilization of its strategic location between East and West to act as an international transhipment
Instruct the students to read the text and answer
point for goods, the latter now being complemented by its fast developing airborne tourist industry. In both of these the questions
components, maritime commerce plays a crucial role, one that can be traced back to the early days of recorded
human settlement in the country, in the last Stone Age, over 8,000 years ago. Suggested Answers
Think of three different things about the UAE that are the result of globalisation or contribute to and write
them down.
• The UAE is one of the most international
countries in the world. People from almost
every country around the world live and work
in the UAE.
Unit 3 Lesson 3 50
• The UAE is in the top most connected
countries in the world, according to the
1/12/2018 3:49:49 PM
Global Connectivity Index, close to 92% of
the population has access to the internet.
• Globalisation has had a positive effect on
the UAE economy by increasing foreign
investment and promoting trade with other
countries.
• Although the economy of the UAE is heavily
dependent on oil, globalisation is helping
to create an open economy with new jobs
and services, in particular in logistics and
transport of people and goods to the GCC,
Africa and Asia.
• Like many other countries in the world,
the UAE suffers from some of the negative
impacts of globalisation, in particular
pressure on the local culture.
50

Introduce the subject of multiculturalism. 5 Read the text below and then complete the activity.
Ask students to think about multiculturalism in a. What is Multiculturalism?

their school and the UAE in general. Ask them to
Multiculturalism is the description of a society or nation in which several ethnic groups co-exist, while each
work with their partner and decide on the two preserving its own cultural traditions.
best things they like about it. Write them down. b. Advantages of Multiculturalism
Suggested Answers: 1. Education

In many countries there have been changes in the syllabus of subjects, like history, to provide a more comprehensive
a. Having friends from all over the world; and broader version of past events. This is to help students learn about different perspectives on a given topic and
about equality.
getting to know about other cultures through
first hand information; witnessing things 2. Professional
Employees coming from various cultures can contribute with a wider range of ideas on an assignment.
specific to those cultures directly in the A mix of cultural experiences helps in problem-solving, and can create a strong team. Having a diverse group of
homes of friends from different nationalities; workers always enriches the office environment, improving the work culture.
having the opportunity to be invited in other 3. Multinational Companies

countries and living their cultures differently These service industry giants, specifically the FMCG (fast-moving consumer goods) manufacturers, have benefited
greatly from globalisation. A diverse population employed by these companies in different countries helps them
than a normal tourist. capture global markets, increase the number of customers, and earn profits easily.
b. To become familiar with other cultures, to 4. Skilled Migrant Labour

Multi-ethnic countries are home to majority of immigrants, a significant proportion being a highly educated
become open minded and tolerant. skilled workforce.
a. The best thing about having a multicultural school is:
b. The best thing about living in a multicultural country like the UAE is:
51
51
Teacher’s Guide
Activity 6 ( minutes)
6 Answer the following question.
As a continuation of the previous activity, ask
• What are the disadvantages of multiculturalism? the students to state their opinion regarding the
Divide your answer with respect to:
disadvantages of multicultural.
• Education
• Professional work Suggested Answers:
• Social influences Disadvantages of Multiculturalism
• Social conflicts.
1. Education
Children from ethnic minorities or expatriates
can take time in getting accustomed to a new
environment. This may reflect in their academic
performance, compared to that of the local
children.
2. Professional
Although largely it is a benefit, managing a
multicultural workforce can be very demanding.
Prejudices of employees may work against the
people belonging to a minority. Encouraging
cooperation among all the co-workers, especially
in collaborating as a team, can be hard.
3. Fear of Influence
Living in a multicultural society, even a
cosmopolitan city for that matter, may create
fear among individuals or minority groups, that
they would lose their original ethnic identities or
lifestyle.
4. Risk of Social Conflict
The possibility of a social conflict occurs due to
Unit 3 Lesson 3 52
differences in religious beliefs and practices,
ethnic rituals, or certain ways of life that may
1/12/2018 3:49:49 PM cause a rift between two or more groups.
Allow students to give examples from their daily
lives.
52
Unit 3 Trade, Travel and Communications: The UAE in an increasing Globalised and Interconnected World; Cutural Excahnge
Lesson Objective
Lesson 4
In this lesson students will examine the
advantages and disadvantages of globalisation.
Advantages and Learning Outcomes:
Disadvantages of • Understand the concept of ‘globalisation’,
Required Materials
Globalisation
the UAE.
• Understand the concept of a sustainable
None •
global economy, and the challenges it faces.
Understand some economic concepts.
• Evaluate the impact of communication
technology on the individual and society.
Learning Outcomes
• Understand the concept of ‘globalisation,” Vocabulary
the UAE. Consumer Supply
• Understand the concept of a sustainable Demand

global economy, and the challenges it faces.
• Understand some economic concepts. 1 List for each of the items below at least one positive and one negative features of
• Evaluate the impact of communication globalisation.
technology on the individual and society. • Jobs
• Travel
• Trade
• Culture and Education
Positives Negatives
Ask students to find positive or negative effects
of globalisation ona given country.
Suggested Answers
Positives Negatives
Jobs More Less
opportunities opportunities for
for foreigners locals
Travel Easier, faster, Tourists in 53
more places overwhelming
to go numbers can
cause nuisance MEd_SB_G07_U03_EN.indb 53-54
Trade Access Threat to local

to larger businesses and
number and production
variety of
goods
Culture and Expanded Threat to
Education knowledge, national identity
open
mindedness
and tolerance
This activity is intended to demonstrate that an

issue that arises as a result of globalisation could
be deemed positive or negative. It depends on
who it affects.
53
Teacher’s Guide
Consumer Buyer or customer.

2 Read the text below and complete the activity.
the amount of a certain
People (or consumers) have needs and wants, so businesses meet those needs and wants and charge money for
doing so. In the same way that the students asked themselves questions during the peer market, companies ask Supply product offered in the
themselves the same questions. The answers to these questions inform the number of items made (produced) and market.
their price. Businesses supply products to meet demand. Scarcity drives up the price of goods.
how much a product is

Demand needed or wanted by the
consumers.
Tell students to think and reflect with a comment

Welcome to the peer market where everyone can sell their goods freely to one another.
about how the likes/dislikes, needs/wants and
Select something you own to sell at the peer market. Put the item on your table along with the price you changes in the demographic composition of the
want for it. global population of more than 7.5 billion people
Now walk around the classroom for a few minutes, looking at your classmates’ “products” and their prices.
While you are looking at the products,
impact upon the supply and demand of products.
Suggested Answers
1. Yes, I am the only student selling a
[calculator] OR No, there are three others
selling the same [notebook].
2. Yes. Four of my classmates want to buy a
calculator - but it’s the only one for sale, so
THINK
1. Are you the only one selling this item or are there others selling the same thing?
I think I should increase the price OR Yes,
2. Does a product being the only one of its kind for sale, or one of only a few for sale, have any impact on there are four notebooks for sale but only
its price?
3. How does the supply and demand for a particular product affect its price? three people want to buy a notebook, so I
think I will have to reduce the price in order
to ensure I sell mine.
3. If supply exceeds demand, the price falls.
However, if demand exceeds supply, the price
increase.
Unit 3 Lesson 4 54
1/12/2018 3:49:50 PM

This activity introduces students to the concepts of trade, supply and demand
and basic price mechanism. These will help them understand some of the
concepts addressed in the coming activities.
After students have completed the peer market activity, direct students to think
about and analyse the experience: encourage students to consider how their
experience with the peer market plays out in real life and in real economies.
Give examples to further clarify the sentence ‘scarcity drives up the price of
goods’.
If there was only one pencil case for sale, it would be scarce - so the price
would increase because lots of people would be competing to buy it. However,
because there are lots of pencil cases for sale, they are not scarce and the price
remains low.
54

Introduce the topic explaining that in the next two 3 Advantages of Globalisation
segments we will be exploring the positive and
then the negative sides of globalisation. Globalisation has been a good thing for many developing countries who now have access to many markets and can
export cheap goods.
Globalisation has been a good thing for many Globalisation has also been good for multi-national corporations. But globalisation has not always been good for
developing countries who now have access to working people.
many markets and can export cheap goods. Globalisation is a complicated issue. It is necessary to evaluate the pros and cons before drawing any conclusions.
Globalisation has also been good for multi-
national corporations. But globalisation has not ADVANTAGES
always been good for working people. 1. Supporters of globalisation argue that it can make this world a better place to live in and solve some of our
deep problems like unemployment and poverty.
Globalisation is a complicated issue. It is 2. Supporters say globalisation represents free trade which promotes global economic growth; creates jobs,
makes companies more competitive, and lowers prices for consumers.
necessary to evaluate the pros and cons before
drawing any conclusions. 3. Competition between countries is supposed to drive prices down. But this is not always working.
4. Foreign investment and technology provides poor countries with the chance to develop economically.
Ask the students to read the text. Spreading prosperity creates the conditions in which democracy and respect for human rights may flourish.
This is a goal which hasn’t been achieved in many countries.
Then instruct them to select the three most
5. There is now a worldwide market for companies and consumers who have access to products of
important advantages of globalisation and different countries.
explain why they think they are the most
6. Some people say that gradually the politics of individual countries are merging and that decisions that are
important. Ask them to write these in the book. being taken are beneficial for people all over the world. This is an idealistic answer is not what is actually
happening.
Select a few students randomly and ask them to 7. There is more flow of information between countries and there is cultural intermingling. Each country is
indicate their choices and reasons why. learning more about other cultures.
8. We have become more open and tolerant towards each other and people who live in the other part of the world
are not considered aliens.
9. Governments are trying to sort out ecological problems for each other because there are financial interests.
10. Most people see speedy travel, mass communications and quick dissemination of information through the
Internet as benefits of globalisation.
11. Labour can move from country to country to market their skills. But this can cause problems with the existing
labour and downward pressure on wages.
12. Sharing technology with developing nations will help them progress.
13. Companies investing in installing factories in other countries provide employment for the people in those
countries often getting them out of poverty.
55
55
Teacher’s Guide

Select the 3 most important advantages of globalisation and explain why you think they are the most important.
Ask the students to read the text then ask them
a. to choose one of the points they have just read.
Why
Group those who have chosen the same point and
b.
ask them to elaborate on it in front of the class.
Why For Beginners
c. Elaborate on the point itself by giving concrete
Why examples
Counter-argue and tie them with advantages in
4 Read the text below and complete the activity below.
the previous activity.
• Employers in developed countries threaten workers to export jobs to other countries where labour is cheaper. Example:
This has created a culture of fear that they will lose their jobs for many middle class workers.
• Multinational corporations are accused of social injustice, unfair working conditions, as well as lack of concern for Sharing technology with developing nations will
the environment, mismanagement of natural resources, and ecological damage.
• Multinational corporations, which were previously restricted to commercial activities, are increasingly influencing
help them progress versus Building products in
political decisions. other countries puts our technologies at risk of
• Building products in other countries puts our technologies at risk of being copied or stolen.
• Globalisation has led to exploitation of labour. Safety standards are ignored to produce cheap goods. being copied or stolen
• Social welfare schemes or “safety nets” are under great pressure in developed countries because of loss of
income and jobs, and other economic effects of globalisation.
Choose one of the points you have just read. Elaborate on it in a group with colleagues who have chosen the
same point as you.
Unit 3 Lesson 4 56
1/12/2018 3:49:50 PM
56

5 Look at this picture. Then answer the questions that follow.
This activity can be given in pairs or groups,
depending on the strength of the class group.
The questions range from lower order questions
(what do you see?) to higher-order critical-
thinking questions (why do you think they are
feeling this way?).
This activity is designed to encourage students to
think about the situation in a developing country
in the context of globalisation.
Suggested Answers
Globalisation and technology go hand in hand. At any time we can access the internet and read about things that
are going on in other parts of the world. Globalisation has meant people travel a lot more than they used to. Many
a. Two smiling girls, who might be friends people travel to live and work in other countries, others are curious to discover and experience different cultures
or sisters. I think they live in a developing in real life, not just by watching TV or looking at videos on YouTube. Every person alive has been affected by air
travel in some way or another. Think of your grandparents. Fifty years ago, flying on an airplane was unusual and
country. people used to dress up smartly because it was considered a privilege to be able to afford to fly. Now, for many
it is a relatively frequent occurrence and in 2016, there were close to 3.6 billion air passengers, according to the
b. They are having fun and they seem happy, international Air Transport Association (IATA). That’s about 800 million more than in 2011. Of course, some people
fly many times in one year for work or other reasons, but that figure represents almost half of the entire population
perhaps because they enjoy being together of the world being on the move!
and make one another laugh. They seem to So now imagine you have flown to the country where the girls in the photo live. Try to think what life is like in a place
have a lot of love in their lives. that is completely different to the UAE and is not so developed.
c. ‘Poor but happy’ or ‘Laughter doesn’t cost a. What do you see?

money’ or ‘Happiness is free’. Happiness
b. Can you describe their attitude and feelings?
is not necessarily related to material
conditions. c. What conclusion can you make?
57
57
Teacher’s Guide

6 You are planning to attend an event with a group. Write the steps you would have to
follow. Compare those steps with the steps that one would have followed in the absence 1. Today:Use one of the social media platforms
of the current technological means of communication. to throw a group proposal for the outing to a
given event.
Before: Place as many phone calls as the
number of people you would want to have in
the group, with the possibility of not reaching
them from the first attempt.
2. Today: Book places/tickets online
Before: Take a trip to the location where the
event will take place to choose the seatings
you would like.
3. Today: Purchase tickets online
Before: Take a trip to buy the tickets.
In conclusion: the information about the choice
of events is more readily available; the time spent
to organise an outing or a travel is much less,
distances travelled are drastically reduced. .
Unit 3 Lesson 4 58
1/12/2018 3:49:51 PM
58
Unit 3 Trade, Travel and Communications: The UAE in an Increasing Globalised and Interconnected World; Cutural Excahnge
Lesson Objectives Lesson 5

The aim is to encourage students to thinking
about their personal attitude concerning the The Individual in a Learning Outcomes:
advantages and disadvantages of globalisation on
the economic, scientific and cultural interaction Globalised World • Evaluate the impact of communication
on personal levels.
Students learn about the potential disadvantages
of globalisation such as competition of foreign
labour and the decline of small business.
Vocabulary
Virtual Leisure
Required Materials
• Index Cards Confidentiality Quote
• Box
Imagine you will be spending one day this weekend without any of the electronic devices you use every day.
Learning Outcome Write on an index card what you would do in your leisure time that day.
• Evaluate the impact of communication
This activity encourages students to think about
the impact of communication technology on the
individual and society.
Students will think of spending one of the
weekend days without electronic devices and
write what they would do during their leisure
time in that day. When done, they will collect their
cards in a box. Suggest they each pick a card at
59
the end of the class that may give them another
idea about what to do.
59
Teacher’s Guide
2 Read the text below and answer the questions that follow. Virtual Simulating reality.
Time spent on activities that
Impact of Information and Communication Technology on The Individual Leisure are not work or duties.
Many things in our life are in some way or other connected to Information and Communication Technology. Like the
two sides of a coin, there is always a positive and a negative aspect to things.
Probably the most important effect of ICT on individuals is the huge increase in access to information and services. The act of keeping
Communications are now better, and often cheaper, than ever before. Access to information has brought new Confidentiality something secret.
opportunities for leisure and entertainment, and it has become easy to make contacts and form relationships with
people from many different countries. We can obtain goods and services from a huge range of suppliers around the
world.
A statement that is part of
Another important aspect of ICT is access to education. For example, students in countries where there aren’t Quote what a person said or wrote,
enough schools or universities can use the internet for e-learning. There are also new ways of learning like
interactive multi-media and virtual reality. reused by another person.
ICT has also helped to create a flexible and mobile workforce, virtual offices, and new job opportunities, including
in the communications industry itself. In our daily lives, there are many things we take for granted but that did not
exist not so long ago. Take photography for example. Now there are digital cameras, photo-editing software and
high quality printers that mean people can produce images that would have previously required a photographic
studio. ICT can help people of determination to overcome the challenges they face in their daily lives. For example,
screen reading software enables partially sighted or blind people to read and have access to literature and
information.
We have so much information at our fingertips and can live in the virtual world a lot of the time. This means we can
This activity discusses the transformations of
become obsessed and forget to spend time with, and talk to, our friends and family. People who work on computers individuals’ life styles that have resulted from the
at home all the time may end up feeling isolated and unhappy. In addition, people who spend a lot of time at their
computer or on their phones can often forget to do any exercise or sport. development of ICT.
Any device that improves the daily lives of people
• Think of a device you would like to invent to help people of determination overcome a given
of determination
challenge. Create a blueprint for the manufacture of this device.
Unit 3 Lesson 5 60
1/12/2018 3:49:52 PM
60
Activity 3 (15 minutes) 3 Read this text and answer the questions that follow.
Banking: Pros: avoids displacement, easy, saves Impact of ICT on Society
time, does not limit transaction time to opening ICT has made so many of the things we need to do every day quicker and easier. We can shop online and people with
bank accounts can check up on them without having to go to the bank. Our governments also provide many services
hours. Cons: may not always be safe online, which saves lot of time. We can download application forms to obtain official documents and, in many
countries, citizens can even pay their taxes online. This means that many chores that took hours to complete in the
Internet: Pros: loads of information, easy access, past can be completed in minutes, leaving us with more time for fun and leisure. But it also means we don’t have
the same opportunities to interact and talk to people. This is not a problem when we are at school or university, but
networking, affordable cost. for some people who live alone, there are fewer and fewer reasons to go out and meet people. It also creates new
security challenges related to preserving confidentiality of information.
Learning: visuals that enhances the explanation There is also what is called the ‘digital divide’. This refers to the fact that some people do not have a computer or
of concepts and hence the understanding, do not know how to use a computer. This means they are not able to do all the things mentioned in the previous
paragraph. Some things can only be done online now, so it puts these people at a great disadvantage.
interactive lessons that engage..
a. Look at the graphic below. Add all the other effects of ICT on the individual and society that
you can think of.
b. Compare your results in groups. Choose a couple of areas where ICT has had an impact and
discuss the pros and cons of the resulting changes.
Impact of ICT
61
61
Teacher’s Guide

4 Read the quote below and answer the questions that follow. First encourage students to think about what the
quote means.
“Social media is the ultimate equalizer. It gives a voice and platform to anyone willing to engage.”
American Author Amy Jo Martin Then link the quote to how we use social media,
which is often a way to find out more about
What do you think the quote means? Do you agree?
people in other parts of the world. . Remind
Communication through social media is an important aspect of globalisation which is the movement of people, students of how social media is a form of
services, technology and information. Although globalisation has many positive attributes, it also presents
some problems. globalisation. Also remind them of the definition
Issues can be big or small. They can be at the local level or the international level. of globalisation.
We know that social media is a form of
globalisation because we can transfer information
and/or skills and make connections, but how else
does globalisation feature in our lives?
The Think! Activity aims is to encourage students
to think of how we transfer goods, services,
people, information and technology around the
world and how it can be both a good thing and a
bad thing.
Instruct students to first consider the issue
themselves. They can then think about it in pairs
and then in groups of four. One student from each
group should present the group’s list of issues
when the time is up. The group with the most
THINK!
issues wins!
Work in pairs for 1 minute. Think of what you would say about globalisation if you had your platform.
Now work in groups of four. You have 1 minute to bring all your ideas together and write them down.
This activity introduces students to some of
The group that has thought of the most issues wins! Make sure you write each issue only once - you lose a point every time you repeat an issue. You get
one point for every valid issue you identify.
the issues that can arise with globalisation.
Issues could include the inflow of expatriates,
exploitation, pollution and the possible loss of
heritage if an area is adapted for tourism.
Unit 3 Lesson 5 62
1/12/2018 3:49:54 PM
62
Ask students to think for a few minutes about
actions they can take personally to make the
Sustainability is the ability to satisfy today’s generation’s need while ensuring that there are enough resources left
world more sustainable. Explain that small to produce the needs of the next generation. With the increase in the world population and the increase in needs, it
has become a global concern to produce the goods that will fulfill those needs. Resources are limited and everyone
actions by many people can lead to change. We has to do his share. Governments are spending considerable amounts of money on research and development to
can all do our bit, however small. find renewable sources of energy that would ensure sustainability. But you as an individual have also your share to
do, no matter your age. And what you do does not have to be big.
Ask students to list more than one. a. What actions could you take to make a change?
Ask those who want to raise their hand and share

some of their ideas.
Suggested Answers
• I can always switch the light off when I am
the last to leave the room
• I can keep the A/C on 25 degrees, not less to
save energy
• I can turn the tap off while I am brushing my
teeth to save water
• I can always carry a spare bag in case I buy
something
• I can try refuse a plastic bag in a shop or
supermarket and carry the things in my
school bag or my backpack.
I try to ask myself: Do I really need what I

want to buy? and I do not buy irresponsibly
63
63
Teacher’s Guide

6 With a partner, research the ways ICT has helped provide medical care to remote areas.
The development of this field will considerably
improve the overall health of many countries. It is
therefore good to encourage students to
research it.
Several aspects could be covered: sending
medical supplies with planes without pilots,
monitoring surgeries at distance, etc.
Medical help at distance
Unit 3 Lesson 5 64
1/12/2018 3:49:54 PM
64
Glossary
Ambulance: A vehicle that takes the sick and injured to and from hospital.
Arbitrator: A person who has been appointed to resolve a dispute.
Care: The provision of what is necessary for the health, welfare, maintenance, and
protection of someone or something.
Confidentiality: The act of keeping something secret.
Consequence: The result of actions or evolving situations.
Consumer: Buyer or customer.
Crime: An illegal act that is against the law.
Criminal: A person who has committed a crime.
Danger: A situation where people, objects or their misuse, could cause negative results
such as harm, injury or threat to life.
Demand: How much a product is needed or wanted by the consumers.
Environment: The surroundings a person lives in.
Fire: The light, heat and flame produced by burning.
First Aid: Assistance given to a sick or injured person until full medical treatment is
available.
Globalisation: Economic activities occurring around the world as opposed to being

limited to one country or region.
Hub: A centre.
Humanity: Human race/people.
65
Interconnected: Not isolated or standalone; being dependent on and affecting one
another.
Irresponsible: Showing lack of care for consequences.
Leisure: Time spent on activities that are not work or duties.
Mediator: Someone who tries to get those involved in disagreements and conflicts to
settle their differences.
Migration: Movement of people from one country to another for various reasons.
Multiculturalism: A state of mix of different cultures.
Multilateral: An action or decision taken by three or more groups, or countries involved

in a situation.
Quote: A statement that is part of what a person said or wrote, reused by another
person.
Recovery: Return to a normal state of health.
Risk: A chance of danger or loss.
Safety: Freedom from the occurrence or risk of injury, danger, or loss.
Special Olympics: An international organisation which provides people with intellectual

disabilities with a program that allows them to enjoy playing sports.
Strategic location: A location that provides advantages.
Supply: The amount of a certain product offered in the market.
Sustainability: The ability of a given system to remain productive indefinitely.
Unilateral: An action or decision taken by one of the parties involved in a situation.
Victim: A person harmed, injured, or killed as a result of a crime accident or other

event or action.
Virtual: Simulating reality.
66
67
References
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p 27 wavebreakmedia/Shutterstock; p 28 Syda Productions/Shutterstock; p 28 Africa Studio/Shutterstock; p 29 Mopic/Shutterstock;
p 31 Rob Hyrons/Shutterstock; p 34 oneinchpunch/Shutterstock;
p 35 348181. Shutterstock/Pearson Library; p 36 Sergey Nivens/Shutterstock; p 37 sdecoret/Shutterstock; p 39 TP/ALAMY; p 40
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Moral Education

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

Values of the Moral Education Course

pillars is constructed around a series of Learning Outcomes.

Teaching universal The development Concentrating on Focusing on local

Dealing with complexity

Communication Critical thinking Taking action

Teaching and Learning – A Pedagogical Approach

Unit 2 Making Good Decisions Moral Education Grade 7

recognise risks in their homes and in their local Lesson 1

Staying Safe at Learning Outcomes:

Staying Safe at Learning Outcomes:

Home and Outside

After students have written their own deﬁnitions, e.

write model deﬁnitions on the board:’ f.

Chance Danger Happens a. Risk: A chance of danger or loss.

Outcome Action Unknown Have students compare their deﬁnitions to the

MEd_TG_G07_U02_L01_EN .indd 3 1/11/2018 10:37:11 PM

MEd_SB_G07_U02_L01_EN .indd 3 1/11/2018 10:37:28 PM

Student Book Teacher Guide

Theme The Individual and The Community

Lettre to the Parents/ Guardians

Dear Parents/ Guardians,

MEd_SB_G07_U02_PA_EN.indd 67 1/11/2018 10:36:56 PM

Parent Guide Digital Resources

The cover draws inspiration from the flower

The intersecting circles are a key element in

The intersections represent the complexity of

Theme The Individual and The Community

Theme: The Individual and The Unit 2 Exploratory Questions

Lesson 1 Staying Safe at Home and Outside

Making Better Decisions

The concepts underpinning this unit are taught over

MEd_SB_G07_U02_EN.indb All Pages 1/12/2018 3:52:33 PM

The Central Question Learning Outcomes – Unit 2

Each unit has a Central Question, around which all the

MEd_TG_G07_U02_UO_EN.indd All Pages 1/12/2018 10:17:21 PM

Theme Civic Studies

Trade, Travel and

Communications: The UAE

and Interconnected World;

MEd_TG_G07_U03_UO_EN.indd All Pages 1/12/2018 10:13:28 PM

2 What Factors Have Enabled Globalisation? ���������������������������������������������������������������������� P. 41

4 Advantages and Disadvantages of Globalisation ���������������������������������������� P. 53

5 The Individual in a Globalised World ���������������������������������������������������������������������������������� P. 59

Theme The Individual and The Community

Theme: The Individual and The Unit 2

Lesson 1 Staying Safe at Home and Outside

The concepts underpinning this unit are taught over

MEd_SB_G07_U02_EN.indb All Pages

The Central Question

Each unit has a Central Question, around which all the

How can you protect yourself from risk?

Learning Outcomes – Unit 2

IC13 - The Individual and The Community

1. Understand what is meant by risk and consequence.

addition to this, students should be able to Lesson 1

• A3 paper for group activity Vocabulary

words that are important in this lesson.

model definitions. Ask each group to choose their

Risk Consequence Risk A chance of danger or loss.

Consequence The result of actions or

Activity 2 (10 minutes)

2 What Factors Have Enabled Globalisation? �� P. 41

4 Advantages and Disadvantages of Globalisation �� P. 53

5 The Individual in a Globalised World �� P. 59

Theme: The Individual and The Unit 2

A sk the students what types of fire risks could

• U nderstand how they can protect themselves Humanity

• U nderstand how they can protect themselves

• C onsider how irresponsible and inappropriate 1 2