Med TG g04 v2 en Web

Moral Education
Grade 4
Second Semester
Teacher’s Guide
Pilot Edition
2017 - 2018
I
Ministry of Education - Call Centre
For Suggestions, Inquiries & Complaints
80051115 04-2176855 ccc.moe@moe.gov.ae www.moe.gov.ae
Trial Edition
2017- 2018
Copyrights reserved -Ministry of Education in the United Arab Emirates - Curriculum and Evaluation Sector
II
Moral Education
Engaging, Enlightening, Enabling and Empowering Global Citizens
“ ”
‘A country’s greatest investment lies in building generations
of educated and knowledgeable youth.’… ‘To the young men
and women of the Emirates, the future is yours. You are those
who will determine your Country’s future’
Sheikh Zayed Bin Sultan Al Nahyan
“ ”
‘Values are the foundation of a nations stability, and the spirit
of its laws. Without values a country has no security, stability
or continuity.’
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
Unit 33 Trade, travel
tion’s
Traveland
Influence
andcommunica-
influence
Communication’s
on Culture
on culture Moral Education Grade 4
Unit
tion’s
Traveland
Influence
andcommunica-
influence
Communication’s
on Culture
on culture
Lesson Objective
Vocabulary
Lesson 1
Lesson 1
In this lesson students will understand the concept
of trade. They will discuss the importance of land and Trade
sea trading routes and evaluate which route would be
best for each trading partner. Import
Trading partner
The Old Ways

Required Materials
• Counters with 4 different colours – red, blue,
of Trade:
yellow, green; 1 per pupil.
1 Fill the graph with words that go with ‘trade’.
The Old Ways

Learning Outcomes
Where, How
• Discuss and/or write about what life was like
along the trade routes and in the cities.
and Why?
of Trade�
Where, How
Learning Outcomes
along the trade routes and in the cities. Trade is:
and Why?
3 Unit 4 Lesson 1 4
Learning Outcomes
3
3
MEd_SB_G04_U03_EN.indb 3 1/12/2018 11:14:40 AM
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.
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
MEd_SB_G04_U03_PA_EN.indd 67 1/15/2018 8:01:47 PM
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
Unit 3 Moral Education
Theme: Cultural Studies

Theme Cultural Studies
Grade 4
What is trade?
Exploratory Questions
Teacher’s Guide
These questions provide an overview of the concepts

How were items moved from place to place to trade?
Trade, Travel and

that the students will learn throughout the lessons in
this unit.
What was the life of a trader like?
Unit 3:
Communication’s
How did the camel impact methods of trade?
(CUS7) Trade, Travel Why did cities and ports develop in particular areas instead
of others?
and Communication’s
Influence on Culture How did trade impact culture?
Trade, Travel and

Influence on Culture
Lesson 1 The old ways of Trade: Where, How and Why?
Unit Objectives Lesson 2 Expansion of Trade Routes

Lesson 3 The Lives along the Roads and Commercial Cities
This unit aims to explore the historical development
Lesson 4 Commercial Routes as Cultural Channels
of trade routes, centres and commercial cities in
Lesson 5 Trade and the Openness of the UAE to the World
the Gulf region in addition to goods and innovations
transported through the first land and sea routes, and
Communication’s
the ways by which they were exported.
Students will examine how trade methods have
opened the way for the exchange of art, music,
religions, languages, literature, philosophies, political
ideologies and technological developments between
different regions of the world. In what ways did trade, transport and communication shape the
country as it is today?
They will also explore the lives of traders and others
along the roads and commercial cities. 1 Unit 3 2
Influence on Culture
MEd_SB_G04_U03_EN.indb Custom V 1/16/2018 1:54:00 PM
Unit Description
Central Question Learning Outcomes
The concepts underpinning this unit are taught over
five lessons and are designed to answer the central Each unit has a Central Question, around which all the lessons of the unit are 1. Identify where and how overland and sea-trade routes developed in the region.
question. structured. Throughout the unit, students explore the concept of the Central Question.
2. Talk about the various goods that were traded along these routes.
3. Describe ways in which trade routes were important beyond the movement
of goods.
4. Discuss and/or write about what life was like on the trade routes and in the cities
along them.
5. Describe, at a simple level, the benefits and potential problems of
interconnectivity between different peoples.
1 2
MEd_TG_G04_U03_UO_EN.indd Custom V 1/16/2018 2:09:06 PM
1 The Old Ways of Trade: Where, How and Why? �� P. 3
2 Expansion of Trade Routes �� P. 9
3 The Lives Along the Roads and Commercial Cities �� P. 15
4 Commercial Routes as Cultural Channels �� P. 21
5 Trade and the Openness of the UAE to the World �� P. 27
XII
Unit 4 Moral Education
Theme: Character and Morality

Theme Character and
Morality
Grade 4
Teacher’s Guide
Peace and
this unit.
Unit 4:
(CM8) Peace and Responsibility What role do communication and compromise
play in resolving conflict?
Responsibility
How can you anticipate and prevent conflict?
Peace and
How can you act in a socially responsible way, respecting both
Lesson 1 Conflict Resolution yourself and your property?
Lesson 2 Peer Mediators I
Unit Objectives
Lesson 3 Peer Mediators II
This unit teaches students to be efficient in their Lesson 4 Act Responsibly
relationships at home, school and in the community Lesson 5 Social Responsibility in Practice
by keeping peace (conflict resolution) and taking
responsibility. One of the key concepts covered in this
Responsibility
unit is peace, particularly: treating others amicably
and without tension, having positive ideas people,
being in harmony with others, and ending conflict
and aggression. It also covers how to be a responsible
person, encompassing how to be trustworthy and
dependable. How do we work toward peace for ourselves, our community and
our world?
Unit Description Unit 4 34

33
The concepts underpinning this unit are taught
over five lessons and are designed to answer the
central question. Central Question Learning Outcomes
Each unit has a Central Question, around which all the lessons of the unit are 1. Show a greater understanding of how to solve conflicts at home and at school.
structured. Throughout the unit, students explore the concept of the Central Question.
2. Explain how communication is the key to conflict resolution.
3. Demonstrate, independently, how to achieve a compromise.
4. Identify signs of an impending conflict, and take measures to pre-empt it.
5. Recognize the consequences of actions.
6. Describe how to show social responsibility.
7. Take care of themselves and their property.
33 34
MEd_TG_G04_U04_UO_EN.indd All Pages 1/15/2018 7:57:06 PM
1 Conflict Resolution �� P. 35
2
Peer Mediators I �� P. 41
3
Peer Mediators II �� P. 47
4 Act Responsibly �� P. 53
5 Social Responsibility in Practice �� P. 59
XIII
Moral Education Grade 4
Theme Cultural Studies
Theme: Cultural Studies
Unit 3:
Trade, Travel and
(CUS7) Trade, Travel Communication’s
and Communication’s
Lesson 1 The old ways of Trade: Where, How and Why?
Lesson 2 Expansion of Trade Routes
Unit Objectives
Lesson 3 The Lives along the Roads and Commercial Cities
This unit aims to explore the historical development Lesson 4 Commercial Routes as Cultural Channels
of trade routes, centres and commercial cities in Lesson 5 Trade and the Openness of the UAE to the World
the Gulf region in addition to goods and innovations
transported through the first land and sea routes, and
the ways by which they were exported.
Students will examine how trade methods have
opened the way for the exchange of art, music,
religions, languages, literature, philosophies, political
ideologies and technological developments between
different regions of the world. In what ways did trade, transport and communication shape the
country as it is today?
They will also explore the lives of traders and others
along the roads and commercial cities.
1
MEd_SB_G04_U03_EN.indb Custom V
Unit Description
Central Question
The concepts underpinning this unit are taught over
five lessons and are designed to answer the central Each unit has a Central Question, around which all the lessons of the unit are
question. structured. Throughout the unit, students explore the concept of the Central Question.
1
Teacher’s Guide
What is trade? Exploratory Questions

How were items moved from place to place to trade? These questions provide an overview of the concepts
What was the life of a trader like? this unit.
How did the camel impact methods of trade?
Why did cities and ports develop in particular areas instead

of others?
How did trade impact culture?
Unit 3 2
1/17/2018 10:53:09 AM
Learning Outcomes
1. Identify where and how overland and sea-trade routes developed in the region.
2. Talk about the various goods that were traded along these routes.
3. Describe ways in which trade routes were important beyond the movement
of goods.
4. Discuss and/or write about what life was like on the trade routes and in the cities
along them.
5. Describe, at a simple level, the benefits and potential problems of
2
Unit
tion’s
Traveland
Influence
andcommunica-
influence
Communication’s
on Culture
on culture
Lesson Objective
Lesson 1
In this lesson students will understand the concept
of trade. They will discuss the importance of land and
sea trading routes and evaluate which route would be
best for each trading partner.
The Old Ways

Required Materials
• Counters with 4 different colours – red, blue,
of Trade�
yellow, green; 1 per pupil.
Learning Outcomes
Where, How
and Why?
Learning Outcomes
MEd_SB_G04_U03_EN.indb 3-4
3
Teacher’s Guide
Vocabulary To bring in goods,

Import commodities and workers
Trade from a foreign country.
Import The buying, selling or

Trade exchanging of goods or
Trading partner
services.
Is a region or country that
buys goods from or sells
Trading partner goods to another region or
country..
1 Fill the graph with words that go with ‘trade’.
Activity 1 (10 minutes)

Introduce this unit by telling students that they will be
learning about trade in the past and modern times.
Ask them if they know what is meant by ‘trade’.
Trading is exchanging.
Ask them to give you an example of trading from
their daily lives. They may give you an example of
exchanging 2 objects or buying a good from a store.
Emphasize that this means exchanging a good
(tangible thing) against money. Take the explanation
further by giving them (or letting them come up with)
examples such as: having a hair-cut, going to the
Trade is� dentist, having a car repaired. Explain that these are
intangible things they buy and are called services.
Unit 4 Lesson 1 4
Divide the class into pairs and let them fill in the graph
with all the words that go with the word ‘trade’.
1/17/2018 10:53:12 AM
Finish by coming up with a definition and write it on

the board. Ask students to write it also in their books.
Trade is: The buying, selling or exchanging of goods
or services.
Suggested Answers:
• Sell Sell
• Buy
• Money
Goods Buy
• Exchange
• Services
• Goods
Services Money
Exchange
4

Read the story of Trade in Ancient Rome
Divide students into pairs. Remind them that trade is 2 Then answer the questions that follow.
the action of buying goods or services or exchanging
goods or services for something else. Ancient Rome grew from a small town on central Italy’s
Explain that nowadays we trade money for phones, Tiber River into an empire that spread through of continental
Europe, Britain, much of western Asia, northern Africa and the
food and houses. Ask students what might have we Mediterranean islands. Trade was vital to Ancient Rome. The
traded 1000 years ago? empire cost a vast sum of money to run and trade brought in
much of that money.
Suggested Answers: The population of the city of Rome during the 2nd century was
Spices, textiles, precious metals, exotic fruits one million and this large population required all manner of
things brought back via trade.
Ask students why was trade important thousands The Roman Empire was crisscrossed with trade routes - hence
of years ago? Use prompting to elicit responses the saying “All roads lead to Rome”. There were sea routes that
covered the Mediterranean and Black Seas and numerous land
such as it was difficult for people to grow everything routes using the roads built by the Romans. Trade and moving
themselves, some people were more skilled at making the Roman Army around were the two principal reasons for
goods than others. Trading goods was often the only building roads.
way people could access many things (like spices, The most important port was Ostia as it was the nearest major
port to Rome itself. The Romans did what they could to make sea
copper, clothing) journeys safe – lighthouses were built as were safe harbours and
Tell students that some of the most important traders docks.
The Roman Navy did what it could to make the Mediterranean
in history were the people of Ancient Rome, Ancient Sea safe from pirates.
Egypt, Mesopotamia – which consisted of modern The Romans imported a whole variety of materials� beef, corn,
Iraq, Kuwait and also parts of Syria and Turkey, India glassware, iron, lead, leather, marble, olive oil, perfumes,
and the Middle East. purple dye, silk, silver, spices, timber, and tin. The main trading
partners were in Spain, France, the Middle East and North
With their partner ask them to read the text Trade in Africa.
Ancient Rome.
Pause during reading to teach key word * Trade. *,
*import*, *trading partner* 5
Ask them to discuss the questions with their partner. MEd_SB_G04_U03_EN.indb 5-6
Suggested Answers:
By using sea and land routes they could access many
different countries/travelling by sea opened up many
new destinations that were far away.
Spain (sea – it would be quicker)
France (land – as it borders Italy)
Turkey (sea – don’t have to cross several countries
who may be enemies).
Egypt (sea – it is a shorter than travelling by land)
Greece (sea – would not require large ships).
5
Teacher’s Guide
Ostia
a. Why do you think Rome traded using both sea and land routes?
b. Imagine you are the Emperor of Ancient Rome, would you decide to trade with
the following countries using land trade routes or sea trade routes? Explain
your reasons why.
• Spain
• France
• Turkey
• Egypt
• Greece
Unit 3 Lesson 1 6
1/17/2018 10:53:14 AM
6
Look at the list of items traded by the Romans in the text. In your group discuss
Activity 3 (10 minutes) 3 which two items you would import. Why did you choose these items? After
choosing the items nominate an ambassador. Your ambassador will move from
Divide the students into groups of 4. group to group and answer questions posed by the groups.
• Beef
Instruct the groups to look at the list of goods the • Corn
Romans imported and discuss which 2 items they would • Glassware
• Iron
import and why. • Lead
• Leather
Ask each group to select an “ambassador”. The • Marble
ambassador spends 2 minutes at each group to answer • 0live oil
• Perfumes
questions posed by the group. • Purple dye
• Silk
Why did you choose this item? • Silver
• Spices
Where are you importing this item from? • Timber
• Tin
Do you not have the item in your country?
What will you use the item for?
Ask ambassadors to rotate clockwise around the room.
Read the text and complete the activity that follows.
4
Activity 4 (10 minutes) In ancient Europe, and more specifically in Rome which was one of the main
cities of the Silk Road, people used to shop in what was known as forums.
Read the text aloud to the class. Forums were meeting places where people from different countries traded
When you have finished, divide them into groups and all kinds of goods and stroke business deals. A forum used to have different
ask them to compare the ancient market to one they may sections. The main part had shops that sold food, spices, shoes, wool, books,
have visited. Ask them to list similarities and differences etc. Other sections contained barber and blacksmith shops, the meat and
cattle market and the luxury goods market. The forums used to be so crowded,
between the two markets.
although by pedestrians only, as no carriages were allowed to enter.
Ask a representative from each group to share their lists To maintain safety and security, the Roman government set weights and
with the class.
Role play that they are an Arabian traveller returning 7
home from an ancient European market. They should MEd_SB_G04_U03_EN.indb 7-8
describe all the people they met and all the things
they saw.
7
Teacher’s Guide
measures around the city and employed Key Skills (Heart, Head, Hands)
inspectors to protect buyers from being
cheated. Can you imagine what would
• Enquiry
have happened if each seller used his own • Multiple perspectives
measuring tools or weights?
Imagine you are an Arabian traveller
• Teamwork
returning home from an ancient European
market and role play it describing your experience.
Evaluation/Reflection
Return to KWL chart and assess whether any of the
What questions have been answered in this lesson.
What do you know about your

5 country’s trading history? And what
would you like to know? Complete the
KWL chart below.
What I Know What I Want To Know What I Have Learned
Key Fact
Did you know? Archaeological evidence shows that the history of trade in the Arabian Peninsula dates back as far as 3000 B.C.
Unit 3 Lesson 1 8
1/17/2018 10:53:16 AM
Divide the students into pairs.
Ask them to think about what they know about trade and what they would like to
know about trade.
Give them time to share with a partner.
Ask them to complete the KWL chart in their book.
Ask one student from each group to share their examples with the class.
8
Unit
Unit 33 Trade, Travel
travel and
andcommunica-
tion’s influence
Influence
Communication’s
on culture
on Culture
Lesson Objective
Lesson 2
In this lesson students will discover the land and sea
trade routes of the UAE in ancient times.
Expansion of
Students will evaluate which means of transport
(land or sea) would have been better to use when
transporting goods with specific trade partners.
Trade Routes
Required Materials
• Piece of paper for every student, student’s goods
from home.
Learning Outcomes
• Identify where and how overland and sea-trade routes
and cities developed in the region
• Talk about the various goods that were traded along
these routes
• Describe ways in which the trade routes were important
beyond the movement of goods
• Explain, at a simple level, the benefits and potential
problems of interconnectivity between different peoples.
Learning Outcomes
• Identify where and how overland and sea-trade routes and cities
developed in the region.
• Explain about the various goods that were traded along these routes
• Describe ways in which the trade routes were important beyond the
movement of goods.
• Explain, at a simple level, the benefits and potential problems of
9
Teacher’s Guide
Vocabulary An aromatic material, which

Incense releases fragrant smoke
Incense when burned.
Silk route An ancient route

Silk route between China and the
Network
Mediterranean.
A group or system of
Network interconnected people
or things.
Your teacher has selected some items. Where did these items come
1 from? How were they transported?
Please change image
to a teacher with dif-
ferent objects on her
table or just a teacher
Unit 3 Lesson 2 10
1/17/2018 10:53:22 AM

Select 3 items. For example phone, sneakers and a book (the items in the picture are
just examples; you can choose any item that you deem fit).
Divide the class into pairs.
Ask them to examine the items and locate where each one was made or where
it was produced.
How were these items transported?
Suggested Answers
By plane, ship, trucks.
Mention that some items were traded because they were not available or
manufactured in the country.
10

Explain to students the value that silk, incense and
particularly spices had in ancient times. At onetime
2 Read the text below then answer the questions that follow.
the spice nutmeg was once worth more than gold.
Read the text to the students. Explain that these A network of trading routes brought silk, spices and incense to Europe.
routes were extremely important in ancient times for These were known as the Silk, Spice and Incense Routes. The Silk Route
transporting silk, incense and spices. brought silk from across the Asian continent and connected China to the
Mediterranean Sea. The Spice Route extended from India to the Western
Suggested Answers
world. After reaching either the Indian or the Sri Lankan ports, spices
a. Spices were important for a number of reasons. were sometimes shipped to East Africa. The Incense Route stretched from
There was no refrigeration, so spices such as salt Mediterranean ports through Northeastern Africa and Arabia to India and
could be used to preserve the food. Also, the beyond.
spices would help to mask the flavour of food
that was no longer fresh. And spices were also
a. Why do you think spices were important?
used to enhance the taste of food, making it
b. What dangers do you think the merchants might have faced
more enjoyable.
along the routes?
b. Thieves, bad weather, lack of food, ilness.
11
11
Teacher’s Guide
Read the text and complete the activity that follows.

3
Frankincense and myrrh
were highly prized in
Europe as fragrances, but
could only be obtained
from trees growing in
southern Arabia, Ethiopia,
and Somalia.
Arab merchants brought
these goods to European
markets by means of camel
caravans along the Incense Route.
The Incense Route originally commenced at Shabwah in
Hadhramaut, the easternmost kingdom of South Arabia, and
ended at Gaza, Palestine, a port north of the Sinai Peninsula on
the Mediterranean Sea.
From there, goods would be transported by sea to Europe. Both
the camel caravan routes across the deserts of Arabia and the
ports along the coast of South Arabia were part of a vast trade
network covering most of the world then known to Greco-
Roman geographers as Arabia Felix.
South Arabian merchants utilized the Incense Route to transport
not only frankincense and myrrh to Rome, but also spices, gold,
ivory, pearls, precious stones, and textiles—all of which arrived
at the local ports from Africa, India, and the Far East.
Both the Nabataeans and the South Arabians grew tremendously
wealthy through the transport of goods destined for lands
beyond the Arabian Peninsula.
a. Write a diary entry for a day in the life of a trader.
Unit 3 Lesson 2 12
1/17/2018 10:53:25 AM
12

Read the text and answer the question that follows.
Ask students to think about their favourite scents. Do
they know where these scents came from? Explain 4 Long-distance trade played a major role
that many of the ingredients used to make perfumes in the cultural and artistic exchanges
come from all over the world. that took place between the major
centres of ancient civilization in Europe
Ask students to read the text, checking for
and Asia. The trade routes were used
understanding.
to transfer raw materials, foodstuffs,
When they have finished reading the text, ask the and luxury goods from areas with large
students to close their eyes think of the traders who supplies to others where they were in
travelled by land or by sea. Imagine you are one of short supply. For example, China supplied West Asia and the Mediterranean world
those traders. Think of the things you might have with silk; Arabia supplied these areas with frankincense and myrrh. Goods were
seen, heard, tasted, held in your hands and the transported over long distances— either by pack animals overland or by seagoing
aromas you have smelled on your travels. When you ships—along the Silk, Spice and Incense Routes. These routes were the main routes
are ready open your eyes. We are now going to write a of contact between the various ancient empires of the Old World. The trade routes
diary entry for a day in the life of the trader you were the considered to be the communications highways of the ancient world.
just imagined.
Role play trading along one of the routes. Which route are you on? What
are you trading? What cities are you trading in?
13
13
Teacher’s Guide

Sketch the silk, spice and incense routes. Identify at least 3 cities and Read the text about trading during early civilizations
5 2 ports along the route. Mark the UAE on with the students. Divide students into pairs. Ask
map. Which routes was the UAE on? them to look at a world map and identify the places
mentioned in the text.
Divide the class into groups. Students will write the
items they are trading on pieces of paper and will
barter these with their groups.
Ask students to role play trading along one of
the routes.
Ask students Which route are they on? What are they
trading? What cities are they trading in? Remind them
of the research they did in Lesson 1 Activity 5 where
they discovered what their country traded in the past.
Key Skills (Heart, Head, Hands)

• Curiosity
• Decision making
• Empathy
Use the quizzes created by the class to assess their
learning and understanding and pick two of the quizzes
to use as a whole class assessment.
Unit 3 Lesson 2 14
1/17/2018 10:53:25 AM
Give students blank maps. Working with their partner tell them to sketch the Silk,
Spice and Incense routes. Students should identify at least 3 cities and 2 ports along
the route.
Suggested Answers
Tell students to mark UAE on map. Which routes was the UAE on?
Silk route: Cities, Constantinople (now Istanbul), Xi’an (China), Karakorum (Mongolia)
Ports: Alexandria (Egypt), Chennai (India).
Spice route: Cities, Constantinople (now Istanbul), Venice (Italy), Calcutta (India) Ports:
Alexandria (Egypt), Malacca (Malaysia).
Incense route: Cities, Mecca (Saudi Arabia), Medina (Saudi Arabia), Petra (Jordon)
Ports: Aden (Yemen), Goa (India).
The UAE was located on the silk route.
14
Unit 3 Trade, Travel and Communication’s

Lesson Objectives
In this lesson students will explore the role that Lesson 3
The Lives along

camels played in trade in the Arabian Peninsula. The
students will understand the adaptations that camels
have made in order to fulfill this role.
Required Materials
• Picture of domesticated camel the Roads and
Commercial
• Sticky notes with vocabulary words underlined in
the Camel text written on them
•
Cities
A4 text message template
Learning Outcomes
• Identify where and how overland and sea-trade Learning Outcomes
routes and cities developed in the region.
• Identify where and how overland and sea-trade
• Explain about the various goods that were traded
routes and cities developed in the region.
• Talk about the various goods that were traded along
along these routes.
• Describe ways in which the trade routes were these routes.
important beyond the movement of goods. • Describe ways in which the trade routes were
• Explain, at a simple level, the benefits and important beyond the movement of goods.
potential problems of interconnectivity between • Explain, at a simple level, the benefits and
different peoples. potential problems of interconnectivity between
different peoples.
15
15
Teacher’s Guide
Any animal of which the

Vocabulary female feeds her young on
Mammal milk from her own body.
Mammal Convoy Most mammals give birth to
live young, not eggs.
Economy
A group of vehicles or ships
Convoy that travel together for
protection.
Line up behind your team’s section on the board. Encourage your Pertaining to the
1 teammates and help them where needed. Economy production, distribution, and
use of income, wealth, and
commodities.
Unit 3 Lesson 3 16
1/17/2018 10:53:31 AM

Divide the class into 4 teams. Divide the whiteboard into 4 equal sections. Each team
must line up in a row in front of their section. Instruct the students that you are going
to show them a picture and each student must take a turn to write a word related/
associated to the object in the picture. They must write their words on a sticky note. If
a word has already been used by a team member it cannot be used again.
The race will last 3 minutes and the team with the most words wins.
Display the picture of a domesticated camel. Allow 3 minutes to pass. Ask the students
to post their words on the board before returning to their seats.
Count the words each team brainstormed and declare one team a winner.
Suggested Answers
Hump, caravan, desert, nomad, oasis, livestock, wadi, load, hooves, saddle.
16

Return the students’ attention to the board that still
contains their words associated with camels. Tell them
they are going to read a text called ‘Camels’. 2 Read the text below and complete the activity.
Allow the students to read the text silently before There are two types of camels� dromedary camels, which
reading it as a whole class. Ask them to answer the have one hump, and Bactrian camels, which have two
questions in the Student Book. humps. The two types of camel are found in different parts
Suggested Answers of the world. The dromedary camel, also called the Arabian
camel, can be found in North Africa and the Middle East. The
a. They can carry large loads, and they can travel Bactrian camel lives in Central Asia.
great distances. Camels’ humps consist of stored fat, which they can use
b. They store fat in their humps which can be used

when food and water is scarce. And they have
many methods of protection in snowstorms such
as an extra eyelid, more eyelashes and the ability
to shut their nostrils.
c. They can provide milk and meat and their skin
and wool can be used for shoes, clothes, bags,
and water containers.
d. Camels made it possible to carry goods over when food and water is scarce. In addition to their humps,
large distances, helping commerce to spread. camels have other ways to adapt to their environment.
They also ensured regular travel between trading They have a third, clear eyelid that protects their eyes from
sites, leading to increased interaction between blowing sand. Two rows of long lashes also protect their eyes.
people from different areas. Sand up the nose can be a problem, but not for camels. They
can shut their nostrils during sand storms. Humans have
For advanced students used camels as a means of transport for thousands of years.
Working in pairs, ask them to think of a heading name They can carry about 375 to 600 lbs. (170 to 270 kilograms)
for each of the three paragraphs in the text.
17
Suggested Answers
Camel Types, Camel Adaptations, The Role of the

Camel in Trade
For beginners
Ask the students to imagine they were a merchant
using camels to transport silk and gems along a trade
route. They reach a part of the road and see wild
camels roaming freely. How do they feel?
Suggested Answers
Seeing the other camels might make the merchants
feel sad, because they know their camel isn’t free.
However, they might also feel that they need to
treat their own camel well because it does such an
important job.
17
Teacher’s Guide
on their backs. Domestic camels are often the main source

of meat, milk and even leather or wool products. Camels
played a huge role in trade in the Arabian Peninsula. They
were used particularly in the North which was a meeting
point for Arab traders and foreigners. The convoys travelled
across the Arabian Peninsula with silk, soft clothes and
gems from East Asian countries. The taming of camels in the

second millennium BC helped to develop and increase the
commercial traffic on the Arabian Peninsula, it helped move
more quickly across the vast plains and valleys.
a. Why do you think that camels earned the nickname

‘ships of the desert’?
b. Why are camels so suitable to live in deserts?
c. As well as transporting goods, what else were camels
used for?
d. How would camels have helped the development of
trade and society, do you think?
Unit 3 Lesson 3 18
1/17/2018 10:53:34 AM
18

Research a famous explorer. Choose from Marco Polo, Vasco da Gama,
Read the Marco Polo quote to the students. Explain 3 Ahmad ibn Fadlan or Sulaiman Al Mahri.
that Marco Polo was an Italian trader who travelled
the world in the 1200s. Divide students into pairs.
Ask them to discuss the dangers and hardships of
life on the trade routes.Then ask them to answer the
questions in the Student Book.
Suggested Answers
a. Yes because they are confined to a boat with no
escape route if they are attacked or run out of
supplies. Marco Polo� Travels
b. Pirates, shipwrecks.
“By daylight men hear voices, and often you fancy you are listening to the strains of many
c. Noise carries in deserts so it would be easy to instruments, especially drums, and the clash of arms. For this reason bands of travelers make a
point of keeping very close together. Before they go to sleep they set up a sign pointing in the
hear them if they went astray. direction in which they have to travel, and round the necks of all their beasts they fasten little
bells, so that by listening to the sound they may prevent them from straying off the path.”
Marco Polo
a. Would the life of a sailor be more difficult than someone who

Activity 4 (10 minutes) travelled by land?
Read the text aloud to the class. b. What dangers did sailors face?
c. Why did the travellers tie bells around the necks of their animals?
When you have finished, divide the class into pairs.
Ask them to role play the following scenario. You are a
merchant in a city and a trader has come to visit.
19
19
Teacher’s Guide
Key Skills (Head, Heart, Hands)

The Silk Road was a trade route that was used by many merchants between
4 200 B.C. to 260 C.E. It became known as the Silk Road because the product that
was most traded on it is Silk from China. Actually, silk became so important to
• Communication
the economy of China that they kept the process of how to make silk a secret. • Multiple perspectives
The Silk Road started the idea of globalization. One of the advantages of the Silk
Road is that it connected the world. It created a heavily used trade route that • Teamwork
connected Central Asia, the Mediterranean, China, and Japan. This connectedness
allowed for the exchange of ideas and technologies. For example, as nomadic
traders went around the world, they became immune to many diseases. Another
advantage of the Silk Road is its economic impact on many countries. As the Silk Evaluation/Reflection
Road grew, more people started working as merchants and they started making
money.
Using the text message template assess the
Industries that supported the merchants on the silk road grew. Hotels, were information that the students could summarise from
built to house the travellers. Blacksmiths set up workshops along the routes and their lesson on camels.
merchants who sold animal feed also set up shops. This economic impact was
also felt in China. As Chinese silk became more popular among the world, more
Chinese people started working in the silk industry. In fact, the popularity of silk
started creating jobs for most Chinese. People that didn’t have jobs could now
work in the silk industry.
Role play the following scenario. You are a merchant in a city and a trader
has come to visit.
Research a famous explorer. Choose from Marco

5 Polo, Vasco da Gama, Ahmad ibn Fadlan, Ahmad ibn
Majid or Sulaiman Al Mahri.
Unit 3 Lesson 3 20
1/17/2018 10:53:35 AM
Divide class into pairs. Students will research a famous explorer. They can choose from
Marco Polo, Vasco da Gama, Ahmad ibn Fadlan or Sulaiman Al Mahri.
Then ask each pair to share one interesting fact about their explorer with the class.
.
20

Lesson Objectives
Lesson 4
In this lesson students will explore the impact trade
Commercial
had on culture.
They will reflect on the role caravanserais played on
shaping and spreading different cultures as well as
the role of caravanserais played in a trader’s life.
Required Materials
• Paper Routes as
Cultural
• Colours/paints
Learning Outcomes
•
Channels
Discuss and/or write about what life was like on
the trade routes and in the cities along them.
• Describe, at a simple level, the benefits and
potential problems of interconnectivity between
different peoples.
Learning Outcomes
• Discuss and/or write about what life was like on the
trade routes and in the cities along them.
• Describe, at a simple level, the benefits and potential
problems of interconnectivity between
different peoples.
21
21
Teacher’s Guide
Vocabulary Roadside inn where

travelers could rest and
Caravanserais Historian Caravanserais
recover from the
day’s journey. .
A person who studies
Historian historical events and writes
about them.
Work with your partner to identify things that were traded or
1 exchanged by travelers along trade routes excluding goods and
services.
a. What do you think was traded, besides silk, on the Silk Roads?
b. How did historians know that travelers and traders brought different
cultural items with them when they visited other countries?
Unit 3 Lesson 4 22
1/17/2018 10:53:40 AM

Remind the class that The Silk Road or Silk Route was an ancient network of trade
routes that connected the East and West. It stretched from the Korean Peninsula and
Japan to the Mediterranean Sea.
It was called the Silk Road because of its trade in silk among other things.
Divide the class into pairs. With their partner ask them to discuss the questions in
their book
Suggested Answers
a. No - cultural things like art, music, languages, philosophies, political ideas etc.
b. Evidence that a certain style of music or art technique associated with a particular
country only began after traders from that country had visited.
22

Read the text aloud and ask the students to
read along.
Explain to the students that a caravanserai was a 2 Read the text Be Our Guest and complete the activity
that follows.
roadside inn where travelers could rest and recover
from the day’s journey. They were common among the My name is Mansour. I am the proud owner of a bustling
trade routes covering Asia, North Africa and Southeast caravanserai. I open my guest house to weary travelling
Europe, especially along the Silk Road. merchants who are trading along the local Silk Road. I have
had guests from distant lands such as China and Rome. In the
For Beginners
comfort of my home they can eat well, rest and prepare for
Compare caravanserai to a modern guest house. What the next leg of their journey.
are the differences and similarities? There are many caravanserai in the region. A dear friend of
mine owns another caravanserai 40km north, a day’s journey
For Advanced Students from here. Many of my guests exchange goods while here.
Why do you think caravanserai were located so close It pleases me greatly to see their transactions even though I
to each other? do not understand their native tongue. Often guests spend a
couple of days here trading at the local markets. They always
Distribute paper to each student. Ask them to draw return in the evening with the camel’s load considerably
and colour a scene they imagine happening in a lighter than it had been at breakfast.
caravanserai. At night time the guests settle and share stories, songs,
ideas and different traditions. Many important friendships
When each student is finished have them display and have been formed under this very roof. I will never forget
describe their scene and allow other students to ask the trader who sang a beautiful sorrow filled song, why even
questions about the scene. the animals in the courtyard stood in silence transfixed by
him. No two days are the same here in the caravanserai but I
wouldn’t have it any other way.
23
23
Teacher’s Guide
Draw and colour a scene you imagine happening in a caravanserai.
Unit 3 Lesson 4 24
1/17/2018 10:53:42 AM
24

Imagine you are a trader travelling a trade route. What parts
Remind them that trade is the action of buying goods 3 of your culture would you like to share with someone from
or services or exchanging goods or services for a faraway land who had never experienced the UAE culture?
something else.
Explain that as well as goods and services being
traded, many other things like culture, language,
inventions etc. were also traded.
Divide the class into pairs. Tell students to imagine
that they are a trader travelling a trade route. Ask
Role play the meeting of a Chinese and Arab trader at a city along the
them to decide what parts of their culture they would
like to share with someone from a faraway land who 4 Silk Route.
had never experienced the UAE culture. (Examples of

songs, art, favourite words or phrases, a part of your
tradition that you feel is special.)
Share your ideas with your partner and discuss why
you chose them.

Divide students into pairs. Tell them to role play the
meeting of a Chinese and Arab trader at a city along
the Silk Route. Explain to them that they need to find
out as much as possible about each other’s lives,
journeys, countries, and products.
25
25
Teacher’s Guide
When you hear a statement you agree with move to the left side of
5 the room.
• Tell the students you will read a statement and
they will move according to their beliefs on the
When you hear a statement you disagree with move to the right side of
following statements:
the room.
If you are unsure go to the middle of the room. a. Trade helped the spread of ideas.
b. Transport meant countries lost their
identity.
c. Cities developed because leaders decided
where they would be built.
d. Trade route helped the spread of education.
• A ssemble the students in one side of the room
and make a clear path from the right to the left
according to the following:
Place an A4 sheet of paper with the word ‘Agree’
on it on the floor at right side of the room,
another sheet with the word ‘Disagree’ at the
left side of the room, and a third piece of paper
with the words ‘Not Sure’ in the centre.
Your instruction to the students:
When each student hears a statement he agrees with
he moves to the right side of the room. When he hears
a statement he disagrees with he moves to the left
side of the room. If he is unsure he goes to the middle
of the room.
Call on one or two students in each group to explain
Unit 3 Lesson 4 26
why the choose to stand where they did.
1/17/2018 10:53:42 AM

• Critical thinking
• Active listening
• Participation
Assess the students’ opinions on the statements and
evaluate their opinion on trade and its importance.
26

Lesson Objectives
Lesson 5
In this lesson students will identify cities and ports
in the UAE and rest of the world. They will also learn
Trade and the

about how Dubai became a successful trading port.
Required Materials
Learning Outcomes
• Describe ways in which trade routes were Openness of
the UAE to the
important beyond the movement of goods.
World
different people.
Learning Outcomes
• Describe ways in which trade routes were important
beyond the movement of goods.
different people.
27
27
Teacher’s Guide
A town or city with a

Vocabulary harbour or access to
Port
navigable water where
Port Culture ships load or unload.
The ideas, customs, and
Culture social behaviour of a
particular people or society.
Divide your page into two columns. Label the left one the UAE and the
1 right on Rest of the World.
List as many cities and ports as you can in the Rest of the World column.
Repeat for the UAE column.
Unit 3 Lesson 5 28
1/17/2018 10:53:47 AM

Give the students a sheet of paper. Ask them to divide the page into two columns. Ask
them to label the left side ‘UAE’ and the right side ‘Rest of the World’.
Tell them you are giving them 2 minutes to list as many cities, ports or large towns as
they know on the right side column labeled ‘Rest of the World’. They may use a map.
Suggested Answers
Cities may include Cairo, New York, Beijing, Ankara, Muscat, Baghdad, Tehran,
Damascus, Doha etc. Ports may include Venice, Kusadasi, Dubrovnik, Hong Kong,
Singapore, Marseille etc.
Tell them you are giving them 2 minutes to list as many cities, ports or large towns as
they know on the left side column labeled ‘UAE’. Again they may use a map.
Suggested Answers
Cities may include Abu Dhabi, Dubai, Sharjah, Al Ain, Ajman, Fujairah, Umm al-Quwain,
Ras al-Khaimah etc.
Ports may include Jebel Ali, Mina Rashid, Mina Zayed, Mina Khalid, Khor Fakkan.
28

Read the text to the students checking for
understanding. Ask students to complete the
questions in the student book. Allow for some 2 Read the text below then answer the questions that
time at the end of the activity to discuss the follow.
students’ responses.
Dubai was traditionally a center for fishing and pearl diving.
Suggested Answers After the Great Depression which was a worldwide economic
a. The Great Depression and the development depression that lasted 10 years, along with the development
of cultured pearls, Dubai’s growth stagnated until the
of cultured pearls. The Great Depression
discovery of oil in 1966.
reduced the demand for luxury goods and Oil revenue from 1969 onwards helped Dubai’s economy
the development of cultured pearls reduced grow. However, administrators were quick to realize that
their value. their oil reserves were limited compared to other Middle
Eastern countries. The future of declining oil production
b. These allowed Dubai to diversify its economy and
prompted them to use oil money to develop Dubai’s
not rely solely on oil. infrastructure of roads, ports, business centers, educational
c. Both are trading centers and both rely on trade institutes and medical facilities. Their foresight freed Dubai
with larger neighbours – China in the case of from oil revenue dependence and made it into a major
trading center. In some ways, Dubai is similar to Hong Kong.
Hong Kong and Iran in the case of Dubai.
Both are famed for duty-free trade in countless consumer
goods, from electronics and house wares, to jewelry and
textiles. Most importantly, each outpost offers access to
enormous surrounding markets – Hong Kong to China and
Dubai to Iran. Like Hong Kong, Dubai is a gateway.
29
29
Teacher’s Guide
a. What would you be worried about if you were a pearl diver in

1929? Why?
b. Why was it a good idea to invest oil revenue in infrastructure,
ports, and education?
c. In what ways is Dubai similar to Hong Kong?
Unit 3 Lesson 5 30
1/17/2018 10:53:50 AM
30

New inventions, artistic styles, languages, and social customs, as
Remind students that trade is the action of buying 3 well as goods and raw materials, were transmitted by people moving
goods or services or exchanging goods or services for from one place to another to conduct business. For example, the
something else. Chinese inventions of paper making, printing, gunpowder, and the
compass came to be known through contacts made along the Silk
Explain that as well as goods and services being Road. Although sometimes these contacts could involve conflict and
traded, many other things like culture, language, conquest, overall trade enriched the world’s distinct cultures.
inventions etc were also ‘traded’.
Ask students to read the text, checking for
understanding. “May our land remain prosperous forever more,
While people live happiest embraced in its core.”
Extract from the ‘Happiest Nation’ written by Sheikh Mohammed Bin Rashid Al Maktoum
Ask students to research how different cultures may
have impacted the silk industry.
Suggested Answers
Designs and motifs were influenced by different
cultures, techniques for weaving and embroidering it
changed.
31
31
Teacher’s Guide

Present the research of your explorer to your
4 group. Reintroduce the KWL chart made in Activity 4,
Lesson 1.
Ask the students to make suggestions about what we
should put in the L (learned) section.
Suggested Answers
(Information on what trade is, new information on
camels, land and sea trade routes, how cities and
ports developed because of trade and the exchange of
culture through the traders.)
5 Write about what you have learned in this unit on trade, and travels
influence on culture.
Watch a movie about a camel or take the students
to visit a camel farm. See how the camel still helps
transporting goods.
http://www.emarattv.ae/vod/lp00026049-16025/%D8
%B3%D9%88%D8%A7%D9%84%D9%81-%D8%A7%
D9%84%D8%A3%D9%88%D9%84%D9%8A%D9%8
A%D9%86
What I What I What

Know Want to I Have
Know Learned Key Skills (Head, Heart, Hands)
• Imagination
• Multiple perspectives
• Creativity
Unit 3 Lesson 5 32
Reflect on the answers in the whole class KWL chart.
1/17/2018 10:53:52 AM
In Lesson 3, students researched one of the following famous explorers: Marco Polo,
Vasco da Gama, Ahmad ibn Fadlan and Sulaiman Al Mahri. Divide class into groups of
four. Ensure that no two students in the group have researched the same explorer. Ask
students to present their findings to the group.
32
Theme Character and

Morality
Theme: Character and Morality
Unit 4:
Peace and
(CM8) Peace and Responsibility
Responsibility
Lesson 1 Conflict Resolution

Lesson 2 Peer Mediators I
Unit Objectives
Lesson 3 Peer Mediators II
This unit teaches students to be efficient in their Lesson 4 Act Responsibly
relationships at home, school and in the community Lesson 5 Social Responsibility in Practice
by keeping peace (conflict resolution) and taking
responsibility. One of the key concepts covered in this
unit is peace, particularly: treating others amicably
and without tension, having positive ideas people,
being in harmony with others, and ending conflict
and aggression. It also covers how to be a responsible
person, encompassing how to be trustworthy and
dependable. How do we work toward peace for ourselves, our community and
our world?
Unit Description
33
The concepts underpinning this unit are taught MEd_SB_G04_U04_EN.indb All Pages
over five lessons and are designed to answer the

central question. Central Question
Each unit has a Central Question, around which all the lessons of the unit are
structured. Throughout the unit, students explore the concept of the Central Question.
33
Teacher’s Guide
this unit.
What role do communication and compromise

play in resolving conflict?
How can you anticipate and prevent conflict?
How can you act in a socially responsible way, respecting both

yourself and your property?
Unit 4 34
1/17/2018 10:54:54 AM
Learning Outcomes
1. Show a greater understanding of how to solve conflicts at home and at school.
2. Explain how communication is the key to conflict resolution.
3. Demonstrate, independently, how to achieve a compromise.
4. Identify signs of an impending conflict, and take measures to pre-empt it.
5. Recognize the consequences of actions.
6. Describe how to show social responsibility.
7. Take care of themselves and their property.
34
Unit 4 Peace and

Responsibility
Lesson Objectives
Lesson 1
In this lesson, students will learn about conflict
resolution at home and at school. In particular,
they will learn about the important role played by
communication when it comes to conflict resolution.
Conflict
Required Materials
• Speaking object for circle time – a small item such
as a painted rock, shell or stuffed animal.
Resolution
Learning Outcomes
• Show greater understanding of how to solve
conflicts at home and at school.
• Understand and explain that communication is
the key to conflict resolution.
Learning Outcomes
• Show greater understanding of how to solve conflicts
at home and at school.
• Explain how communication is the key to
conflict resolution.
35
35
Teacher’s Guide
Peace Calm and quiet state where

Vocabulary there is no conflict.
Peace Conflict
Disagreement resulting in
Communication Resolution Conflict struggle or argument.
Act or process of sharing or

Communication passing ideas, thought or
What is peace? feelings to another person.
1 Think about peace. What does it mean to you? What does it mean to your
community and to the wider world? How can we participate in creating peace? The solution or answer to a
Share your thoughts with the class. Resolution problem or conflict.
Suggested answers
• To me, peace means quiet and calm, with no
noise, war or disruption.
Dove of peace
• To my community/to the wider world, peace
means everyone living together happily and in
harmony, without problems or conflict.
• We can participate in creating peace by focusing
on the things that unite us, not the things that
divide us.
Then have a general discussion about peace. Draw
Unit 4 Lesson 1 36
students attention to the image. Ask them who knows
1/17/2018 10:54:57 AM why the dove is a symbol of peace. If they don’t know,
explain that long ago some people were lost in the
Activity 1 (10 minutes) sea. When they saw the dove with the olive branch,
Arrange students in a circle. Remind them about the rules of circle time: they knew that they were close to land and that they
were safe. Use the questions below as guidance.
• Every person will have a chance to speak.
For Beginners
• Others will listen and not judge.
• What does peace look like?
• If you do not want to speak you can ‘pass’.
• What does peace sound like?
Use a ‘speaking object’ to pass around. The s any object you deem fit
• Can you give examples of peace at home? At
Allow each student to answer the first question. school? In our communities? In our world? Within
You can begin by modelling an answer. “ To me, peace means …” ourselves?
• What is the opposite of peace?
• Would you like more peace?
• How do we create peace?
For Advanced students
• Does the world need more peace?
36

Read the text Resolving Domestic Conflict aloud. Then
discuss the questions that follow.
Suggested Answers 2 Read the story Resolving Domestic Conflict. Then answer
the questions that follow.
a. Different family members wanted to watch
different things on TV, but there is only one TV. Watching TV in my house is difficult. We just have one screen
in the house and everyone has different tastes. My mum likes
b. It was resolved through communication.
to watch dramas and her favourite program is Samarkand. For
Everyone talked about the problem and agreed me it’s so boring – it seems to go on for ages. My dad likes
on a solution. comedies. He’s always laughing at programs like Tawaree.
c. Another solution would have been to take turns I just don’t see what’s so funny. My sister loves travel and
fashion programs; her favourite is Duroob. She likes to
according to times. Usually, kids programs are
imagine travelling to lots of exotic destinations and buying
early in the evening when kids are awake. expensive clothes. I like kids shows. My favourite channel is
• Conflict resolution starts with communication, Majid TV, but no-one else in the house likes it.
so that’s definitely important. After that, there’s
You can probably guess how many arguments we used to
need for understanding and compromise.
have� One day, my father said, “we need to talk about this
and come to an agreement”. And we did� So Monday is my
mother’s night. She gets to watch her favourite dramas then.
On Tuesday my sister gets to watch her travel programmes
and on Wednesday my father spends all evening watching
comedy shows. On Thursday I get to watch cartoons. On all
the other days we try to find something that everyone likes.
It’s difficult, but mostly we succeed.
37
37
Teacher’s Guide
Our TV room
a. What was the conflict in the story?

b. How was it resolved?
c. Think of another solution to this conflict.
Think!
What’s the most important things to do when trying to resolve a conflict?
Unit 4 Lesson 1 38
1/17/2018 10:55:00 AM
38

What is conflict? Discuss the statements below with your partner.
Arrange class into pairs. Read the introduction and 3 Decide whether each one is true or false.
True False
statements aloud. Instruct students to discuss the
statements with their partner and decide if each is 1. There are at least two sides to every conflict.
true or false. 2. Conflict can be eliminated completely.
Suggested Answers
3. It is not possible for everyone to win in a conflict.
Answers may vary as students have different opinions
and experiences in this matter. 4. Conflict can be constructive as well as destructive.
Accept and discuss all replies till you have more than
5. It is possible to learn how to handle conflict well.
half the class agree to the answer.
6. Conflict is a normal part of life.

Divide the class into pairs. and discuss between them.
Look at an image of conflict. With your partner, discuss
Then let them figure out what is happening in the
picture. Encourage students to think deeply and
4 these questions:
• Where is conflict happening in the picture?

imagine scenarios. • Who is involved?
After they reply to the questions, ask them to find the • What do you think is the source or cause of the conflict?
solution to this conflict in three different ways. Make • How do you think the people involved feel?
sure they pass through the step of communication • How are they expressing those feelings?
between the kids in the picture.
Now resolve this conflict to have three different results:
a. Both sides lose
b. One side wins, the other loses
c. Both sides win.
39
39
Teacher’s Guide

Read the introduction and statements aloud. Give
students a moment to reflect. Then ask them to
choose a statement and write about it on a paper.
Collect and read students’ responses in order to
assess learning and to adapt subsequent lessons
if necessary.
Conflict Key Skills (Head, Heart, Hands)

• Communication
• Multiple Perspectives
Read the statements below. Choose one and use the five lines below to
• Dealing with complexity
5 write your answer.
• Peace is possible. Differentiated Learning

• Communication is the key to conflict resolution.
•
•
There does not have to be a loser when a conflict is resolved.
I can learn how to resolve conflicts.
• Use multiple question levels to ensure that
students of differing abilities can be challenged
at a level that is appropriate to them.
• Allow for ‘think time’ after questions or concepts
are posed to allow all students time to process.
• When pairing or grouping students ensure that
students who need more support or guidance are
working with a capable child.
• Encourage students who are capable to reflect on
Unit 4 Lesson 1
the more challenging questions in their writing.
40
1/17/2018 10:55:01 AM
• Share learning outcome with students before
lesson begins.
• Effective questioning
• Peer assessment – through group work
40
Unit 4 Peace and

Responsibility
Lesson Objectives
Lesson 2
In this lesson, students will learn about the
importance of communication and compromise in
resolving conflict. They will also learn how to identify
Peer
the likelihood of conflict occurring, and how to make
and act upon the correct decisions to address the
situation.
Mediators I
Required Materials
• Character cards and role cards for Activity 2
• Display posters for 5 styles of conflict
Learning Outcomes
• Show greater understanding of how to solve
conflicts at home and at school. Learning Outcomes
• Explain how communication is the key to conflict • Show greater understanding of how to solve conflicts
resolution.
• Demonstrate, independently, how to achieve a • Explain how communication is the key to
compromise. conflict resolution.
• Identify signs of an impending conflict, and take • Demonstrate, independently, how to achieve a
measures to pre-empt it. compromise.
• Identify signs of an impending conflict, and take
measures to pre-empt it.
41
41
Teacher’s Guide
A way of resolving a dispute

in which person accepts less
Vocabulary
Compromise than what they wanted at
the beginning in order to
reach agreement.
Compromise
Something given up or
Concession
Concession accepted in order to end a
Active listening conflict or disagreement.
Completely concentrating
Active listening on what someone is saying
to you.
How can we respond to conflict?
1 Share your thoughts with the class.
a. What is conflict?
b. How do people feel during conflict?
c. How do people act during conflict?
d. What is the key to resolving conflict?
Although building is more difficult than destroying, peace more difficult than war and convincing
more difficult than imposing, these three ways are more enduring.
Sheikh Mohammed Bin Rashid Al Maktoum
d. Communication between those involved in the
conflict is the key. Then the cause of the conflict
can be identified and corrected and, if necessary,
apologies can be offered.
Unit 4 Lesson 2 42
1/17/2018 10:55:04 AM

Arrange students in a circle. Remind them about the rules of circle time:
• Every person will have a chance to speak.
• Others will listen and not judge.
• If you do not want to speak you can ‘pass’.
Use a ‘speaking object’ to pass around. Start asking the students the a, b, c, and d
questions in the book. Allow one student to answer one question. Then ask the big
question ‘How can we respond to conflict?’, allowing each student to answer it.
Explain that they can share possible feelings and actions that people undertake when
in conflict – they do not have to share their personal reactions to conflict.
Suggested Answer
a. Conflict is when there is an ongoing disagreement or argument between people.
b. People might feel angry, confused, worried, helpless.
c. People might act angrily and blame others, or they might try to find the reasons
for the conflict and try to resolve the problem.
42

Read the text about Conflict Resolution Styles aloud
then ask the questions in the student book.
2 Read the text about Conflict Resolution Styles, then
answer the questions that follow.
Suggested Answers
There are many different ways of dealing with conflict.
a. The shark style is perhaps the least helpful. Turtles, for example, avoid conflict. They hide in their shells
Confronting and enforcing is unlikely to produce avoiding the situation or postponing a decision. Bears
a solution that everyone is happy with, so it’s accommodate difference. Relationships matter so much to
unlikely to lead to peace. them that they sometimes forget about their own needs to
allow others to win. Sharks are competitive. They confront
b. The owl style is probably the most helpful and enforce. They often win at the expense of others. Foxes
because it works towards a fair outcome, which compromise. They give and take to find a middle of the road
will probably be a lasting outcome. Note to the solution. Owls collaborate with others to try to achieve
students that the owl is always described as the fair outcomes. We can understand these styles better with
logical animal. a concrete example. Imagine you’re playing tennis. Your
opponent hits the ball close to the line. You think it’s out.
c. A lot of people compromise when faced with Your opponent thinks it’s in. If you’re a turtle or a teddy bear,
conflict, which is the fox style. So perhaps the fox you’ll agree with your opponent. If you’re a shark, you’ll try to
style is the most common one. intimidate your opponent until he agrees with you. If you’re a
fox, you’ll ask your opponent to replay the point. But if you’re
Discuss the Think feature. Allow students to share an owl, you’ll try to get to the root of the problem. You might
their examples in the class. Correct them whenever ask any onlookers if they saw where the ball landed. If all the
you think they are giving the wrong examples. people you ask say the ball was in, you’ll give the point to
your opponent.
43
43
Teacher’s Guide
a. Which style do you think is the least helpful?

b. Which style is the most helpful?
c. Which style is most common?
THINK
Can you think of anyone you know who is definitely one of these styles?
Unit 4 Lesson 2 44
1/17/2018 10:55:06 AM
44

Now let’s practice active listening through a short role play. You will
Explain to students that they will be doing an active 3 either be a character in a conflict or an independent listener.
listening activity.
• Put students into groups of three. Your teacher will explain the details of the conflict.
• Give each group an envelope containing three

Roles and Duties
pieces of paper outlining roles - two roles are
characters involved in a conflict and the third role
is an observer. Create your own situations to suit Your job is to explain your side of
Characters the story, explain how you feel and
the needs of your students – between friends, say what you would like to happen.
family members, parent and child, teacher and
student etc.
Your job is to listen to each
• Each student has a few minutes to think about Independent character without judgement. Pay
listeners attention to the facts, their feelings
what they will say before starting. and what they want.
• Each character will then have 1-2 minutes

(depending on time) to explain their side of the Listening is an art that requires attention over talent, spirit over ego and others over self.
story. Use a timer for this and give a signal when Dean Jackson
the time is up. The other two students listen

without interrupting or responding. Did you know?
• The independent listener then has time to There is an International Day of Listening that happens in late September.
summarise what the first character said by

stating the facts and then the feelings. The
independent listener says something like, “This is
what happened _____. You feel _____ about it. You
want ______ to happen next.”
• Then it’s the second character’s turn to speak.
Use a timer again and signal when the time is
finished. 45
• The independent listener again will summarise MEd_SB_G04_U04_EN.indb 45-46
the character’s point of view.

When the task has been completed, open up a debrief
• What type of conflict style (out of the 5 we looked at earlier) did your
character have?
of the activity using the following questions as
guidance: • How do you think the skill of active listening will help you during a conflict?
For Beginners Teacher’s Explanation
• Was it difficult to listen without interrupting? Often people who are in a conflict get stuck on debating details of what happened
instead of moving on to how they feel about the situation and what they would like
• Was it difficult for the independent listener to
to happen.
remember all the things that had been said?
This activity encourages students to listen closely, identify and to pay attention to the
• Did the independent listener do a good job of
details of what happened, how they feel about it and what they want.
summarising?
The aim of this activity is to show students that, in order to resolve conflict, they need
• Did the wants of the characters differ?
to: 1) identify their own feelings and wants, and 2) listen to the feelings and wants of
• What kind of feelings did the characters have the other person.
about the conflict?
The independent listener acts as a neutral person in the conflict. It is often easier for
For Advanced Students a neutral person to see the situation with greater clarity when their own emotions
• Why do you think having an independent listener and wants are not involved. This can often be the case in life where we ask a friend or
mediator to help us resolve conflicts. We will be learning more about this role in the
can be helpful?
following lesson.
45
Teacher’s Guide
Activity 5 (5 minutes) optional

4 What is a compromise? How does
it happen? See if you can come up
Read the introduction and the statements aloud. Then
ask students to choose one and write about it.
with a compromise to settle the
conflict from the previous activity. Give students time to reflect and write their thoughts
about the statements. You can add more statements
a. Have you ever had to make a
compromise? for your students to choose from taking their needs
b. What happens if you can’t reach and the local situation into account.
a compromise?
c. What is a concession? If there’s time, ask some students to voluntarily read
d. What concessions have you had to make in the past? their piece to the class.
e. What happens if you do not make a concession?
Collect and read your students’ responses in order to
assess learning and to adapt subsequent lessons if
necessary.
5 Choose one of these statements. Then use the five lines below to write
your answer.
• Managing oneself
a. In a conflict, listening is as important as clearly explaining your side.
b. Compromises allow both sides to win, but there is something that must • Active listening
be given up.
c. “When I am involved in a conflict, I usually behave like a [insert • Decision making
conflict style].”
Differentiated Learning
Unit 4 Lesson 2
are posed to allow students time to process.
46
1/17/2018 10:55:07 AM
• When pairing or grouping students, ensure that
those who need more support or guidance are
Activity 4 (15 minutes) working with a more capable student.
Read the introduction. Return to the question, ‘What is a compromise?’, and ask • Encourage students who are capable to reflect on
students for suggestions. the more challenging questions in their writing.
Then share this definition with them and ask them to write it down in their note books:
“Compromise is an agreement or settlement of a dispute that is reached by each side Evaluation/Reflection
making concessions.” Share learning outcome with students before
Direct students to remain in the same groups from previous activity. Ask them to lesson begins.
think of a compromise that the characters in their role plays could come to in order Effective questioning
to resolve the conflict. Ask them to determine the concession that each character
would make. Peer assessment – through group work.
46
Unit 4 Peace and

Responsibility
Lesson Objectives
Lesson 3
In this lesson, students will learn more about resolving
conflicts through communication and compromise. In
particular, they will take an in-depth look at how to tell
when a conflict is likely and how to act in a way that
Peer
resolves the problem.
Required Materials
•
Mediators II
Large sheets
• Markers
Learning Outcomes
• Show greater understanding of how to solve conflicts
• Explain how communication is the key to conflict
resolution.
• Demonstrate, independently, how to achieve a
compromise.
• Identify signs of an impending conflict, and take
measures to pre-empt it.
47
Learning Outcomes
• Show greater understanding of how to solve conflicts at home and at school.
• Explain how communication is the key to conflict resolution.
• Demonstrate, independently, how to achieve a compromise.
• Identify signs of an impending conflict, and take measures to pre-empt it.
47
Teacher’s Guide
The process in which two

Vocabulary or more people or groups
Conflict resolution reach an agreement or
Conflict resolution Perform resolve a conflict between
them.
Review Responsibility
To do something that
Perform usually requires some skill
or knowledge.
Have you ever heard of Mahatma Ghandi? Read the short text about An inspection or
1 Mahatma Ghandi: A Promoter of Peace then participate in the
class discussion.
Review consideration of something
so as to give an opinion.
Mahatma Ghandi, born on October 2, 1869, is one of the most well-known
promoters of peace in history. He was the leader of the Indian Independence A task or a duty that a
movement against British Rule. He convinced Indians to fight for their rights in a Responsibility person is meant or required
unique way� non-violence. India and the rest of the world remember him fondly as to do.
Gandhiji or Mahatma Gandhi. Mahatma means 'great-souled'.
a. What are some signs that conflict may happen?

b. How can we prevent conflict from occurring?
DATE
Ghandi’s birthday is celebrated annually as International Day of Non-Violence.
Unit 4 Lesson 3 48
1/17/2018 10:55:10 AM
Read the introduction aloud. Ask if anyone has ever heard about Ghandi. If so, ask what
they know about him.
Then read the text aloud.
Next, discuss the questions in the Student Book.
Suggested Answers
a. One sign that a conflict may happen is raised voices / anger / tears / doors
slamming.
b. One way to prevent conflict from occurring is to clearly express how you
feel / apologise if you have made a mistake or done something wrong / take time
to understand the other person’s perspective.
Write the answers on a large piece of paper to display in the classroom. Divide the
page into two sections headed ‘Signs of Conflict’ and ‘Ways to Prevent Conflict’.
48

Ask students to read the story then answer
the questions.
Suggested Answers 2 Read the story about Resolving a Classroom Conflict then
answer the questions that follow.
a. At first, Raja responded with anger, insulting
Brian. It did not work because Brian continued to Brian hated English class so he always tried to disrupt the
behave badly - and Raja became even teacher’s lessons. Raja sat beside Brian. He loved English.
more distracted. Brian’s bad behavior made him very angry. He would insult
Brian, telling him that he was lazy and stupid. He would get
b. Raja and his classmates resolved the conflict so angry that he would lose track of what was happening
by getting together and talking to Brian. They in class himself. But Brian just laughed. Eventually he just
explained the problem he was causing, and stopped talking to Brian, but Brian was so loud that Raja
listened to his explanation. couldn’t concentrate on the class. One day, Raja noticed
that some other students were getting tired of Brian’s antics
c. Yes, I think so. Everyone understands one another too. One day after class Raja got together with some of the
now, and Brian has addressed his problem in a others. They all agreed something needed to be done. The
constructive rather than destructive way. next day they confronted Brian as a group. This time he
listened. After a while he admitted that the reason he acted
Suggested Answers like he did was because his English was poor and he felt lost
I would have approached Brian and calmly spoken to in class. After the confrontation he decided to take extra
him, and explained that his behaviour was upsetting English lessons.
me and preventing me from learning. And I would In a few weeks, he was speaking English better than Raja.
have listened to what he had to say.
49
49
Teacher’s Guide
Raja and Brian in class
a. How did Raja respond at first to the conflict? Was it successful?

b. How did Raja and his classmates ultimately resolve the conflict?
c. Do you think the resolution will last?
THINK!
How would you deal with this problem if you encountered it?
Unit 4 Lesson 3 50
1/17/2018 10:55:13 AM
50

Using the knowledge you have learned about conflict resolving styles,
Explain to students that they are going to create a play 3 compromise and concessions, write a short drama with your group.
about conflict. Read the introduction aloud.
Arrange the class into groups of around five students Be creative, tell a story and, most of all, have fun!
each. Tell them they will have 15 minutes in total to
plan and write their play. It should take around two Use this checklist to guide you:
minutes to perform. • The drama can be set at home or school.
• Try to have each character displaying a different style of conflict
While the students are doing group work, go around resolution.
and ask them to explain something about their story • Try to make it so that the signs of conflict can be seen and a conflict
and characters. Offer help where needed. arises.
• Be sure that the characters reach a compromise and resolve the
conflict in the end.

Read the introduction aloud. Explain that each group
will get a chance to perform the play they prepared in It’s time to perform! Perform your play for your classmates and receive
activity 3. 4 feedback, and watch your classmates’ plays and give feedback.
After each performance, ask the audience for its

views. Specifically, the audience should review each
play on the basis of how well it met the checklist
requirements.
Questions to ask
• Was the drama set at home or school?
• Did each character display a different style of
conflict resolution? Our Performance
• Were there signs that a conflict will arise?

• Did the characters reach a compromise and 51
resolve the conflict in the end?

51
Teacher’s Guide
Choose one of these questions and use the five lines below to write your
5 answer. • Problem Solving
a. What steps will you take next time you are involved in a conflict? • Resilience
b. Did you enjoy the plays today and why?
c. Do you think each person has a responsibility to learn and practice • Collaboration
conflict resolution?
Differentiated Learning
are posed to allow all students time to process.
• When pairing or grouping students ensure that
those who need more support or guidance are
working with a capable student.
• Encourage students who are capable to reflect on
the more challenging questions in their writing.
Share learning outcomes with students before lesson
begins.
Effective questioning.
Peer assessment – through group work and feedback
from performances.
Unit 4 Lesson 3 52
1/17/2018 10:55:14 AM
Read the introduction and the questions aloud. Then ask students to choose one and
write an answer to it.
Give students time to reflect and write their thoughts about the questions. You can
add more questions for your students to choose from taking their needs and the local
situation into account.
If there’s time, ask some students to voluntarily read their answer to the class.
Collect and read your students’ answers in order to assess learning and to adapt
subsequent lessons if necessary.
52
Unit 4 Peace and

Responsibility
Lesson Objectives
Lesson 4
In this lesson, students will learn how to act
responsibly. Specifically, they will be shown how
to recognise the effects and consequences of their
actions. They will also learn about showing social
responsibility.
Act
Required Materials
• Large sheets
• Markers
•
Responsibly
Paper
• Paint
• Crayons
• Colouring pencils
• Scissors
• Glue
• Coloured paper
• Collage materials
Learning Outcomes
Learning Outcomes • Recognize the consequences of actions.
• Recognize the consequences of their actions • Describe how to show social responsibility.
• Describe how they show social responsibility
53

Arrange students in a circle.
Use a ‘speaking object’ to pass around. Allow each student to answer the question, in
their books. ‘What does being responsible mean?’
Explain that they can share possible feelings, actions or traits.
Suggested Answers
Being responsible means... completing your tasks / keeping your promises / being
dependable / accepting consequences of actions / accepting blame for mistakes /
being honest / being trustworthy / being truthful / being punctual / being diligent
Then ask students to work in pairs to Think/Pair/Share and come up with at least five
character traits of a responsible person. As students are feeding back to the class,
instruct to write the ones they think are most valuable into their Student Books.
53
Teacher’s Guide
Vocabulary
Able to be trusted to do
Responsible the correct thing or the
expected thing.
Responsible Irresponsible
Consequence Irresponsible Not responsible.
Consequence Something that happens as

What does being responsible mean? Share your opinion with your a result of something else.
1 classmates.
Then work with your partner to create a list entitled ‘Characteristics of

a responsible person’� Fill in the most valuable characteristics into the
following table�
Characteristics of a responsible person
1 If there is time remaining, initiate a discussion about

responsibilities. Ask questions such as:
2 • What is a responsibility?
• Do you have responsibilities?
3
• Is everyone considered a responsible person?
4 • In what ways might a person be irresponsible?
Unit 4 Lesson 4 54
1/17/2018 10:55:16 AM
Characteristics of a responsible person
1 completes tasks
2 keeps promises
3 dependable
4 accepts consequences of actions
5 accepts blame for mistakes
6 honest
7 trustworthy
8 truthful
9 punctual
10 diligent
54

Ask students to read the text Afif’s Responsibilities. 2 Read the story Afif’s Responsibilities and answer the
Then ask the questions in the Student Book. questions that follow.
Suggested Answers Being responsible includes learning how to take care of
a. Yes, Afif behaved irresponsibly. He promised his yourself and others, as well as managing personal belongings,
mother that he would look after her plants, but a school life, a home, and eventually a job. A responsible
person can be counted on to do what they’ve promised to do,
he did not keep his promise.
whether at home, at school or at work.
b. It’s hard to say, but probably not. Even though his
mother kept reminding him to water the plants, Adults are responsible for their children. They provide them
he still forgot. It does not look like he recognised with proper education, they make them healthy food, and
it was his responsibility or that there would be they make sure that they have clean clothes and go to bed at
the right time. Responsible adults fulfill their duties and their
consequences. children live happy, healthy lives.
c. He behaved that way because he was constantly
getting distracted by his videogames - and Kids have responsibilities too. They have to work hard in
perhaps because he was a little bit lazy. school, and often they have to do chores at home.
Suggested Answers Afif’s chore was to water his mother’s indoor plants. For
the first month he did this twice a week, but then began to
• I think Afif’s mother was probably very angry. forget to do it. He used to always tell his mother “I’ll do it
Firstly, she was probably angry because her later,” and then go back to playing videogames.
plants died. Secondly, she was probably angry
because Afif behaved so irresponsibly. In a few months, his mother’s plants had withered and died.
She was very angry and didn’t let Afif play videogames for
a month�
55
55
Teacher’s Guide
Question Answer/Justify
Did Afif behave

irresponsibly?
Did he expect the

consequences of
his actions?
Why did he behave

the way he did?
THINK!
How do you think Afif’s mother felt when she saw that her plants had all died?
Unit 4 Lesson 4 56
1/17/2018 10:55:20 AM
56

We all have responsibilities in our lives. We have responsibilities
Read the introduction aloud. 3 to ourselves and other people. Take a moment to think about your
Restate to the class that we all have certain responsibilities. Then use your creativity to illustrate them on a poster.
Follow the steps below to create your ‘responsibility portrait’.
responsibilities. Ask them what these might be? And
where they might happen?
• Draw an outline of your body or your head and shoulders in the
Then tell them that they are going to use their Step 1 centre of the page. Inside this outline write your responsibilities
to yourself.
creativity to do a ‘responsibilities portrait.’
• Draw another outline around this. Within this space you will draw,
Step 2 write your responsibilities to your family.
Give students a large piece of paper – A3 or bigger to
complete the task. Then instruct them to follow and • Draw another outline around this. Within it, write your
complete the steps listed in the Student Book. Step 3 responsibilities to your friends.
Display these portraits proudly in the classroom. • Draw another outline around this. Within this space you will draw,
Step 4 write and illustrate your responsibilities to your school community.
Allow students to share a bit about the activity and
their poster. • Draw another outline around this. Within it, write your
Step 5 responsibilities to your community and world.
Step 6 • Fill in each of these five areas using pictures or words.
57
57
Teacher’s Guide
Look at the two pictures below. With your group talk about the
4 consequences of assuming or not assuming responsibilities. Think about
Read the introduction and the questions aloud. Then
ask students to choose one and write an answer to it.
consequences for yourself, your family and friends, your community.
Give students time to reflect and write their thoughts
about the questions. You can add more questions for
your students to choose from taking their needs and
the local situation into account.
If there’s time, ask some students to voluntarily read
their answer to the class.
Collect and read your students’ answers in order to
assess learning and to adapt subsequent lessons
if necessary.

Choose one of these questions and use the five lines below to write your • Imagination
5 answer.
• Care
a. What are some of the responsibilities in your life that you enjoy?
b. What are some of the responsibilities in your life that you find difficult
• Working independently
to fulfil?
c. What are some of the consequences when you are irresponsible with
• Autonomy
your actions?
Share learning outcome
with students before lesson begins.
Effective questioning.
Peer assessment – through group work and feedback
from performances
Unit 4 Lesson 4 58
1/17/2018 10:55:22 AM Differentiated Learning

Activity 4 (10 minutes) Use multiple question levels to ensures that those of
Explain to students that a consequence is something that happens as a result differing abilities can be challenged at a level that is
of an action. So, for example, if you don’t keep a promise, your friend would be appropriate to them – Lower order to Higher order.
disappointed. Your friend’s disappointment is the consequence of you not keeping Allow for ‘think time’ after questions or concepts are
your promise. Consequences can be positive or negative. It usually depends on posed to allow all students time to process.
whether the initial action is positive or negative - in general, negative actions have
negative consequences, while positive actions have positive consequences. When pairing or grouping students ensure that students
who need more support or guidance are working with a
Ask students to look at the two pictures and think what is happening in each. Divide capable student.
the class into groups and ask them to talk about the consequences of fulfilling
responsibility or not. Encourage students who are capable to reflect on the
more challenging questions in their writing.
Suggested Answers
In the first picture, the girl is using the seatbelt. This means she is assuming her
responsibilities which results in a positive consequence: staying safe.
In the second picture, this person is driving and using the phone. This means he is not
assuming his responsibilities which may result in a negative consequence: putting
himself and others in danger.
58
Unit 4 Peace and

Responsibility
Lesson Objective
Lesson 5
In this lesson, students will learn about social
responsibility. In addition, they will learn about caring
for themselves and their property.
Social
Required Materials
• Large sheets of paper
• Markers
Responsibility
• Crayons
• Colouring pencils
In Practice
Learning Outcomes
• Describe how to show social responsibility.
• Take care of themselves and their property.
Learning Outcomes
• Describe how to show social responsibility.
• Take care of themselves and their property.
59
59
Teacher’s Guide
Vocabulary Social Responsibility or obligation

responsibility towards the society you
Social responsibility
live in.
Action
Action Something that is done.
Volunteer
Someone who does

Volunteer something without
obligation or pay.
Look at the image below and discuss with your class.
1
Think about ways you contribute positively to your society and the planet�
Share your opinion with your classmates�
Unit 4 Lesson 5 60
1/17/2018 10:55:26 AM

Ask students to look at the picture and discuss with them what is social responsibility.
Explain that we are all responsible for the society we live in.
Discuss that what they see in the image are children taking care of their community.
Ask them to list what are the children doing in the image:
Cleaning, planting, recycling, watering plants....
60

Ask students to read the text The Lost Wallet aloud. 2 Read the story The Lost Wallet and answer the questions
Then ask the questions in the Student Book. that follow.
Suggested Answers Shady and Ruba were in the shopping mall with their mothers
a. No, it would have been the opposite to social one day when they saw something on the ground. It was a
responsibility. It would have been dishonest, and wallet� Ruba picked it up. Inside there were credit cards, ID,
and 800 Dirham. “Someone must have lost this. You’ll have
would have been putting their own wants ahead
to take it to the security desk” said Shady. “He’ll be able to
of the benefit of society. track down the owner and return the wallet.” Ruba turned to
b. Giving the wallet to security desk ensured that her friend� “I could do that, but imagine what we could buy
the wallet would ultimately be returned to the with 800 Dirham. We could buy really cool sneakers.
owner, which was the socially responsible She was really excited. “The person who owns this probably
doesn’t need the money so much. We could just take it. I’m
thing to do. sure someone else will find the wallet and return the cards
c. They probably would have felt guilty and and ID. What’s the problem?” Shady shook his head� “The
ashamed. problem is that it’s dishonest. What if you lost your wallet?
Would you like people to take your money?” “Well, no, I
After checking the students answers, open a suppose not” replied Ruba reluctantly. The kids took the
discussion with the class asking the ‘THINK!’ question. wallet to security desk. While they were there, the man who
lost his wallet arrived. When he saw that the children had his
Suggested Answers wallet, he was so delighted. He thanked the children over
• The children perhaps could have tried to find and over again. Shady and Ruba were so proud that they had
the owner of the wallet themselves - perhaps done the right thing.
by putting up notices in the vicinity. Doing that
would have shown strong social responsibility!
61
61
Teacher’s Guide
a. Would keeping the wallet have been socially responsible?
b. How was giving the wallet to security desk an example of

social responsibility?
c. How do you think the kids would have felt if they had kept
the wallet?
THINK!
What else could the kids have done to enact social responsibility?
Unit 4 Lesson 5 62
1/17/2018 10:55:29 AM
62

Now let’s think reflectively about our skills, attitudes and actions.
Explain to students that they are going to undertake a 3 Take time to think about the following statements and answer the questions about
self-evaluation questionnaire.
yourself honestly.
Explain that knowledge is power, so self-knowledge Read each statement carefully and give yourself a number corresponding to the
answers below.
will also give them power. Tell them they can use that
power to make positive changes in their lives.
Statements Most of
Always Sometimes Never
Explain that when we reflect on our own skills, the time
attitudes and actions, we are able to reflect on what is I take care of my property
working well and what we need to change. Encourage
I take care of school
students to be honest but not to be too self-critical. property
Once they realise where they need more work or
I consider myself a
effort, then they have an opportunity to grow. responsible person
Ask the students to fill the questionnaire in My friends and family

trust me
their books.
I like to win arguments
Then evaluate with the class the different skills
and attitudes. I volunteer in my school or
in my community
I help at home
I am good at making
decisions
I am good at identifying
my feelings
I am good at
communicating my feelings
63
63
Teacher’s Guide

Let’s think about local issues. What are some issues that you consider a
4 problem in your local community? You’re going to create an Action Plan
Read the introduction and the questions aloud. Then
ask students to choose one and write an answer to it
for Social Responsibility.
Give students time to reflect and write their thoughts
Include the following criteria� about the questions. You can add more questions for
Our hope� What change do you wish to make? Why? your students to choose from taking their needs and
How we will do it� What practical steps will you need to take? Who will you
need to contact? What materials will you need to get? the local situation into account.
Positive outcomes� Who will benefit? How? How will it benefit you? If there’s time, ask some students to voluntarily read
their answer to the class.
Collect and read your students’ answers in order to
Do all the good you can. By all the means you can. In all the ways you can. In all the places you assess learning.
can. At all the times you can. To all the people you can. As long as ever you can.
John Wesley
Choose one of the questions below. You have 20 minutes to write an Key Skills (Head, Heart, Hands)
5 answer taking into account the quote below.
• Moral reasoning
• How will what you have learned in this unit affect your behaviour
from now on? • Managing oneself
• What are some ways that you will enact your social responsibility?
• Where would you like to see more peace in this world?
• Care
• Taking action.
Peace at home, Peace in the world
Mustafa Kemal
Share learning outcome
DATE with students before lesson begins.
UN International Volunteer Day – December 5th
Effective questioning
Self-assessment
Unit 4 Lesson 5 64
1/17/2018 10:55:30 AM Differentiated Learning

Activity 4 (10 minutes) Use multiple question levels to ensures that students
of differing abilities can be challenged at a level that is
Explain to students that they are going to create an Action Plan for Social appropriate to them – Lower order to Higher order.
Responsibility - explain that this is an action plan of actions they can take locally to
improve our world. Read the introduction. Allow for ‘think time’ after questions or concepts are
posed to allow all children time to process.
Arrange students in small groups.
Begin by asking them to list some issues that they would like to change locally (for When pairing or grouping students ensure that those
example: ensure that students wait for the school bus in the shade, participate in an who need more support or guidance are working with a
environmental campaign). Choose five major themes and ask the class to organise capable student.
themselves into these themes in terms of skills and motivation. Ask them to include Encourage students who are capable to reflect on the
the criteria in the Student Book in their Action Plans. more challenging questions in their writing.
While the students are working, move around to the groups and ask them questions
about their plan. Help them to find a balance to channel their enthusiasm in
practical ways.
Allow a few minutes at the end for each group to share a brief outline of their plan. If
students feel motivated, they may be able to help each other to achieve all the ideas.
64
Glossary
Action: Something that is done.
Active listening: Completely concentrating on what someone is saying to you.
Caravanserais: Roadside inn where travelers could rest and recover from the day’s
journey.
Communication: Act or process of sharing or passing ideas, thought or feelings to

another person.
Compromise: A way of resolving a dispute in which person accepts less than what they
wanted at the beginning in order to reach agreement.
Concession: Something given up or accepted in order to end a conflict or disagreement.
Conflict: Disagreement resulting in struggle or argument.
Conflict resolution: The process in which two or more people or groups reach an
agreement or resolve a conflict between them.
Consequence: Something that happens as a result of something else.
Convoy: A group of vehicles or ships that travel together for protection.
Culture: The ideas, customs, and social behaviour of a particular people or society.
Economy: Pertaining to the production, distribution, and use of income, wealth, and
commodities.
Historian: A person who studies historical events and writes about them.
Import: To bring in goods, commodities and workers from a foreign country.
Incense: An aromatic material, which releases fragrant smoke when burned.
Irresponsible: Not responsible.
65
Network: A group or system of interconnected people or things.
Peace: Calm and quiet state where there is no conflict.
Perform: To do something that usually requires some skill or knowledge.
Port: A town or city with a harbour or access to navigable water where ships load or
unload.
Resolution: The solution or answer to a problem or conflict.
Responsibility: A task or a duty that a person is meant or required to do.
Responsible: Able to be trusted to do the correct thing or the expected thing.
Review: An inspection or consideration of something so as to give an opinion.
Silk route: An ancient route between China and the Mediterranean.
Social responsibility: Responsibility or obligation towards the society you live in.
Trade: The buying, selling or exchanging of goods or services.
Trading partner: Is a region or country that buys goods from or sells goods to another
region or country.
Volunteer: Someone who does something without obligation or pay.
66
67
References
p 2 Mieszko9/Shutterstock; p 6 Peter Hermes Furian/Shutterstock; p 7 Elenarts/Shutterstock;
p 8 Hagen Simon/Shutterstock; p 8 Nassrallah Srouri/wikicommons; p 10 rawf8/Shutterstock; p 11 Roop_
Dey/Shutterstock; p 12 Science & Society Picture Library/wikicommons; p 13 w:Abraham Cresques/
wikicommons; p 14 vectorEps/Shutterstock; p 16 ZouZou/Shutterstock; p 17 Vixit/Shutterstock; p 18 Vixit/
Shutterstock; p 19 Everett Historical/Shutterstock; p 20 Jane Dieulafoy/wikicommons; p 22 Gabi Berger/
ALAMY; p 24 Svitlana Samokhina/Shutterstock; p 25 Edwin Lord Weeks/wikicommons; p 28 Sergey Kelin/
Shutterstock; p 30 Dionell Datiles/Shutterstock; p 31 Morphart Creation/Shutterstock; p 32 SOTK2011/
ALAMY; p 32 Everett Historical/Shutterstock; p 34 pashabo/Shutterstock; p 36 Tribalium/Shutterstock;
p 38 Celia Peterson-arabianEye/PhocalMedia; p 40 Catalin Petolea. Shutterstock/PearsonLibrary;
p 44 Olga Yatsenko/Shutterstock; p 46 Prostock-studio/Shutterstock; p 50 Tarasenko Andrey/Shutterstock;
p 51 Ikat Photography. Pearson Education Ltd/PearsonLibrary; p 56 Zurijeta/Shutterstock; p 58 ZouZou/
Shutterstock; p 58 admin_design/Shutterstock; p 60 Rawpixel.com/Shutterstock; p 62 Paul Vasarhelyi/
Shutterstock;
68

Med TG g04 v2 en Web

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Med TG g04 v2 en Web

Uploaded by

Copyright:

Available Formats

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

The Old Ways

1 Fill the graph with words that go with ‘trade’.

The Old Ways

MEd_SB_G04_U03_EN.indb 3 1/12/2018 11:14:40 AM

Student Book Teacher Guide

Lettre to the Parents/ Guardians

Dear Parents/ Guardians

MEd_SB_G04_U03_PA_EN.indd 67 1/15/2018 8:01:47 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: Cultural Studies

These questions provide an overview of the concepts

Trade, Travel and

Trade, Travel and

Unit Objectives Lesson 2 Expansion of Trade Routes

MEd_TG_G04_U03_UO_EN.indd Custom V 1/16/2018 2:09:06 PM

1 The Old Ways of Trade: Where, How and Why? ������������������������ P. 3

2 Expansion of Trade Routes ���������������������������������������������������������������������������������������� P. 9

3 The Lives Along the Roads and Commercial Cities ����������� P. 15

4 Commercial Routes as Cultural Channels ��������������������������������������� P. 21

5 Trade and the Openness of the UAE to the World ������������ P. 27

Theme: Character and Morality

These questions provide an overview of the concepts

Unit Description Unit 4 34

MEd_TG_G04_U04_UO_EN.indd All Pages 1/15/2018 7:57:06 PM

5 Social Responsibility in Practice �������������������������������������������������������������������� P. 59

Theme Cultural Studies

Theme: Cultural Studies

What is trade? Exploratory Questions

How did the camel impact methods of trade?

Why did cities and ports develop in particular areas instead

How did trade impact culture?

The Old Ways

Vocabulary To bring in goods,

Import The buying, selling or

Activity 1 (10 minutes)

Finish by coming up with a definition and write it on

Activity 2 (10 minutes)

home from an ancient European market. They should MEd_SB_G04_U03_EN.indb 7-8

What do you know about your

What I Know What I Want To Know What I Have Learned

Vocabulary An aromatic material, which

Silk route An ancient route

Activity 1 (10 minutes)

Activity 2 (10 minutes)

Read the text and complete the activity that follows.

Activity 3 (10 minutes)

Activity 4 (10 minutes)

Key Skills (Heart, Head, Hands)

Unit 3 Trade, Travel and Communication’s

The Lives along

Any animal of which the

Activity 1 (10 minutes)

1 The Old Ways of Trade: Where, How and Why? �� P. 3

2 Expansion of Trade Routes �� P. 9

3 The Lives Along the Roads and Commercial Cities �� P. 15

4 Commercial Routes as Cultural Channels �� P. 21

5 Trade and the Openness of the UAE to the World �� P. 27

5 Social Responsibility in Practice �� P. 59