Moral Education

Grade 5
Second Semester

Pilot Edition
2017 - 2018

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

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Trial Edition
2017- 2018
Copyrights reserved -Ministry of Education in the United Arab Emirates - Curriculum and Evaluation Sector

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

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

“ ”
‘Values are the foundation of a nation’s stability, and the spirit of its
laws. Without values, a country has no security, stability or continuity.’
H.H. Sheikh Khalifa Bin Zayed Al Nahyan

“ ”
‘The future belongs to those who can imagine it, design it and execute it.
It isn’t something you await, but rather create.’
H.H. Sheikh Mohammed Bin Rashid Al Maktoum

“ ”
‘Our children face major challenges, and it is our responsibility to
prepare and protect them. We should not sit back and watch. We should
race faster than light to ensure that future generations are well
prepared to continue achieving and progressing.’
H.H. Sheikh Mohammed Bin Zayed Al Nahyan

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

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

perspectives. It seeks to empower them to become active, responsible, local and global citizens. It enables

them to develop mutual understanding, respect for difference and empathy in order to sustain our cohesive

and prosperous society. Through dialogue and interaction, students are provided with opportunities to explore

different worldviews, to challenge one another’s assumptions and attitudes and to develop the knowledge,

skills and attitude necessary to think critically, to make informed ethical decisions and to act on them in the

interests of their society.

Values of the Moral Education Course

V
 Key Pillars of Learning
The Moral Education course will be experienced by students as they progress through the course, working

their way through four key pillars of learning. Each of the four pillars is constructed around a series of learning

outcomes.

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

Teaching universal The development Concentrating on Focusing on local

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

VI
VII
 Table of Contents
Unit 3
Theme Civic Studies

Settlement, Family What changes have taken place in the UAE due to migration?

What do we learn from ancestry and oral tradition?

and Kinship in the What factors were considered when nomadic people settled in

Settlement, Family and

particular areas?

U�A�E� What changes have taken place in traditional industries over

the years?

Kinship in the U.A.E. Lesson 1

Lesson 2

Lesson 3
Early Tribal Settlements
Learning from the Past
Diverse Communities and Contexts
Lesson 4 My Tribe, My Family
Lesson 5 Change and Continuity – The Pearl Industry

What impact has migration had on the UAE and how has it
affected families and family groupings?

1 Unit 3 2

MEd_SB_G05_U03_UO_EN.indd All Pages 1/15/2018 1:10:09 PM

1 
Early Tribal Settlements  ���������������������������������������������������������������������������������������������������������������������������������������  P. 3

2 
Learning from the Past  ���������������������������������������������������������������������������������������������������������������������������������������  P. 11

3 
Diverse Communities and Contexts  ���������������������������������������������������������������������������������������������   P. 17

4 
My Tribe, My Family  �����������������������������������������������������������������������������������������������������������������������������������������������  P. 23

5 
Change and Continuity – The Pearl Industry  ����������������������������������������������������������������   P. 29

VIII
Unit 4
Theme Character and
Morality

What are virtue ethics and how can you apply them?

Moral Character How can patience and forgiveness enhance the moral behaviour?

and Virtues
What are the qualities of a moral person?

Moral Character,
Virtue Ethics
Lesson 1 What Are Virtue Ethics?

Lesson 2 Patience

Lesson 3 Forgiveness

Lesson 4 What Makes a Good Person?

Lesson 5 Change and Personal Development

What virtues do we need in order to make good decisions?

Unit 5 36
35

MEd_SB_G05_U04_UO_EN.indd All Pages 1/15/2018 1:10:58 PM

1 
What Are Virtue Ethics?  ������������������������������������������������������������������������������������������������������������������������������������   P. 37

2 Patience  �����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������  P. 43

3 Forgiveness  ����������������������������������������������������������������������������������������������������������������������������������������������������������������������   P. 49

4 What Makes a Good Person?  �����������������������������������������������������������������������������������������������������������  P. 55

5 Change and Personal Development  ������������������������������������������������������������������������������������   P. 61

IX
Theme Civic Studies

Settlement, Family
and Kinship in the
U.A.E.
Lesson 1 Early Tribal Settlements

Learning from the Past

Lesson 2 

Lesson 3 Diverse Communities and Contexts

Lesson 4 My Tribe, My Family
Lesson 5 Change and Continuity – The Pearl Industry

What impact has migration had on the UAE and how has it
affected families and family groupings?

1
What changes have taken place in the UAE due to migration?

What do we learn from ancestry and oral tradition?

What factors were considered when nomadic people settled in

particular areas?

What changes have taken place in traditional industries over

the years?

Unit 3 2
Unit 3 Settlement, Family and
Kinship in the U.A.E.

Lesson 1

Early Tribal
Settlements
Learning Outcomes
• Describe and explain the main changes that have
taken place with:
-- People coming to and settling in the UAE.
-- Families and family groupings.
• Explain and discuss relevant concepts and
terminology.
• Appreciate the importance and value to the
individual of family and kinship bonds.

3
 Vocabulary
Site Settlement

Hamlet

Look at the three pictures then discus the following points.

1

New York City Bedouin tribal settlement

Small village

Think about:
a. What they all have in common.
b. How they are different from each other.
c. Share your ideas with the class.

Unit 3 Lesson 1 4
 2 Read the following extract about the origins of Arab tribes. Then, with
your partner, answer the questions that follow.

Origins of the Arab Tribes and their Dispersal throughout the Region

The ancestors took possession of Arabian Peninsula during successive waves of

population movement, which brought Arab tribes from Yemen by way of Oman
as well as by way of central and northern Arabia. They would have found people
already settled in the economically viable locations and there were probably
some nomadic groups here as well, combining herding, hunting and fishing.
The descendants of this original population were probably absorbed, although
some were for a long time identifiable as separate communities, particularly in
the mountains of Oman. Coming from the tribally structured, highly organized
culture of Yemen, where a sophisticated edifice such as the Marib Dam was
built and maintained, the new arrivals retained their tribal structures and their
community-building legends. Thus they also retained their strong kinship ties with
the people elsewhere on the Arabian Peninsula. That sense of nationhood could
be maintained throughout such a vast and inhospitable region because they all
shared Arabic as their common language.

Those who came later had to find other opportunities to make their living in the
less well-watered parts of the country, which required them to adapt to a more
rigorous environment. Over time, they developed a great diversity of economic
pursuits, while the unity in the social structure was retained, both of which were
the hallmark of the traditional society of the UAE. The result of a long process
of adaptation to the rigours of a land with limited resources can be seen in the
traditional economy of the country, an economy which entered a new phase only
40 years ago.

5
 Arab tribes

a. What would make a location economically viable?

b. How would you explain why the new arrivals from Yemen retained
their tribal identity?
c. What role did language play in the development of tribal identities?
d. What role do you think the landscape played in the development of
the UAE economy?

Unit 3 Lesson 1 6
 Read the text then complete the activity that follows.
3
Early inhabitants of the Arabian Peninsula lived in temporary shelters. They lived a
nomadic lifestyle wandering through deserts in search for food, water and shelter.
Gradually they began to settle down and build settlements. The place where a
settlement starts is called a site and settlement sites are chosen for specific
reasons.
These early settlers would choose locations where they could access food, shelter,
protection and other basic necessities. Locating their settlements near rivers
allowed for the provision of water as well as food. Water also allowed for easy
transportation.
Forests were also popular sites as the wood could be used for building as well
as providing heat. Some settlements were located on mountains. Mountains
were used for protection as the high vantage point made it easy to spot enemies
approaching. Locating their settlements on flat land made it easier for the settlers
to grow crops.

a. Complete the infograph showing why early settlers choose to live in

these sites.

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Unit 3 Lesson 1 8
 Read about expatriates then answer the following question.
4

The United Arab Emirates has a very diverse population. In fact, it has the 7th
highest migration rate in the world. There are expatriates in the UAE from all over
the world. Most are from South Asia, countries like India, Bangladesh and Pakistan.
Others have come from Egypt, the Philippines and Western Europe.

Immigrants around the world usually behave in a similar manner. When people
immigrate to foreign country they usually seek out other immigrants from their
home country and settle in the same or nearby neighbourhoods. It makes it easier
for them to adapt to their new country if they are among people who share the
same language and culture as they do.

a. What do immigrants bring with them to their new country?

9
 With your group, design a settlement based on the evidence have learned in
5 the lesson. You have to decide who lives there and what kind of settlement
they live in.

Unit 3 Lesson 1 10
Unit 3 Settlement, Family and
Kinship in the U.A.E.

Lesson 2

Learning
from the
Past
Learning Outcomes
• Describe and explain the main changes that have
taken place with:
• people coming to and settling in the UAE,
• families and family groupings.
• Explain and discuss relevant concepts and
terminologies.

11
 Vocabulary

Artefact Iron Age

Archaeological site Motifs

Look at the two images and answer the questions that follow.
1

. What do you think this object is?

. How old do you think it is?
. What is it made of?
. What do you think it was used for?

Give reasons for your answers.

An artefact is:

An archaeological site is:

Unit 3 Lesson 2 12
 2 Read this the about Date Palm answer the questions that follow.
Wherever it is found and whatever its quality, the water in the sandy desert
never flows and extensive agriculture could not be developed there. But one
tree is ideally suited to grow even at the foot of a huge sand dune in the middle
of the desert: the date palm. It can tolerate very high salinity and thrives even in
intense heat. As a cultivated fruit tree, the date palm is not propagated from the
date stone, but from side shoots which grow at the foot of a mature tree. These
are separated and planted when they are already 100–150 cm high and have a
good nest of roots. The newly planted saplings need to be watered regularly. In
the desert the water is carried from the well – one leather bagful at a time. After
months, or even years, the young bushy plant’s roots will reach the water table
and be self-sufficient. However, its rate of growth and eventual yield of dates is
significantly influenced by the amount and quality of the water available.

In this country people like to eat dates fresh when only half the fruit is soft and
brown. The harvested dates were essential for the survival of the inhabitants in
the desert. The ripe dates are lightly boiled and compressed into a congealed
substance called tamr which can be kept almost indefinitely, because the high
sugar content kills germs which might settle on it. The dried palm fronds are
plaited into containers, in which the nourishing, vitamin-rich staple diet can be
taken on journeys through the desert, into the mountains, or out to sea. The date
tree, which grows so well in the desert where water is available, is like an anchor
for the existence of the Arabs in this environment. The yield from the small palm
groves which were established in the sandy desert was, however, insufficient for
entire families to live off throughout the year.

13
. Why might the date tree be called the wonder of the desert?
. Why do you think the date tree is so important in Arab culture?
. What can the date tree tell us about life in the past?
. What influence did the tree have on the development of
tribal settlements?

Unit 3 Lesson 2 14
 Imagine that you could get into a time machine and go back in time to
3 interview either the person who owned the artefact or the person who
made it.

Select one of the artefact pictures.

As a group:
• Decide which person you would like to interview.
• Come up with as many questions as you can to ask that person.
Present a role-play of your interview to the class:
• One student plays the role of the person who made the artefact or its owner
• The other students play the role of interviewers

Pay attention to allocated time. Keep answers short so that all your groupmates can
ask their questions.

15
 Read about heat protection then do the activity that follows.
4 Newcomers to the UAE can sometimes experience great difficulty
adjusting to the desert heat. Many suffer from sunburn and/or
sunstroke due to overexposure to the sun when they first arrive. They
don’t realize how hot the sun can be and fail to take some simple
precautions to prevent this from happening. It is important to use sunscreen before
going out into the sun, regardless of skin tone. The sunscreen should have an SPF of
30 or higher. Sunscreen should be applied generously and re-applied often. Avoiding
the strongest rays of the day also helps. Newcomers should avoid going into the sun
between the hours of 10 AM and 4 PM.
Sun exposure damages the eyes as well as the skin. The best way to protect the
eyes is to wear sunglasses that provide 100% UV protection.
One of the best ways to protect skin is to cover up. Wearing long loose clothing will
help protect the skin from harmful rays. Umbrellas can be used to provide shade
when going out in the sun.
Many newcomers can also forget to stay hydrated. It is very important to drink
fluids—water, juices, and fruit smoothies—to stay hydrated. Heavy and fatty foods
and caffeine should be avoided as these can cause dehydration.

Work with your partner to design an information leaflet for newcomers

arriving to the UAE.

Your teacher will give you a lesson

5 reflection sheet. Think about the
lesson today on artefacts and complete
the reflection.

Unit 3 Lesson 2 16
Unit 3 Settlement, Family and
Kinship in the U.A.E.

Lesson 3

Diverse
Communities
and Contexts
Learning Outcomes
• Describe and explain the main changes that have
taken place with:
• People coming to and settling in the UAE.

• Families and family groupings.

• Explain and discuss relevant concepts

and terminology.
• Appreciate the importance and value to the
individual of family and kinship bonds.

17
 Vocabulary

Natural features

Urban community

Rural community

Describe what you see in both images

1

Unit 3 Lesson 3 18
 2 Read the text about Nomadic Versus Settled Life then answer the
questions that follow.
In the sandy desert, as well as in the mountains or in the coastal villages, people
adapted in different ways to the geographical conditions and to the availability of
some resources and the lack of others. In some instances, a sedentary existence
in one place was not at all possible. This was because the small amount of
available water was only enough for a short stay by a small group of people. In
addition, it only allowed for the survival of a limited number of date palms. Faced
with these conditions, it was essential to adopt a nomadic lifestyle. This allowed
people to take maximum advantage of the meagre resources spread over a wide
area. In the case of the fishing communities or the owners of the mini-oases in
the wadis, mobility has always been common. This allowed these communities to
supplement the otherwise insufficient resources available at the main abode. In
yet other situations, for the population in the villages on the East Coast, in the Ra’s
al-Khaimah area and in the developing ports of the country, the possibilities to
pursue a variety of occupations were all close at hand, and such people could lead
a settled life.

19
a. What factors do you think determine how
communities develop?
b. Why did some communities settle down, whereas, others
adapted a more nomadic lifestyle?
c. Which would you prefer, a settled or a nomadic lifestyle?

Unit 3 Lesson 3 20
 Read about intermarriages between two tribes. Then, with your
3 partner, answer the question that follow.

Within the tribe, there is the strong preference for marriages between the son
and his paternal uncle’s daughter (bint al ‘amm). If this arrangement cannot be
made because of age difference or for other reasons, marriage with a first cousin
of the mother’s side, or with a more distant cousin, is the norm in this society.
Marriage outside the extended family is the exception, but does also occur, such
as between families who are neighbours, or as a political move, as when a sheikh
marries the daughter of another tribal leader.
In the original areas of population concentration, the large oases, various tribes
often lived side by side and in many issues of economic or political importance
this neighbourhood became the guiding factor in the society’s political life. In
most villages they also mixed and mingled because one instance of inter-tribal
marriage was usually the beginning of further marriages between two groups.
a. Research how marriage invitations were traditionally sent and
compare them to modern ways.

Consider the factors that allowed each of these communities to

4 survive and grow

21
 Group 1 will work on the oasis settlement. Focus on the Falaj system, and how it
worked and enabled inhabitants to cultivate a range of crops.
Group 2 will focus on the cultivation of dates and the use of camels for trade,
to explain why this community prospered in an area that was less hospitable to
human habitation.

Consider how these communities survived and grew.

With your group, answer the following:

a. Why did early settlers choose this site?
b. What were the advantages and disadvantages of this site?
c. How did this settlement grow and prosper?

THINK!
Did you know that the Aflaj irrigation system is a UNESCO world heritage site? A World Heritage Site is a place that is listed by the United
Nations Educational, Scientific and Cultural Organization (UNESCO) as of special cultural or physical significance.

Some families have a special

5 meal when the olives are
picked. Write about one of
your family traditions.

Olives Picking

Unit 3 Lesson 3 22
Unit 3 Settlement, Family and
Kinship in the U.A.E.

Lesson 4

My Tribe, My
Family
Learning Outcomes
• Describe and explain the main changes that have
taken place with:
- people coming to and settling in the UAE.
- families and family groupings.
• Explain and discuss relevant concepts and
terminology.
• Appreciate the importance and value to the
individual of family and kinship bonds.

23
 Vocabulary

Family tree Tribe

Genealogy Oral history

Consider these questions:

1 a. What is a family tree?
b. Who goes into a family tree?
c. What is a tribe?
d. Who is a part of your tribe?

Unit 3 Lesson 4 24
 2 Read the following text about genealogy and tribal history. Then,
with your partner, answer the questions that follow.
Mr. Al Suwaidi is a genealogist and has been studying family lines for about 10
years. What makes his work unusual is that he is an expert not just in tracing
back families through the father’s side, but one of the few genealogists in the UAE
to focus equally on the mother’s and the women’s side.

One of the goals of his work, he says, is to strengthen the understanding of the
relationships between tribes and make people more aware of how they are linked
to each other.

In days of old, Mr. Al Suwaidi points out, everyone was known by the name of their
tribe. “We did not have ID cards or passports for identification. It was the tribe’s
name and family name that indicated who you were, how you introduced yourself
and were known.”

As an illustration he suggests: “Check out the old maps of the area. You will find it
marked with the tribes’ names, note the names of cities. For example, the Bani Yas
would be written in a large font, marking the whole area in Liwa where they lived.
The same would be true for Al Manaseer, Al Quwasem and all the tribes.

And among those tribes, it was the women who played an important role, as both
the pillar of the family and through the way some tribes formed alliances.

An example he gives is the mother of Sheikh Mohammed bin Rashid, Vice

President and Ruler of Dubai. Sheikha Latifa bint Hamdan Al Nahyan was the
granddaughter of Zayed the First, the Ruler of Abu Dhabi, and married Sheikh
Mohammed’s father, Sheikh Rashid bin Saeed, in 1939.

“Sheikh Mohammed recently changed the name of Al Wasl Hospital to Latifa

Hospital, in her name,” says Mr. Al Suwaidi

In some families, the name by which it is popularly known - the labooga or nickname
- comes from the female side, usually because one of the women was a strong
personality, or perhaps where a father had died and the men of the family were raised
by their mother. “For example, there is goom [people] bin Ftaim, goom bin Eshbah,
goom bin Mahra, and so on.”

25
Documenting all this is
an “extremely exhausting
process”, Mr. Al Suwaidi
says: “I overlap oral history
and the stories from elders
with the written documents.

Take one woman from a

certain family, let’s say Moza,
who has three daughters.
Every girl by now would
be a branch of the family,
along with her children. So,
I will interview all the three
daughters of Moza and write
their part of the story.”

As for the current generation,

he advises them to write
down the memories of their
grandparents, uncles, aunts,
either on paper or with recording devices, capturing their sayings, stories and poetry.
“Otherwise, once they pass away, you will feel like an outcast. You need to know who
your family is, not to brag but to know.”

a. What is genealogy the study of?

b. Why is it important to study the female side of the family as
well as the male?
c. Why hasn’t this been done in the past?
d. Which tribes were prevalent in your area? How do you know?
e. Most people of the UAE have a tribal name, which forms part of
their own name. What is yours?
f. How could you find out more about your family tribe?
g. Why is it important to record information from the past and
from your family?

Unit 3 Lesson 4 26
 Your teacher will give you a family tree template. Fill in as much
3 of your family tree as you can. Then look at where there are gaps.
Decide who will be the best person to interview to help you complete
the tree.

KEY FACT
The Confucius Family Tree – The World’s Longest Family Tree
According to genealogy experts and researchers, the family of famed Chinese philosopher Confucius (551 – 479 BC) is considered to be the
longest family tree in the world. Confucius was a descendant of the great King Tang, of the Tang dynasty, and his family tree spans more
than eighty generations. It also includes more than two million members. In 1998, a global undertaking was initiated to retrace, as well as
revise, this very famous family tree.

27
 Suppose you were going
4 to interview a member of
your family to get an oral
history. What interview
questions could you ask?
Try to come up with ten
good questions that will
help you find out more
about your family tree
and tribe.

An Interview

Most families have interesting stories to tell. Share some of your

5 stories with your partner.

Three fun facts about my family

Unit 3 Lesson 4 28
Unit 3 Settlement, Family and
Kinship in the U.A.E

Lesson 5

Change and
Continuity – The
Pearl Industry
Learning Outcome
• Describe and explain the main changes that have
taken place with: people coming to and settling in
the UAE families and family groupings.
• Explain and discuss relevant concepts
and terminology.
• Appreciate the importance and value to the
individual of family and kinship bonds.

29
 Vocabulary

Economy Traditional

Multiculturalism Non-renewable energy

1 Look at the images. What do they tell you about the pearl industry?

a. Where were the pearls found?

b. What was the nose clip for?
c. Why are pearls considered precious?

d. Why do you think that the oil industry is now a more important industry than the
pearl industry for the UAE?
e. Do you think that the work was difficult?

KEY FACT
Pearls are the only jewels created by a living animal. A natural pearl of value is found in less than 1 in every 10,000 wild oysters.

Unit 3 Lesson 5 30
 2 Read the text about Traditional Pearl Diving then answer the
questions that follow.
Before the 20th century, the only way to get pearls was for divers to gather large
numbers of pearl oysters from the floor of the seas by hand.

Pearl divers were only men. They would leave their homes and go to sea for just
over 4 months. The pearl season was from mid-May to early September. Divers
would dive for 12 – 14 hours per day. They would begin before sunrise and finish
at sunset. Boys started working at around age 9. At this age they would pry open
the oyster shells with knives to get to the pearl. At age 12, they began to dive and
at around age 50 they would stop working.

The first two weeks of the new pearling season were the toughest for divers. They
would have severe side effects such as nausea and sea sickness. It would take
their bodies some time to get used to the new routine and surroundings.

When the divers reached the pearl beds, they started work under the burning sun.
They made very deep dives to around 30 metres, with only a nose clip, leather
finger protectors, a basket made of rope, a stone weighing about 5kg to pull them
down and a rope to raise them to the surface again.

Pearl divers worked in pairs. They would go into the water in an upright position
and were weighed down by rocks that carried them to the bottom. When they
would get to the bottom of the sea bed, the diver would release the weight at his
feet, which was pulled up by someone on the surface to prepare for the next dive.
About 50 dives were made a day, each about 3 minutes long. The diver would then
collect all of the oysters that he could in the basket around his neck. He tugged the
rope and the men at the surface would haul the diver and the basket up. To find a
few top-quality pearls, a huge number of oysters would be searched.

31
 Pearl divers

A. W
 hat was life like for a pearl diver?

B. W
 ould you have liked to be a pearl diver? Why?

32
 Now that you’ve read about the life of a pearl diver, you have a chance to
3 imagine what life was like for these people and their families.
With your group, role-play our assigned scenario.
Be prepared to answer questions about your scene for your classmates.

Read the text then answer the following question.

4 Prior to the discovery of oil in the 1950s, the region’s inhabitants relied heavily
on the cultivation of dates, breeding camels and goats. The economy of the UAE
was dependant on fishing and the once flourishing pearling industry was now in
heavy decline.
The first oil shipments began in 1962 (seen in the picture below) and completely
transformed the country’s society and economy. The living standards in the UAE have
become among the highest in the world.
The UAE now has one of the best national infrastructures (roads, transportation,
buildings, power supplies) in the world and the second largest economy in the Arab
world (after Saudi Arabia). This rapid growth has attracted a very large number of

33
 foreign investors who wish to benefit from the
UAE’s economic and global advancement.

Consider how life has changed in the

UAE since the discovery of oil. And also
note how life has remained the same.

How life has stayed the same How life has changed

KEY FACT
Crude oil was first pumped from the ground in Sichuan, China 2,500 years ago

You will now take part in a debate about the two main industries you
5 learned about in this lesson.

The debate motion:

Oil has brought more benefits to the UAE than pearl fishing ever did.
Come up with arguments for or against the motion, depending on which group you
are assigned to.

Unit 3 Lesson 5 34
Theme Character and
Morality

Moral Character
and Virtues

Lesson 1 What Are Virtue Ethics?

Lesson 2 Patience

Lesson 3 Forgiveness

Lesson 4 What Makes a Good Person?

Lesson 5 Change and Personal Development

What virtues do we need in order to make good decisions?

35
 What are virtue ethics and how can you apply them?

How can patience and forgiveness enhance the moral behaviour?

What are the qualities of a moral person?

Unit 5 36
Unit 4 Moral Character,
Virtue Ethics

Lesson 1

What Are
Virtues?
Learning Outcomes
• Behave virtuously, for example by demonstrating
a capacity for patience or forgiveness, in dealings
with other people.

37
 Vocabulary

Virtue Ethics

Morals Character

You are going to participate in a circle time discussion.

1 First, consider these definitions:
A virtue is a behaviour showing high
moral standards.
Ethics Social standards
or expectations
Morals principals of right and wrong
that govern personal behaviour.
Virtue Ethics are good character
traits that enable good decision-
making.

Now discuss the following:

• What is one virtue that is
characteristic of the person I
want to be? And why?

Unit 4 Lesson 1 38
 2 Read the story Abdul’s Great Idea then answer the
questions that follow.

Abdul was feeling stressed!

He was late with his homework essay. It had to be finished
by tomorrow morning. But he also wanted to watch his
favourite television programme. Tonight they were going to
review the latest games for his smartphone.
“Why are you sighing so much?” his father asked, looking up
from his newspaper.
“It’s this stupid essay!” Abdul moaned. “I’ll never finish it.”
“Your homework is important,” his father reminded him.
Abdul knew that homework was important. But so were
smartphone games!
Then he had a great idea! Abdul always admired
his intelligence.
He could just copy the essay from the internet. He’d be able
to finish the essay and watch the review of the games.
“Now you’re smiling!” his father remarked.
“Yes,” Abdul said. “I can finish my essay without having to
work hard at it.”
“That’s very clever,” his father agreed. “You don’t need to
learn how to work hard, because you’ll never have to work
hard in your life, will you?”
Abdul was puzzled. Of course he’d have to work hard later in
life. All adults had to work hard. His father always worked late

39
in the office. He often worked in the weekends.
Then Abdul noticed that his father was smiling.
Of course! He was just fooling with him.
“Maybe the games aren’t so important,” Abdul remarked.
“Maybe it’s more important to finish this essay after all.”
“You’re even cleverer than you realise,” his father said, before
returning to his newspaper.

a. Abdul was clever when he came up with a way to finish the essay
quickly. But was he virtuous? Why?
b. Which virtue does Abdul learn about? Why is it important?
c. “You’re even cleverer than you realise.” What do you think
Abdul’s father meant by this?

Unit 4 Lesson 1 40
 Read the following quote for Sheikh
3 Zayed Bin Sultan Al Nahyan (May Allah
have mercy upon him), and answer the
following question.

“It is my duty as the leader of the young

people of this country to encourage them to
work and to exert themselves in order to raise
their own standards and to be of service to
the country. The individual who is healthy and
of a sound mind and body but who does not
work commits a crime against himself and
society.”

a. What is the virtue in this quote?

With your partner, design a poster. Choose one virtue from the list you
4 have created with your class:

• Think of what actions are linked to this virtue

• Consider images that would display the virtue in a creative manner

Plan out your design and have fun!

DID YOU KNOW?

Character Day is a global event for people to screen films on the topic of science as it relates to character development. Participants have
a discussion globally about their own character, who they are, who they would like to be, and how to develop these character strengths,
based on evidence-based research. The day takes place in late September each year.

41
 Think about what you have learned in today’s lesson.
5 Choose one of the questions below to write about:

a. Why are virtues necessary for people in our world today?

b. What actions will be characteristic of the sort of person I want to be?

c. What virtues do I want to demonstrate and how will I cultivate them?

Unit 4 Lesson 1 42
Unit 4 Moral Character,
Virtue Ethics

Lesson 2

Patience

Learning Outcomes
• Behave virtuously, for example by demonstrating
a capacity for patience or forgiveness, in
dealings with other people.

43
 Vocabulary

Patience

Apologise

Participate in a circle time where

1 you will share your thoughts
and voice your opinion about
patience.

Discuss the following questions:

• What is one example of a time

when you have to
show patience?
• Is it easy to be patient?
• When is it harder to
be patient?

Unit 4 Lesson 2 44
 2 Read the story The Racing Game. Then answer the
questions that follow.

This was one of the best days in Abdul’s life. The game
exposition was in town!
He couldn’t wait to see the latest apps and games. He loved
all those shiny screens with their flashing lights and buzzing
alerts. He could spend hours testing out the latest releases.
Abdul was going to the exposition with his best
friend Ibrahim.
They both loved playing games on their laptops and
smartphones. They competed on different games and it was
always good fun.
Today, Ibrahim was walking very slowly. And it was
annoying Abdul.
“Hurry up, Ibrahim!” Abdul shouted. “We’ll be late.”
“I’m coming.” But Ibrahim didn’t walk any faster.
All Abdul could think about was the game conference. He was
so excited!
Then he turned to Ibrahim and said angrily:
“Why are you so slow today?”.
“It’s nothing,” Ibrahim said with a shrug. “I will walk faster.”
But Ibrahim still didn’t walk any faster.
“Tell me,” said Abdul, stopping. “What’s wrong?”
“It’s my leg. I fell down yesterday and my leg is hurting me.
I am trying to walk faster, but that’s the best I can do. If you
are in so much hurry, go ahead and I will follow you at
my pace.”

45
“I’m sorry Ibrahim! Let’s walk slowly, the exposition is there
all day!” Abdul said.

a. Why do you think Abdul was walking quickly?

b. Why did Abdul apologise to his friend? What did he realize?
c. What made Ibrahim not tell his friend about his leg? What does
that tell you about him?

Unit 4 Lesson 2 46
 Read the following article and then complete the activity that follows.
3 In our world, we have become used
to getting things instantly. We send
texts and emails and expect immediate
responses. We no longer have to wait
for the postman to deliver a letter. We
can take a photo and post it online
immediately; we don’t have to wait as
our parents or grand-parents had to.
Non-digital photography required the
presence of a film roll in the camera,
which needed to be “developed” using chemicals at a professional photographer.
We can watch the next episode of a show without having to wait until the next
week. We can “binge watch” an entire season of our favourite programme online
over the weekend. Who needs to be patient when most things are available
instantly? But sometimes the greatest things in life do require our patience…

Now work with your partner:

• Make a list of things that are worth waiting for.
Play the “Pass the Fruit” game with your class. Listen carefully as your
teacher explains the rule.
Don’t forget to be patient with your teammates!
After the game, discuss the following questions with your partner:

• Did you have to be patient during this game?

• How did you feel when it wasn’t going as smoothly as you hoped?
• Was it difficult to be patient?
• What improved the longer the game took?

Patience is not the ability to wait but how you act while you are waiting.
Joyce Meyer

47
 Read the text below and answer the questions that follow
4 When we plant a real seed in the ground,
we have to display patience as we wait
for our plant to grow. We need to give our
seeds the right conditions – sunlight, water
and space. We also have to wait for the
flowers to blossom or the fruit to ripen.

We plant seeds in our minds when we come

up with a plan or a goal. For example, I
would like to run a marathon or I would like to perform on stage. When a seed like
this is planted, we then have to have patience as we provide the right conditions
and prepare ourselves, sometimes over a significant amount of time, to be ready for
the task.

Today, you are going to plant seeds in a pot, and in your mind!

a. What plant do you want to grow?

b. What goal do you want to achieve?
c. What virtue will you need to develop?

Make a sign for your plant that displays the goal and the virtue.

Choose one of the questions below. In your

5 notebook, write an answer of 10 lines.

a. What is patience?
b. Have you ever found it difficult to be
patient?
c. What things do you think are worth
waiting for?
d. How do you think patience could help you develop your character?

Unit 4 Lesson 2 48
Unit 4 Moral Character,
Virtue Ethics

Lesson 3

Forgiveness

Learning Outcomes

• Behave virtuously, for example by demonstrating

a capacity for patience or forgiveness, in dealings
with other people.

49
 Vocabulary

Forgiveness

Regret

Discuss the following quote with your class:

1
When you forgive you don’t change the past but you do change the future.
Bernard Meltzer

Unit 4 Lesson 3 50
 Read the story It’s Just a Scratch and then answer the
2 questions that follow.
Mary couldn’t believe what had happened!

She loved her tablet. It was her favourite gadget in the whole world.

And now it was ruined! And it was her brother’s fault.

Actually, Mary knew that it was her own fault. She should never have left the tablet
in her brother’s room.

Ado was six and was always playing with her things. Each evening, when Mary had
finished her homework, she would spend an hour reading to Ado or chasing him
around the room or helping him build some crazy castles or fortresses.

But then Mary got a new tablet. It had all the latest apps and games. There was so
much to learn. Suddenly, she couldn’t find the time to play with Ado anymore. Even
when they were chasing each other, Mary would become distracted by the buzzing
of her tablet.

That evening, Mary was trying to reply to a message on her tablet. Meanwhile, Ado
was begging her to read him a story. Then their mother called Mary. Leaving the
tablet on Ado’s bed, Mary went downstairs to her mother.

When she came back, Ado was crying. And the tablet was on the floor.

Horrified, Mary picked it up. There was a big scratch right down the middle of the
screen.

“You stupid boy!” she shouted at her brother. “You broke my tablet!”

“I didn’t mean to,” Ado replied, through his tears.

“Why did you touch it?” Mary could feel her anger rising. “You know it’s my tablet.”

“I wanted to find out why you like your tablet more than you like me.”

Mary stared at the scratch on her tablet. She felt too ashamed to look at
her brother.

51
a. What sort of a relationship did Mary have with her brother? Has
it changed? Why?
b. Why do you think Ado was crying?
c. What do you think will happen next? Why?

Unit 4 Lesson 3 52
 Read the following article and then complete the activity that follows.
3 When we apologise, we often say ‘I’m
sorry.’ When we forgive, we often say
‘I forgive you’. These words are very
powerful.
When you say ‘I’m sorry,’ you are letting
the other person know that you realise
that you have hurt them and done
something wrong. You are expressing
regret for your actions. You know that you
have done something wrong and you are
seeking to make things right again.
Equally powerful are the words ‘I forgive you.’ When you say these words, you let the
other person know that you are no longer holding any anger towards them. You are
not saying that you agree with what they did or that you will forget about it. You are
saying that you are willing to move on.
However, there are other ways that you can ask for and grant forgiveness.

a. Write out another sentence or action that you could use to ask for forgiveness.

b. Write out another sentence or action that you could use to grant forgiveness.

53
 With your partner, come up with a scenario where a conflict happens
4 between friends and where forgiveness may be needed.
a. Write the scenario on a piece of paper clearly describing the characters
involved and what happened.
b. You need to describe at least two characters clearly and no more than four.
c. You could use famous characters from a
movie, TV or history who were involved
in a conflict. Perhaps they never forgave
each other but during your drama you can
improvise what would happen if they did.

With your group, improvise your assigned

scenario in a short drama.
a. Use the language you have learned from
the previous activity.
b. Try to imagine how your character felt in the situation.

When a deep injury is done to us, we never heal until we forgive.

Nelson Mandela

Choose one of the questions below. In your notebook, write an answer

5 of 10 lines.

a. How does it feel to forgive someone?

b. What happens when forgiveness does not
happen?
c. Is there someone in your life that you need
to forgive?
d. Consider the quotes you encountered in
this lesson. What do they mean to you?

Unit 4 Lesson 3 54
Unit 4 Moral Character,
Virtue Ethics

Lesson 4

What Makes
a Good
Person?
Learning Outcomes
• Engage in a discussion about what it might mean
to be a ‘good person’.
• Recognise that it is possible for humans
to change for the better and that nobody is
inherently a good or bad person.

55
 Vocabulary

Head Heart

Hands Change

Do you know someone who

1 you think is a “good person”?
Consider what qualities make
them a good person.

Then discuss the following with your

class:
a. Can you give an example of
a good person? Why do you
think they are good?
b. How can you become a better
person?

Have a big dream. Foster it with a strong will and live it every day. This is how you grow the
passion of becoming outstanding.
Mohammed Bin Rashid Al Maktoum

Unit 4 Lesson 4 56
 Read the story Aunt Maha and then answer the questions
2 that follow.
It was Saturday, so it was time for Mary to have lunch with her Aunt Maha. This was
always a special time. They were so close to each other and loved spending time
together.

Today, she felt differently,

“You know, I love it when you visit,” Aunt Maha said, “but I hate to see your face looking
so sad. What’s the matter?”

“I’m a terrible person,” Mary said, staring at her glass of juice.

“I’m sure you’re not. I’ve known you long enough to know that you’re not perfect, but you
are good enough. What did you do that as so terrible?”

“I shouted at Ado and made him cry.”

“Oh, that is bad.” Aunt Maha nodded her head sadly. “Was that because he broke
your tablet?”

“I love my new tablet and want to play with it!” Mary sipped her juice. “But I feel terrible.
Even this juice tastes awful today.”

“There’s nothing wrong with the juice!” Aunt Maha stood up. “I’ll be back in a minute.”

Aunt Maha was wrong, Mary thought. The juice did taste different today.

“I have something for you,” Aunt Maha suddenly announced.

Mary looked up.

“Maybe it’s a new tablet,” she thought, with a sudden surge of excitement.

Aunt Maha handed her a book. The Arabian Nights.

“Read your brother a story tonight,” She said. “Read him a story every night. Keep

reading until you feel better. And, in the meantime, drink up your juice.”

57
Mary drank some more juice, looking at the beautiful book.

Aunt Maha was right, as usual. There was nothing wrong with the juice.

a. What do Aunt Maha’s thoughts, feelings and actions tell us

about her character?
b. Why do you think the juice tasted differently to Mary?
c. Aunt Maha thinks that Mary is a good person. Do you agree
with her? Why?
d. What book did Aunt Maha give to Mary? How would It make
Mary feel a better person?

Unit 4 Lesson 4 58
 Read the following text and then, with your partner, answer the
3 questions that follow.

Malala Yousafzai, born on July the 12th, 1997, is a Pakistani activist for female
education. In October 2012 Malala was shot on her way to school. She survived
the shooting and her advocacy for the right to education has grown into a global
movement. In 2014 she became the youngest Nobel Prize Laureate when she was
awarded the Nobel Peace Prize along with children’s rights activist Kailash Satyarthi.

a. What virtues do you think Malala embodies?

b. What are her thoughts and beliefs as a ‘good person’?
c. How do you think she feels?

Wherever there is a human being there is an opportunity for kindness.

Seneca.

59
 A good person usually acts with their head, hands and heart.
4 For this activity you will create a character using the Heart, Head and
Hands model in a group.

First, draw the outline of a character and decide who It is. It might be a young
person living in the UAE, a teacher living in Ireland or a famous actress living in
America. Give them a name and make sure to draw a large heart, a large head and
large hands.

Next you will fill in ways in which this is a ‘good person’ by writing the following in
different parts of the diagram:
. Head–What do they think? What are their knowledge and
beliefs? What do they think about the people and the world
around them? What influences their ideas?
. Heart–How they feel? How do they manage their emotions and
their relationships? How do they feel about the people and the
world around them? How do they express challenging feelings
and deal with conflict?
. Hands–What do they do? What are their practical actions and
their creative pursuits? How are they contributing to the world
positively? How do they act in challenging situations?

Choose one of the questions below.

5 In your notebook, write an answer of 10 lines.

a. Do we have the capacity to change for the

better?
b. How do other people know that you’re a good
person?
c. Does everyone have the opportunity to be a good person?

DID YOU KNOW?

World Kindness Day is celebrated on November 13th every year? But
you can celebrate kindness all year long But you can celebrate kindness all year long .

Unit 4 Lesson 4 60
Unit 4 Moral Character,
Virtue Ethics

Lesson 5

Change and
Personal
Development
Learning Outcomes
• Engage in a discussion about what it might mean
to be a ‘good person’
• Recognise that it is possible for humans to change
for the better and that nobody is inherently a good
or bad person

61
 Vocabulary

Affirmation Personal

Development Compliment

In order to improve, we have to be willing to learn and change.

1

With your class, discuss the following:

a. What is personal development?

b. Why is personal development valuable?
c. Are we in charge of our own personal development?
d. What is one thing you would like to improve about yourself?

Unit 4 Lesson 5 62
 2 Read the story A Changed Game and then answer the
questions that follow.
The soldiers were chasing Abdul. They were getting closer every second.

But Abdul wasn’t scared. He was brave.

He knew exactly where to tap on the tablet screen in order to escape.

“Done it,” he declared, as his character disappeared through the trapdoor, away
from the soldiers. “This is the best update to the game ever!”

“Yeah,” agreed Ibrahim, swiping frantically across his screen. “I’m still stuck on the
second level.”

“Wait guys, I still can’t download this game on my tablet!” said Mary.

Abdul turned off his tablet and put it in his schoolbag. “I’ll help you, Mary” he said.

“What are you doing this evening?” Ibrahim asked. “Do you want to stay and have
dinner here?”

“No, I have to go home”, said Abdul. “I need to finish the homework before my
father starts complaining. Take care of your foot, my friend!”

“What about you, Mary?”, said Ibrahim.

“No, thank you Ibrahim.”, said Mary. “I told Ado I’d read him a story tonight.”

“Just make sure he doesn’t scratch your tablet again.”

“He can scratch my tablet as often as he likes,” Mary said, picking up her bag and
standing up. “It’s easy to fix a tablet.”

Ibrahim stared at his friends in amazement.

63
a. Why do you think Abdul cares about Ibrahim’s foot? What does
this tell you about Abdul?
b. Has Abdul’s attitude to homework changed? How?
c. Why do you think Mary says that Ado can scratch her tablet as
often as he likes?

Unit 4 Lesson 5 64
 Read As We Grow Older and then complete the activity that follows.
3 We all change as we get older.
Our bodies change as we grow.
This is probably the most obvious
change. You might be taller than your
younger brothers and sisters, for
example. They might ask you for your
help to take things down from high
shelves or to carry heavy items. And
you might sometimes feel impatient
with them because they seem so
slow.
But do you notice how they also
seem a bit ‘childish’ to you now too? As you grow older, you mature too. Your values
and attitudes change. Different things become important to you. For example, when
you were five, you probably believed that the most important things in the world
were your toys. Now you might realise that the most important things are not
things at all – they are your friends and family.
And as you grow older, you find that you can do things you couldn’t do when you
were younger. Perhaps when you were five, you were not very good at basketball
and could hardly throw a ball. Now maybe you play for the school team. And your
younger brother and sister might be there, cheering you on!

Consider how much you have changed since you were five years old.

Divide your page into two columns: “When I was 5, I…” and “Now I…”

Divide each column into three sections: Heart, Head and Hands.

In each section, write three sentences about what you thought (head/beliefs), what
you felt (heart/feelings) and what you did (hands/actions) when you were five years
old. Now look at the same three criteria and see how your responses and abilities
have matured.

65
 We are all good people. Other people can
4 see it in us and we can see it in them. Let’s
take some time to let our friends know what
we like about them.

You will use the Affirmation Circle to do this.

Consider the following questions:

a. What is a compliment?
b. Why do we give them?
c. Can you remember the last time you
received a compliment?
d. How did it make you feel?

Choose one of the questions below. In your notebook, write an answer

5 of 10 lines.

a. What has been the most important thing you learned during
this unit?

b. What activity did you enjoy most during this unit and why?

c. What are some habits that you would like to work on to develop
positive virtues?

Unit 4 Lesson 5 66
 Parents’
Guide
Grade 5

67
 Settlement, Family and Kinship in
Unit 3
the U.A.E

Unit 4 Moral Character, Virtue Ethics

Grade 5 68
 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.

69
Grade 5 70
Theme Civic Studies

Unit 3

Settlement, Family and Kinship in The U.A.E

Objectives of the Unit

The aim of this unit is to allow young people to explore the early settlements in the UAE, and
the reasons why and where nomadic people settled down. They will also explore genealogy
and oral traditions and understand the changes that have taken place in families and family
groupings over the years.

What impact has migration had on the UAE and how has it affected
families and family grouping?

71
Exploratory Questions:

- What changes have taken place in the UAE due to migration?

- What do we learn from geneology and oral tradition?
- What factors were considered when nomadic people settled in particular areas?

- What changes have taken place in the traditional industries over the years?
Learning Outcomes:

- Describe and explain the main changes that have taken place with:
• People coming to and settling in the UAE
• Families and family groupings
- Explain and discuss relevant concepts and terminology.
- Appreciate the importance and value to the individual of family and kinship bonds.

Grade 5 72
Home Activities

Activity 1:
- The family visits an elderly relative for help to complete the family tree created in class
during Lesson 4.
- Before the visit, family members help the student to come up with a list of questions to
ask the relative.
- Using the list, the student interviews the relative to fill in missing names on the family tree.
- The student asks for additional information about where the family originated and where
they might find out more details about their ancestors.
- The elderly person is invited the tell stories about their lives. The student records
these stories.
- The student completes the family tree, going as far back in time as possible.
- The student brings the completed family tree into class to share with their classmates.
Activity 2:
- The student goes back over the stories related by the elderly person in Activity 1.
- The student compiles a book of stories. If the elderly relative did not have many stories,
other family members may be asked to add more.
- The student creates a cover page for the book with the title Our Family’s History.
- The student brings the book to class to share with their classmates.
Activity 3:
- The family decides on a new industry in the UAE that they would like to find out more
about. They find answers to the following questions:
- What is the industry?
- Where did the industry originate and who introduced it to the UAE?
- Does the industry employ mainly migrant or Emirati workers?
- What impact does this industry have on the environment?
- The student documents the findings and writes a report on the subject.
- The student brings the report to class to share with their classmates.
Theme Character and Morality

Unit 4

Moral Character, Virtue Ethics

Objectives of the Unit

The aim of this unit is to introduce young people to the concept of virtue ethics. They will
explore values such as patience and forgiveness, and consider what makes a good person.
And they will examine the role of change and personal development in morals.

What virtues do we need in order to make good decisions?

75
Exploratory Questions:

- What are virtue ethics and how can you apply them?
- How can patience and forgiveness enhance the moral behaviour?

- What are the qualities of a moral person?

Learning Outcomes:
- Behave virtuously, for example by demonstrating a capacity for patience or forgiveness, in
dealing with other people.
- Engage in a discussion about what it might mean to be a ‘good person’.
- Recognise that it is possible for humans to change for the better and that nobody is
inherently a good or bad person.

Grade 5 76
Home Activities

Activity 1:
- The family meets to discuss virtue ethics.
- Every family member takes turns to identify the virtues they believe they embody.
- Then they take turns to talk about the virtues they admire in each of the other family
members.
- The student creates a family tree and lists two or three positive virtues for each family
member.
Activity 2:
- Choose a book with a good story that may be read aloud to the family over a period of days
or weeks. This will give the student the opportunity to practise patience.
Activity 3:
- The family gathers to create a recipe for ‘A Happy Family’.
- Each family member suggests an item for the list of ingredients (for example, forgiveness,
patience, love and laughter).
- The family helps the student to write a method for the recipe, explaining which ingredients
are most important and how to mix them.
- Younger family members may draw a picture to go with the recipe.
- The student brings the recipe to class to share with their classmates.
Activity 4:
- Identify a movie or TV character who may embody the virtues of patience and forgiveness.
If possible, find a photo of the person and print it out.
- The family sits down together to watch a movie or TV programme featuring the character.
- Ask the student to identify the dilemmas the character faces and how they make good
decisions.
- The student sticks the photo of the person onto a blank sheet of paper. They write the
virtues the person embodies in a circle around the photo.
- If there is no photo available, the student may create a drawing instead.
- The student brings the photo or drawing into class to share with their classmates.
 Glossary

Affirmation: A statement of belief in Affirmation something or someone.

Apologise: Expressing regret for your actions or words, and for the hurt
you have caused others.

Apology: The expression of regret for your actions or words, and for the
hurt you have caused others.

Archaeological site: A place (or group of physical sites) in which evidence

of past activity is preserved (either prehistoric, historic or contemporary),
and which has been, or may be investigated using the discipline of
archaeology, and represents a part of the archaeological record.
Artefact: An object made by a human being, typically one of cultural or
historical interest.
Change: The ability to evolve and become a new person.
Character: A person’s personality, including behaviour, thoughts and
actions.
Compliment: To praise someone for being good or for doing something
good.
Development: Change and evolution, especially based on experience or
new knowledge.
Economy: The system of production and consumption governing a
particular country or region.

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Ethics: Social standards or expectations.
Family tree: A chart representing family relationships in a conventional
tree structure.
Forgiveness: The ability to let go of a sense of hurt or anger you feel
towards another person.
Genealogy: The study of families and tribes.

Hands: Your actions and behaviours.

Head: Your thoughts.

Heart: Your feelings and emotions.

Iron Age: The period of human culture characterized by the smelting of
iron and its use in industry beginning somewhat before 1000 BC. in Western
Asia and Egypt.
Morals: Principals of right and wrong that govern personal behaviour.

Motifs: A dominant or recurring idea in an artistic work.

Multiculturalism: A situation involving people of different nationalities
and cultures.
Natural features: Features that were created by natural processes; for
example, rivers and mountains.
Non-renewable energy: Natural resources that cannot be replaced after
they are used.
Oral History: The history that is passed on by word of mouth, rather than
being written down. It is the stories about the past that people tell each
other.

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 Patience: The ability to stick with a difficult or annoying task or situation
for a long time without showing annoyance or irritation.
Personal: Relating to you as an individual.
Regret: Feeling of disappointment or sadness when one fails to do
something.
Rural community: An area that is often farmland with few buildings,
businesses and people.
Settlement: A place where people live.

Site: The land the settlement is built on.

Traditional: The handing down of a culture’s beliefs and customs from
parents to children over many years.
Tribe: A group of people living on a specific territory and have common
interests.
Urban community: A group of people, usually more than 2,500, living in a
big town or city.
Village: They are small settlements several hundred people live in them
and they have: a few shops and usually a school.
Virtue: Behaviour showing high Virtue moral standards.

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