Moral Science - G06
Moral Science - G06
Moral Science - G06
Education
Grade Six
First Semester
Pilot Edition
2017 - 2018
Trial Edition
2017- 2018
Copyrights reserved -Ministry of Education in the United Arab Emirates - Curriculum and Evaluation Sector
II
“ ”
‘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 (May God place peace upon him)
“ ”
‘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 (God save him)
“ ”
‘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 (God save him)
“ ”
‘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 (God save him)
IV
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
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)
VI
Empathy and Assuming Responsibility What should I rely on when I want to express my opinion on a
certain matter?
Responsibility
and family?
Lesson 1 Respect is the Basis of Good Treatment
Lesson 2 Benevolence, Sympathy and Generosity How is self-esteem linked to taking responsibility for oneself
Lesson 3 Respect of Others’ Viewpoints
and others?
Lesson 4 Establishing Positive Relationships
How do I feel when I take responsibility for helping others?
Lesson 5 Responsibility and Self-Esteem
1 Introduction Unit 2
VIII
her
Equality
and Justice
How do we achieve equality amongst people?
y?
ends
As a community, how can we achieve distributive justice
As Fairness
Lesson 1 Aspects of Equality Between People
through what we have learnt?
elf Lesson 2 How is Fair Distribution Accomplished?
IX
Unit 3
Unit 5
Mental Health
XI
Empathy
and Assuming
Responsibility
Lesson 1 Respect is the Basis of Good Treatment
Introduction Unit 2
Lesson 1
Respect is
the Basis
of Good Treatment
Learning
Outcomes
- Explain the key aspects of compassion, respect and
tolerance.
- Discuss situations where students have shown or
failed to show compassion and tolerance towards
others.
- Identify tolerant individuals or groups and/or those
who think they are victims of discrimination.
- Understand why self-respect is an integral part of
respecting others.
In this lesson, the teacher will define self-respect and how it is essential for
gaining the respect of others. Once the concept of self-respect is established,
the teacher introduces the concept of empathy. Students are made aware
that respect for others is the cornerstone of empathy and the beginning of
sympathy.
The teacher requests that students imagine themselves in the shoes of others
to feel their suffering, and try to act compassionately towards them as much
as possible. Respect and empathy are paired with tolerance and acceptance of
others. No matter how different a person may be, tolerance and acceptance
is paramount and is protected by the rights guaranteed by laws of citizenship
and international legitimacy. In this instance, we refer to the UAE law which
provides for the rights of those in the country.
* On April 18 2017, His Highness Sheikh Mohammed bin Rashid Al Maktoum(may God protect
him) launched the National Strategy for Empowering People with Disabilities, designating
them ‘People of Determination’ instead of the frowned-upon term ‘People with Disabilities’.
‘Disability is people’s inability to develop. It’s when they remain in their place, unable to make
any accomplishments. What people of determination have achieved over the past years in
all fields proves that purposefulness and willpower help accomplish the impossible and push
people to confront all circumstances and challenges with unwavering determination in order
to reach their goals’, said His Highness Sheikh Mohammed bin Rashid Al Maktoum. ‘Today,
our institutions will begin reflecting our great and unwavering interest in this category, where
a special official will be assigned to take on the responsibility of facilitating services for people
of determination. An Advisory Council, including federal and local government institutions and
community members, will also be established to offer counsel, in order to reach a continuous
development of services and find solutions to the challenges that prevent the integration of
this category in the community,’ His Highness added.
I am respected
by others
I respect
others
I respect
myself
Read the following text on the theme of tolerance in the UAE and do the
activity below.
The UAE is noted for the values of tolerance, peace, security and
cultural diversity, hosting as it does more than 200 nationalities,
all enjoying a fair and decent
quality of life. Laws in the UAE
promise justice, respect and
equality for everyone, while
making hatred, intolerance and
discrimination a crime.
The UAE has played an
important part in international
agreements calling for a stop
to violence, extremism and
discrimination. In addition, it has HE Sheikha Lubna bint Khalid bin Sultan
become a global meeting place, Al Qasimi - Minister of State for Tolerance
............................................................................................................................................
b. How could these ideas be implemented in your school?
.............................................................................................................................................
Dr. Martin Luther King Jr. was a political activist and spiritual leader. He
was born in Atlanta, Georgia, in the United States of America, in 1929.
He is considered one of the most important figures in the struggle for
human rights and equality. Dr. King is admired for the peaceful way he
fought for racial equality and for African Americans’ civil and political
rights.
The Atlanta that Dr. King grew up in was a cauldron of racism. He
began his political journey after he started college. He himself suffered
unfair treatment throughout his life due to the colour of his skin. On one
occasion, his house was bombed and he almost lost his wife and son. As
a result of such violence, he started a resistance movement that centred
on the idea of ‘peace’, inviting his allies to be forgiving and to avoid
violence. He is especially famous for his ‘I Have a Dream’ speech, which
he gave at a political rally in 1963. During this speech, he expressed his
Lesson 2
Benevolence,
Sympathy
and
Generosity Learning
Outcomes
- Explain the meaning of benevolence, sympathy and
generosity, and give examples from real life when
students (or people they know) have applied these
values.
11
generosity
Introduction Unit Lesson 2 12
13
Since the outbreak of war in South Sudan, nearly 1,900,000 people, half
of whom are children, have fled from the violence to often inaccessible
areas. UNICEF and the World Food Programme (WFP) set up a quick
and complete response mechanism in early 2014 to offer urgent help
to desperate families by aeroplane or across rivers. In March 2017, one
month after declaring a state of emergency over the worsening food
crisis in parts of South Sudan, UNICEF, in collaboration with the WFP
and other partners, helped save the lives of 145,000 people, including
33,000 children under the age of five. And with the help of rapid
response teams, UNICEF staff ran malnutrition tests on nearly 6,000
children under the age of five and vaccinated over 25,000 children
against polio and measles. The organisation also offered clean water
and other hygiene supplies to nearly 11,000 people. Furthermore, more
than 40 children accompanied by their parents have been registered
Introduction Unit Lesson 2 14
15
4 Work with your classmate to write and act out a scenario about
ways to show sympathy towards others, considering the following
points:
• I can feel what others feel
• I understand their suffering
• I respond to this feeling
...............................................................................................................................
...............................................................................................................................
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Introduction Unit Lesson 2 16
Lesson 3
Respect
of Others’
Viewpoints
Learning
Outcome
- Respect others’ viewpoints on moral dilemmas.
17
Act out a scenario in front of your group where you are upset about
1 something. Use gestures. Did the group sympathise with you?
Ask the group how they could sympathise with you thoughtfully and
emotionally.
Introduction Unit Lesson 3 18
b. W
ork in pairs. Discuss your ideas with your partner. Do you agree
with each other? Try to come up with an idea that you are both
happy with.
Work in groups. Give and justify your opinion regarding the two
3 views of rain.
19
5 Work in pairs. Are the situations that follow moral or immoral? How do
you decide whether something is moral or immoral?
Introduction Unit Lesson 3 20
21
Introduction Unit Lesson 3 22
Lesson 4
Establishing
Positive
Relationships
Learning
Outcomes
- Learn how to grow in a healthy, positive way and to
cooperate to live in harmony.
23
happiness
positive relationships
well-being
positive growth
In this lesson, we will define well-being and positive relationships. Students will list
their needs for satisfaction and happiness. Students become aware that helping one
another to grow and develop positively in school also provides satisfaction and happiness.
Family behaviours will be analysed and strategies shared that will help to strengthen
relationships within the family.
The lesson concludes with students acting out an incident that has happened to them and
describing ways the incident could have been avoided or resolved.
Introduction Unit Lesson 4 24
a� How can we help each other grow and develop positively at school?
...................................................................................................................................................................
...................................................................................................................................................................
..................................................................................................................................................................
25
My classmate Jessica is overweight. She told me today that she had gone to a doctor with
her mother to get some advice on healthy eating. She is now bringing walnuts and almonds
to school instead of chocolate. (She used to eat a lot of chocolate during the break!) She
seemed positive and asked for my support and encouragement.
For a few days now, I have been feeling that there is something wrong with my friend Colin.
He’s stopped playing with us during the break, and just sits by himself, refusing to talk
to anybody. In class, he seems distracted and the teachers have noticed his lack of focus,
especially during group work. He won’t join in and the teachers are starting to get angry
with him. Today I pushed him to tell me what’s wrong and it soon became clear that he’s
having problems at home.
Introduction Unit Lesson 4 26
a. W
ork in groups. Discuss the behaviours shown in the pictures.
H
ow do they strengthen family relationships? Write your
answers below. Share your opinion with your classmates and
listen to theirs. Take part in the discussion.
1 ....................................................................................... 2 .......................................................................................
....................................................................................... .......................................................................................
27
b. What feeling does positive family relationships generate among family members?
..............................................................................................................................................................
c. Some children consider family meetings to be an old-fashioned habit that adds nothing
to their lives. As a result, they go online to look for solutions to their problems. What is
your opinion on this?
..............................................................................................................................................................
The details of the incident - The emotions you had at the time - The way you behaved then - How
you would act, now that you have learnt the significance of building positive relationships with
your colleagues - People who you were able to reach for assistance.
In collaboration with your colleagues, you can act out the situation that shows some possible ways
to avoid the incident, or suggests people who you could reach for assistance.
Introduction Unit Lesson 4 28
Lesson 5
Responsibility
and
Self-Esteem
Learning
Outcomes
- Present and discuss ideas about the concept of
identity and how other people’s behaviours could
have a positive or negative effect on our own
self-esteem.
29
responsibility
identity
self-esteem
This lesson will outline the basic responsibilities we share in class and at home, and discuss the
motivations that drive us to be responsible. Students will read stories and real-life experiences about
self-esteem and taking responsibility. The lesson concludes with a discussion on how self-esteem is
linked with responsibility in many common situations.
Introduction Unit Lesson 5 30
My Responsibilities
• To follow rules at home, at school and in society because they protect me and
preserve my rights and the rights of others
• To fight as hard as I can for my rights and the rights of others
• To be well mannered
• To take good care of my body
• To respect the rights of others and never cause them harm
• To look after my personal property and respect the property of others
• To be determined to achieve my ambitions
• To be caring for those who need it
a. A
nalyse why looking after your health is included in
self-responsibility:
...............................................................................................................................
...............................................................................................................................
b. Illustrate what makes you a responsible person:
...............................................................................................................................
...............................................................................................................................
c. C
ompare the feelings you have when you are responsible and
those you have when you are irresponsible. Give examples.
...............................................................................................................................
...............................................................................................................................
31
Noha is a kind-hearted and intelligent girl. She is generous and always willing to help others.
One day, she noticed that her friend Sara was wearing a pair of glasses that were broken and
had been stuck together by her father. Most days Sara comes to school without any money,
and if she gets any allowance, it is usually very little. Noha knows that Sara comes from a poor
family. She wanted to help Sara but she couldn’t think of a good way to go about it. She decided
to ask her parents for advice. That evening, while everyone was sitting in the kitchen, Noha
said, ‘Dad, I have friend at school who doesn’t get much of an allowance from her family. I want
to help her, but I don’t know how to. If I give her a present, she might feel she has to buy me
something in return and she can’t really afford it. If I give her money, it might hurt her feelings.
So, how shall I help her?’
Noha’s father was very pleased that his daughter was so considerate. He kissed her and said,
‘You are such a good girl, Noha! I am proud of you. Let’s think of how you can help your friend
without hurting her feelings.’
Then Noha’s brother, Sami, said, ‘Why do you have to help her? You shouldn’t get involved in
other people’s lives! Everyone should live according to their means.’
Suddenly Noha jumped up and said, ‘I’ve got it! I’ve got it! I’ve got a great idea! I’ll take a box to
school and make it into a coin box. Then I will ask Sara and my other friends to put some of their
allowance in it. At the end of the week, we’ll share out all the money between us. I’ll put a lot of
money in every day so Sara gets a lot of money by the end of the week, without knowing where the
money comes from. That way, we won’t hurt her feelings because she’ll put in a share of her own
allowance every day, even if it is not very much.’
Noha’s father smiled and said, ‘That’s a great idea! You are a special girl because you think
about other people and want to help them. I’ll help too, by giving you some money to put in
the piggy bank. Look, Sami, your sister is really happy because she is helping a friend. There’s a
lesson for you to follow there, Sami!’
Introduction Unit Lesson 5 32
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
The late Sheikh Zayed bin Sultan Al Nahyan (may God have mercy
4 upon him) was a role model for the values of self-esteem and
responsibility. Read the article about his achievements and discuss
the points that follow.
The most important rule learnt by people in the UAE from the great late
Sheikh Zayed bin Sultan Al Nahyan (may God have mercy upon him) is
that we have to respect ourselves in order to be respected by others.
Sheikh Zayed stressed the importance of this great value to UAE people.
This value is evident when we visit a foreign country and receive love and
respect wherever we go because of our commitment to his guidance. He
also cultivated a sense of responsibility in the people of the UAE towards
themselves and their state. This is the foundation of every nation’s success.
This is what we learnt when we saw him standing on sand heaps on work
sites, spending his whole day out in the sun among the workers and having
his breakfast, lunch and dinner at the same place. This behaviour has taught
us to assume responsibility, respect work and insist on setting goals and
achieving them. In addition to the attention that Sheikh Zayed dedicated
to urban projects, he placed considerable importance on people. This was
33
Introduction Unit Lesson 5 34
35
Introduction Unit Lesson 5 36
Lesson 6
I Commit
Myself to
Helping
Others
Learning
Outcomes
- Demonstrate awareness of the needs of others,
including vulnerable social groups (such as elderly
citizens), and provide them with practical support
and care.
37
assuming responsibility
abandoning responsibility
social responsibility
This lesson will help you understand when others need our help. It will outline
the best ways to provide help and how we feel when we provide help by
analysing real-life situations.
Chain of responsibility:
1 Write down the name of the person you would like to help at school on a
piece of coloured tape. Also write down why you want to help this person.
All your classmates will do the same thing. Then glue the ends of each
piece of tape together to form a chain and show the chain in class. When
you assume an extra responsibility, you can add a new piece of tape to the
chain, highlighting what you have done.
Introduction Unit Lesson 6 38
a. M
y friend at school neglects his commitments and avoids social
activities and assemblies. He used to be a responsible person who
liked participating in different activities.
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
b. M
y sister is always anxious, even when she goes out to eat her
favourite sweets.
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
39
a b
a. L ook at the two pictures with your classmate. Then assess the impact
of each situation within the community.
...............................................................................................................................
b. I magine that you live in the same community as the woman in the
second picture. How could you help the old woman? Can you suggest a
solution to her problem?
...............................................................................................................................
c. Why do you provide help? Describe your feelings when providing help.
...............................................................................................................................
Introduction Unit Lesson 6
40
41
b. G
roup Work - Evaluate the work done by the UAE and another country in
helping the poor and people in need.
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
Introduction Unit Lesson 6
42
Equality
and Justice
as Fairness
Lesson 1 Aspects of Equality Between People
43
Unit 1 44
Lesson 1
Aspects of
Equality
between
People
Learning
Outcome
- Describe some issues that might arise
while studying equality (e.g., the difference
between equal opportunities and equal
outcomes.)
45
equality
fairness
justice
Knowledge Table:
1 With your classmates, brainstorm the concept of equality in the
community. Then, on a sticky note, write two things you know about
equality and place it in the first box of the Knowledge Table.
On a second sticky note, write two things you’d like to learn in this
lesson and place it in the second box of the Knowledge Table.
After you complete the lesson, on a third sticky note, write two things
you have learned. Place this in the third box of the Knowledge Table.
Unit 1 Lesson 1 46
47
Unit 1 Lesson 1 48
49
a. What does Sheikh Mohammed say is the value that governs the
relationship between the nation and its people? How is it important
for the UAE community?
Unit 1 Lesson 1 50
a. A
rticle 2 states that ‘Everyone is
entitled to all the rights and freedoms
set forth in this Declaration, without
distinction of any kind, such as race,
colour, sex, language, religion, political
or other opinion, national or social
origin, property, birth or other status.’
51
Do you remember the Knowledge Table? Now fill in the last box of
5 the Knowledge Table with what you have learnt during the lesson.
Read your three sticky notes with your friends and discuss whether the lesson
has met your expectations. What is the role of the Knowledge Table in the
lesson? Were everybody’s expectations met?
Unit 1 Lesson 1 52
Lesson 2
How is Fair
Distribution
Accomplished?
Learning
Outcomes
-Explain that distributive justice is about scarce
resources — such as wealth, work or positions (e�g�,
leadership positions) — being allocated fairly within a
group or in the wider community�
-Understand the importance and contested nature of
identifying what is fair�
53
fairness
justice
distributive justice
Unit 1 Lesson 2 54
Imperial Announcement
To every man and woman who wants to sit on the throne,
Come take a seed and work to make it grow�
Come next year with a plant to show,
And he or she with the most beautiful flower will inherit my throne�
The news caused great excitement across the country. Every family wanted their son or daughter to be
chosen to succeed the emperor. One by one, they made the journey from all across China to take a seed
from the emperor. There was a long line, as far as the eye could see, with people waiting days for their
turn. Finally, after three days of waiting, a poor young woman called Chunhua entered the palace. She
bowed to the official sitting behind his desk and took a seed from him. She watered it and sang to it, and
sat there giving that seed the best care she could, day after day, wishing to see it grow and flower.
Days turned to months, but nothing grew in Chunhua’s pot, and she felt extremely sad. She tried
different pots, and different soils, and even different types of water. She borrowed her neighbour’s
horse, and rode far to get the richest soils in the land. However, months passed, and still there was
nothing. When spring came, everyone rushed to the castle with their pots. The pots all had beautiful
flowers, some with colours Chunhua had never seen before. The flowers were all different shapes,
and some even gave off their own light� All the men and women with beautiful flowers laughed when
they saw Chunhua holding her empty pot. One by one, they walked in, holding their pots above their
heads to show the emperor. Throughout the day, the emperor sat there still, frowning and silent.
Suddenly, a flowerless pot caught his eye. The emperor leaped up off his throne with a huge smile
covering his face. He approached Chunhua and asked her, ‘Young lady, why did you bring a flowerless
pot?’ Chunhua blushed, and explained what had happened. The old emperor listened quietly and
smiled. Then, he turned to everyone and said, ‘I gave all of you pebbles to grow� And yet everyone
here brings me such wondrous plants, except for this honest young lady. She is the only winner�’ The
emperor placed a small crown on Chunhua’s head and proclaimed loudly, ‘Here stands Chunhua, Crown
Princess, and future Empress of all of China�’
Valerie Dovey: Search for Common Ground. Building a culture of human rights in the leaders of tomorrow\Lebanon March 2010
55
Unit 1 Lesson 2 56
57
His Highness Sheikh Zayed met with His Highness Sheikh Rashid at Orkob Al-
Sudaira, located between Abu Dhabi and Dubai, in February 1968. It was an exciting
time, with many difficult points to discuss. However, thanks to communication and
consultation, the council was formed in 1971 and, through the commitment of the
seven rulers of the UAE to cooperation, work began on the modern UAE.
After the council was founded, work began on one of the biggest development plans
the region had ever known. And from his very first day as ruler of Abu Dhabi, the late
Sheikh Zayed bin Sultan Al Nahyan started harnessing all the resources available to
him, to develop the country and raise the standard of living.
Consequently, the UAE grew into a modern and prosperous state after the birth of
the union, thanks to the leadership and the generous nature of the seven rulers.
Under Sheikh Zayed’s presidency, the UAE was industrialized , and thousands of
people moved from houses made of vines and mud into clean, healthy homes. Fresh
water and electricity were provided to every house, new roads were built and the
outdated educational system was quickly modernised.
Through his values, Sheikh Zayed led the people, communicated with the world
and, with the seven rulers, built the modern UAE. The values of fairness, generosity
and spreading world peace became the backbone of the country. Fairness and
justice were essential parts of his life and work. Sheikh Zayed was fair with himself,
his family, his community and with all people. His way of life turned this country
into a regional haven for anyone seeking justice and security.
59
Unit 1 Lesson 2 60
Lesson 3
Distributive
Justice
Learning
Outcomes
- Understand the importance and the uncertain
nature of what is fair�
-Demonstrate personal commitment to fostering
just or fair distributions of scarce resources (initially
among classmates, family and friends)�
61
equality
fairness
justice
distributive justice
Read the story below. Then, in your group, identify a solution and
1 play the roles of Rafa, Yan, May and their parents in a way that
ensures everyone is happy at the end.
Zang’s family owns a motor showroom in China. They decided to visit Dubai’s 2017
International Motor Show. When the family headed for the car, Rafa rushed to sit
beside one window and Yan took the other window side. May was upset because
she had to sit between them.
Their father refused to go
until they'd found a solution
to this problem. He got them
out of the car, and their
mother asked them to stop
being selfish and agree on a
solution to suit everybody.
Unit 1 Lesson 3 62
An Indian parable tells the story of six blind men who heard that an enormous
elephant would be brought to their town to take part in an annual celebration. The
six men went to talk to the town governor and asked his permission to touch the
elephant for the first time in their lives.
They had heard about elephants and how big they were, but they could not imagine
their shape or form. The governor agreed, and asked each of them to describe
the elephant in one sentence after touching it. On the day of the celebration,
and in the presence of the
townspeople, the six men
surrounded the elephant
and began to touch it. When
they had finished, they each
described the elephant in front
of the governor and the huge
crowd of people.
The third man laughed and said, ‘That’s absurd, a rope and a wall� How is that even
possible when the elephant is nothing but a big spear?’
The fourth man said mockingly, ‘What you are saying is wrong, and what people
say about the huge size of the elephant is also wrong. I was keen to discover the
elephant, but shocked when I found out it is only a harmless fat snake.’
The fifth man said sarcastically, ‘What is all this nonsense? The elephant is like a
fan made out of leather�’
63
During each description, everyone present laughed loudly, except the governor,
who was listening carefully and with great calm. After the six men had finished
their descriptions of the elephant, the governor stood up and made a sign to the
crowd to stop laughing. When everyone was quiet, he addressed them, saying:
‘Every one of them was right about the description of the part of the elephant
they touched. The first man said that the elephant looked like a rope because he
touched the tail. The second one said that the elephant is like a wall because he
touched its side. Then, the third one said it is like a spear because he touched the
tusk. And the fourth one said that the elephant is like a snake because he touched
the trunk. Next, the fifth one said that the elephant is like a fan because he
touched one of its ears. And finally, the the last one said that the elephant is like
a tree trunk because he touched its leg. So each of the six was partially right; the
only mistake they made was not waiting to know the whole truth. We also, without
exception, often make this mistake. We speak about part of the truth and we think
that this part is the whole truth. Then we hold on to it and become stubborn about
it. We argue with those who disagree and hold differing opinions, simply because
we have failed to see the truth from all sides.’ When people heard the governor’s
wise words, they nodded and became humble.
Unit 1 Lesson 2 64
65
Unit 1 Lesson 3 66
The forms and types of healthcare systems vary widely throughout the world.
Each has its own history and unique organisational structure. However, all
healthcare systems are funded by one or more of the following resources:
1 - Public taxes imposed by the government, state, county or sometimes the city
Most countries have social care systems that are funded with a unique mixture
of these five resources. However, the distribution of these resources and the
financial amounts differ from one country to another.
67
c. Carry out some research into the Emirati healthcare system. Then
identify how distributive justice could be achieved within it. You
can choose to present your findings in written or electronic form.
Unit 1 Lesson 3 68
Lesson 4
Criteria for
Distributive
Justice
Learning
Outcomes
- Explain that distributive justice is about the distribution of scarce
resources – such as wealth, work or positions (e.g., leadership positions)
fairly within a group or in the wider community.
- Demonstrate personal commitment to fostering just or fair
distributions of scarce resources (initially among classmates, family
and friends).
69
eligibility
equality
authority
need
1 Three plants of different sizes are placed in front of you. You have
one litre of water. Each plant is thirsty and has not been watered for
a week. How would you distribute the litre of water between them?
What criteria did you adopt? What criteria did your classmates
adopt? So, what’s the criteria for distributive justice?
Unit 1 Lesson 4 70
Sarah was delighted when her parents asked her to go with them to the Dubai
Mall, one of the largest malls in the world. As well as shopping, there are also cafés
and attractions, such as the Dubai Ice Rink, Dubai Aquarium and Underwater Zoo.
People go there to enjoy the wide range of social, artistic and cultural activities on
offer - there is something for every member of the family�
When Sarah entered the mall, she was amazed by its size. She looked around her
and felt proud that there was such a beautiful, luxurious and entertaining place in
her country. She was even happier when she was told they would be buying new
clothes. When they got to the clothes store, Sarah’s parents asked her to choose
clothes for herself and her two sisters up to a total value of 500 AED. Sarah was
confused. She started thinking about how she should divide this amount to buy
clothes for the three of them in a way that was fair for everyone.
Sarah started thinking: ‘Perhaps I should buy myself the most expensive dress
because I’m more deserving of my father’s money. Or should I choose the most
expensive dress for Maha as she is the eldest? But then there won’t be enough
money left to buy two more dresses� And if I buy Yara, our younger sister, the dress
that she liked last time we were here, there won’t be enough money for anything
else because it’s so expensive. There is another option. Perhaps if I looked around
more, I might find three dresses for the same price. Then there’d be no difference
between us.’
Sarah was thinking about this when her mother asked her to make a decision.
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Unit 1 Lesson 4 72
The first thing to do to ensure ‘water justice’ is to find a fair way to share
water between different regions or countries. Second, it’s necessary
to recognise that water resources are social and collective resources,
so providing water should not be just about supply and demand. Third,
the rules of justice and fairness have to be respected so that there’s a
balance between everyone’s interests and needs. Fourth, there must be
solidarity between current and future generations of people to ensure
that environmental resources, such as water, are treated in line with
the concepts of sustainable development and collective interests. Fifth,
water must be regarded as an element of human security as it is essential
to human life. In fact, water justice is related to many environmental
concepts, including both the capacity to obtain water and water security.
Water security means having enough water to meet human needs.
Water justice is also related to water governance, which means the legal
management of water resources, while also living in a clean and healthy
environment. We can add to the list the common heritage of humanity,
collective interests, justice among members of the same and different
generations, the common governance and development of water resources,
environmental interdependence and common yet different responsibilities.
73
Read the following passage about the economic philosopher Amartya Sen.
4 Then answer the following:
Unit 1 Lesson 4 74
As a class discuss all five possible scenarios until you reach a decision about who should receive each
of the jobs.
Join the group that you have been assigned to. Then, act out the following scene:
Members of the wealthy class in the community One group represents the decision maker
The scenario: The decision-maker group meets the job candidates and chooses the new employees.
75
Unit 1 Lesson 4 76
Lesson 5
How to
be Fair in
Distribution?
Learning
Outcomes
- Clarify that distributive justice means the distribution of limited
resources, such as wealth, employment or positions (such as
leadership positions) fairly within a group or within the wider
community.
- Show personal commitment to ensure fair and equitable
distribution of limited resources (initially at the level of
classmates, family members and friends).
77
benefits
Was it possible?
Was everyone satisfied?
How can you ensure a fair distribution of benefits?
Unit 1 lesson 5 78
The teacher proposed that James compete with Wael for the post of coordinator.
Each candidate devised an election programme, which included a plan to facilitate
students’ affairs and organise sports and art activities for the classroom.
James prepared a classroom programme that included new and important ideas
for schoolwork and sports activities. He started going on school trips that were
interesting, fun and educational at the same time, and told his teacher about his
preparations. The teacher said that the position of coordinator would be based on
the principle of equitable participation in the class.
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............................................................................................................................
............................................................................................................................
b. Imagine that Wael was angry about James’ desire to run for the
position of coordinator. Would his anger be justified? Why or why
not?
............................................................................................................................
............................................................................................................................
c. How should Wael see things to help him accept James’ candidacy?
............................................................................................................................
............................................................................................................................
Unit 1 lesson 5 80
Ibrahim and Yusuf have been friends since childhood. Ibrahim spent six
years at university studying civil engineering, while Yusuf has devoted
his time and effort to developing his motor racing skills. Ibrahim and
Yusuf read the announcement about job vacancies in the municipality of
their hometown. As Ibrahim prepared his application, Yusuf went to the
municipality to ask for further information about how he could serve his
city.
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.........................................................................................................................
.........................................................................................................................
.........................................................................................................................
.........................................................................................................................
.........................................................................................................................
.........................................................................................................................
.........................................................................................................................
Discuss these decisions with your classmates and their values based
on the concept of justice in the distribution of benefits.
Unit 1 lesson 5 82
a. Saif
Saeed, who has a mental disability, has proven his ability to
work. He works for the Desert Group, a local company that Saif says
provides the appropriate working environment to enable him to work
productively. He says, ‘I started working in 2006. I have overcome
the challenges presented by my disability. Since starting work, I have
participated in many important projects, including the establishment
of institutions and schools nationwide.’
b. Aisha
Bilal, a teacher, worked with dedication and skill to overcome
the many challenges resulting from being paralysed since childhood.
Aisha says, ‘The support I received from my family enabled me to
continue and succeed. Their support enabled me to complete my
education at the Faculty of Islamic and Arabic Studies and begin
working as a teacher immediately after graduation. Despite suffering
from an illness, having family responsibilities and raising my
daughter, I am still capable of contributing.’
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- Think of some unfair attitudes that you want to change in your school
or community (attitudes that express prejudice or discrimination in some
way). What are these attitudes?
- Form small groups with your classmates based on their preference for
one of these issues.
Unit 1 lesson 5 84
85
Grade 6 86
Introduction Unit
Dear Parents,
Welcome to a new academic year, one that we hope will be fruitful and beneficial.
We have decided to teach Moral Education in order to help our students develop their
character. We aim to introduce 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
the topics and lessons of this course with them. You can then apply the activities suggested
in this manual, ensuring students’ interaction with their family members.
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 collaborate with
your children to apply the two activities relating to each unit.
In this unit, students are introduced to the key qualities of empathy, respect, tolerance and
self-respect. Also, students explore what it means to assume responsibility. They also learn
the importance of responsibility for individuals, families and communities. In addition, they
learn how self-esteem and assuming responsibility are related, as well as the importance of
building positive relationships with their friends and families, as these reflect positively on
their growth and ability to live a happy, healthy life.
87
Exploratory Questions
- How do I recognise that somebody is upset and make him/her feel better?
-W
hat is the difference between benevolence and sympathy? What is their relationship to
generosity?
- What should I rely on when I want to express my opinion on a certain matter?
- What is the importance of positive relationships with our friends and family?
- How is self-esteem linked to assuming responsibility for oneself and others?
- How do I feel when I assume responsibility for helping others?
Learning Outcomes:
Activity 1: Who am I?
- Every member of the family discusses the meaning of the word ‘identity’. Then they
exchange ideas about the qualities people use to identify themselves, such as gender,
age, interests, hobbies and background.
- Each person asks himself or herself the question, ‘Who am I?’ Then they write the
answer on a card.
- Everyone exchanges ideas about their own hopes, experiences and achievements as
part of the answer, or provides examples of experiences that shaped their identity (for
example, someone might say that being part of a loving family shaped his or her loving
personality).
- Each member of the family introduces himself or herself. Then they discuss the similarities
and differences among them, expressing their appreciation for this diversity within the
family.
89
Optional Activity 1:
- The family visits a local organisation that works with orphaned children, and does
something to express their respect and sympathy for those children.
Unit 1
This unit focuses on the concept of justice within small and large groups in terms of
treating others fairly and justly at a school, in a family or at the community level. It also
addresses the concept of fair distribution.
Students learn that there are different approaches to the concept of justice. These different
approaches can be applied when distributing limited resources. Students also learn the
concepts of equality, power, need and merit. In addition, they learn how to assess the
limited resources in the classroom and make decisions about the distribution of these
resources.
This will be accomplished across five lessons containing the concepts related to the unit title.
These lessons are designed to answer the central question. This is the question that all
lessons revolve around and that the students should think about throughout the unit learning
process.
91
Learning Outcomes:
- Describe some issues that might arise when studying the matter of equality (e.g., the
difference between equal opportunities and equal outcomes).
- Explain that distributive justice is about scarce resources - such as wealth, work or
positions of power - being allocated fairly within a social class or in the wider community.
- Understand the importance and contested nature of reasoning behind deciding what is
fair.
- Show personal commitment by ensuring the fair or equitable distribution of limited
resources (initially with classmates, family and friends).
Grade 6 Unit 1 92
- Family members will arrange a meeting that everyone will attend, preferably on a holiday.
- On the day of the meeting, they rearrange the sitting room to form a courtroom and
prepare a notebook to serve as the court's register.
- Family members play the roles of the judge, the accused, the prosecuting attorney, the
defence attorney and the jury (at least
four family members to play all these
roles).
93
- All family members arrange to have lunch or dinner together. The meal should include a
choice of healthy foods.
- During the meal, each person makes a mental note of the types and quantities of foods
he or she is eating. After the meal, each person writes on a piece of coloured paper the
quantity of each type of food that he or she ate.
- Family members then compare the types and quantities of foods they ate, noting the
differences. Did each person consume an equal amount of food? Did each person eat the
same type of food? Was the meal fair to everyone?
- Then they discuss whether the meal was fair to everyone, specifying the criterion of
fairness, such as whether everyone had enough food rather than the same amount.
- Family members agree on a set of criteria that determines the fairness of food distribution
during this meal. This could be the age of the person, how hungry each person is,
preference for certain types of foods, the speed of eating or something else.
- Everyone will vote on the extent to which justice is achieved during the meal.
Grade 6 Unit 1 94
95
96
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p 13 http://www.zayed.org.ae/?page_id=388
p 14 http://www.un.org/arabic/news/story.asp?NewsID=28496#.WUcAk-uGPIU
p 25 www.education.com/reference/article/building-positive-relationships-students/
p 27 www.alarab.co.uk/?id=57349
p 27 https://government.ae/ar-AE/information-and-services/social-affairs/emirati-family
p 31 http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=287&id=1712#top
p 33 http://www.alittihad.ae/details.php?id=71481&y=2013&article=full
p 47 “30 ص،””اإلنسان
ِ تعليم ُحقوق
ِ “”دليل
ُ عن
ْ ف ٍ بتص ُّر
ِ
http://www.esohr.org/wp-content/up/library/6.pdf”
p 49 http://www.alkhaleej.ae/alkhaleej/page/3290f3bd-2411-4e14-9d57-dfef9dfad7d8#sthash.HcRRfWzi.dpuf
p 51 https://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf
p 55 Valerie Dovey\search for common ground \building a culture of human rights in the leaders of tomorrow\Lebanon,
March 2010.
p 63-64 https://saaqee.wordpress.com/2014/08/11/والعميان-الفيل-قصة/ ّ
p 65 http://www..dw.com/ar/مستقبلية-تحديات-أمام-ألمانيا-يضع-األطفال-عدد-في-الحاد-التناقص/a-1705380
p 67 http://www.alittihad.ae/wajhatdetails.php?id=65285
p 73 2015 سبتمبر،78 ص،”الدولي
ّ القانون
ِ ِ ْ العدال ُة المائ َّي ُة،“رؤى استراتيجي ٌة
من منظور ً ، شكراني الحسين.عن د
ْ فٍ بتص ُّر.
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