2

Grade
06
2021-2022

3
CULTURAL
SOCIAL &
STUDIES
MORAL,
Moral, Social & Cultural Studies Teacher Guide Grade 6 1442- 1443 A.H. /2021- 2022.
1
 Moral, Social
& Cultural Studies

Teacher Guide
Grade 6

Term 1

First Edition Certified

1442- 1443 A.H. /2021 - 2022 The materials in this
book are certified by the
Ministry of Education
 Table of Contents
Unit 1: Equality and Justice as Fairness

Lesson 1 
Aspects of Equality among People ����������������������������������������������������������������������������������� 5

Lesson 2 How is Fair Distribution Accomplished? ������������������������������������������������� 13

Lesson 3 Distributive Justice ������������������������������������������������������������������������������������������������������������������������ 23

Lesson 4 Standards of Distributive Justice ������������������������������������������������������������������������ 33

Lesson 5 How is Fair Distribution Accomplished? ������������������������������������������������ 41

Unit 2: Physical Health and Diet


Lesson 1 How Healthy Is Your Life Style? ���������������������������������������������������������������������������������������� 57

Lesson 2 Exercise and Healthy Habits �������������������������������������������������������������������������������������������������� 63

Lesson 3 Obstacles to Health & Getting Help ������������������������������������������������������������������������ 69

Lesson 4 Types of Diseases ������������������������������������������������������������������������������������������������������������������������������������� 77

Lesson 5 Disease Prevention �������������������������������������������������������������������������������������������������������������������������������� 83

Unit 3: Perspectives of People through
Time - Spotlight on Transitions in Europe

Lesson 1 After the Fall of the Roman Empire ����������������������������������������������������������������������������� 97

Lesson 2 The High Middle Ages of Europe �������������������������������������������������������������������������������� 109

Lesson 3 The Republic of Venice ��������������������������������������������������������������������������������������������������������������� 119

Lesson 4 The Late Middle Ages ������������������������������������������������������������������������������������������������������������������ 133

Lesson 5 After Crises of the Late Middle Ages �������������������������������������������������������������������� 143

Glossary153
 Moral, Social & Cultural Studies Grade 6

Domain Moral

Domain: Moral

Unit 1: Unit 1
Equality and Justice Equality
as Fairness and Justice

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as Fairness
Lesson 1 Aspects of Equality Among People

Lesson 2 How is Fair Distribution Accomplished?

Lesson 3 Distributive Justice

Lesson 4 Standards of Distributive Justice

Lesson 5 How is Fair Distribution Accomplished?

Unit Objective

This unit focuses on justice within small and large

groups, particularly in terms of treating others fairly
How do we commit to distributive justice in our daily lives
and justly at a school, family or community level. It and on the community level?
also addresses the concept of fair distribution..
Copyright © Ministry of Education – United Arab Emirates

Unit Description The Central Question

The unit concepts are distributed across five The question that all lessons revolve around and that
lessons designed to answer the central question. the students should think about throughout the leaning
process. Throughout this process, the students will
have to understand the target concept at the base of
this question.

1
 Teacher's Guide

Exploratory Questions
How do we achieve equality amongst people?
These questions highlight the concepts that the
students should learn in the lessons in this unit.
What is the relationship between equality, fairness and justice?
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Are resources and funds distributed fairly?

As a community, how can we achieve distributive justice

through what we have learnt?

Copyright © Ministry of Education – United Arab Emirates

Unit 1 2

Learning Outcomes – Unit 1

Equality and Justice As Fairness

1. Describe some issues that might arise when studying the matter of equality (e.g. the
difference between equal opportunities and equal outcomes).
2. Explain that distributive justice is about how scarce resources—such as wealth, work
or positions (e.g. leadership positions)—can be distributed fairly within a certain
group or on the community level.
3. U nderstand the importance and contested nature of reasoning behind deciding
what is fair.
4. Demonstrate personal commitment to encouraging the just or fair distribution of
scarce resources (initially amongst classmates, family and friends).

Unit 1 2
 Moral, Social & Cultural Studies Grade 6

Equality and
Unit 1 Justice as
Fairness

Lesson 1

Aspects of
Equality

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Among
People
Learning
Outcome
Learning Objective Describe some issues that might arise
The lesson aims to explore what ethics, relationships while studying equality (e.g., the difference
between people, and how they behave. It also between equal opportunities and equal
introduces the idea of ​​equality, equality / inequality, outcomes).
differences in individual attitudes (by possibilities,
personality, or family) and their impact on dealing
with others Copyright © Ministry of Education – United Arab Emirates

Required Materials Learning Outcomes:

• Coloured labels Knowledge Table - Create a brief about an equality-based issue (e.g. the difference between equal
opportunity and equal pay disparities).

3
 Teacher's Guide

Vocabulary
Treating others equally without
equality prejudice, hatred or discrimination
Equality regardless of colour, gender, religion,
fairness
sect or race
Fairness Justice, giving people their rights
justice
A key social pillar that is essential for
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permanent co-existence between

Justice people; it is based on fairness, equality,
balance, non-infringement and
Knowledge Table: protection of both private and public
1 With your classmates, brainstorm the concept of equality in the
interests
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.
Introductory Activity 1 (5 minutes)
In two groups, the students complete the Knowledge
Table: The first group answers during the introductory
activity; the second group completes it during final
activity at the end of the session.

Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 1 4

Unit 1 Lesson 1 4
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

What are the best ways to resolve a dispute? What

happens when we fail to achieve equality?
2 Read the story of ‘The Monkey and the Scale’. Then
answer the questions that follow.

Once upon a time, there were two cats, named Fulla and Yasmina.
Fulla and Yasmina were good friends and would often help each
Activity 2 (10 minutes) other to look for food.

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- Students read the story. One morning, the cats woke up and looked out of the window to
find everything covered in snow. They felt cold and sad, knowing
The teacher divides the students into groups, and
that finding food in this weather would be very difficult. The cats
asks each group to answer the two questions.
waited until they were so hungry they had no choice but to go
When completed, the teacher encourages an open in search of food. They had been searching for a long time, when
discussion about how fair the monkey judge was with suddenly Fulla found a sardine in front of them. Yasmina picked it
the cats: up in her mouth and the two friends hurried back home.
a‌. The teacher allows the students to answer
Once home, Yasmina said, ‘I will eat the whole sardine myself, as
honestly (for example, the students can recount
I was the one who carried it back home, and I am very hungry’.
what happened and mention that the monkey
‘I should eat the sardine because I found it,’ objected Fulla. ‘And
judge was unfair with the cats. He did not achieve I am hungry too!’ The two friends disagreed. Soon they were
a level of equality between them and tricked his screeching and hissing and snarling at each other. Their fight was
way into taking all the cheese, even though the so loud that a monkey passing by could not help but take a look at
cats were the ones who found it. The cats could what was causing all that noise.
not agree on a fair resolution of their conflict, so
Unable to find a solution, the cats decided to tell their story to
they appealed to a third party, but the monkey
satisfied its own interests and greed without
considering the cats).
b‌. Students suggest a range of solutions including:
the cats should have agreed on dividing the Copyright © Ministry of Education – United Arab Emirates

5
cheese as equally as possible. If one of them had
a slightly bigger piece this time, then they would
get a smaller piece next time.
The groups re-write the story in a way that
guarantees the rights of both cats.

5
 Teacher's Guide

the monkey and see what he thought. The monkey thought hard
about their problem. He sat for a long while quietly scratching
his chin, and then he said, ‘You should go and see the judge. He
holds court under the giant fig tree.’ Then, the monkey hurried to
that tree. He quickly put on his judge’s robes and sat behind the
table waiting for the cats to arrive. Soon the cats approached the
judge, each of them looking angrily at the other. Fulla spoke first.
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‘Your Honour, as we were out in the cold looking for food, I found
a sardine. Clearly that sardine is mine!’ Yasmina objected, ‘Your
Honour, yes, my friend was the first to call our attention to the
sardine, but I was there, and I carried it back home.’ From a box
under the table, the monkey brought out a small scale.

Holding the sardine, he cut it into two uneven pieces. Then,

he placed each piece of fish on either side of the scale. When
he lifted the scale, the side with the larger piece sunk lower. It
clearly outweighed the other. The monkey shook his head and
said, ‘This is unfair! The two pieces should be exactly even.’ So,
he took a bite of the largest piece and put the piece of sardine
back on the scale. When he lifted the scale again, the second side
now outweighed the first. He picked up the other piece and took
a bite. Again he said, ‘This is unfair! The two pieces should be
exactly even.’ The judge continued to eat from each piece while
shaking his head and exclaiming that the two pieces should be
exactly even’. Soon, only one small piece of fish remained. The

Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson1 6

Unit 1 Lesson 1 6
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

monkey took the remaining piece while the cats stood stunned in
front of him. Mocking them, he then put the fish in his mouth and
2 said, ‘This is the judge’s fee!’ Dismayed, the cats stood in silence.
They realised that their dispute had left them both with no fish,
and empty stomachs!

Adapted from the ‘Human Rights Teaching Guide’ (page 30).

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Differentiated Learning:
Beginners: During story time, beginners read the
questions together and answer aloud. Students can
draw their answers. While writing new scenarios, they
work collaboratively to provide a moral message.
Advanced Students: During story time, advanced
students give reasons or criteria for the judge to be
considered fair or unfair. During the writing process,
they modify the story in a way that sheds light on the
cats’ agreement, based on clear and fair criteria for Copyright © Ministry of Education – United Arab Emirates

7
dividing the cheese.

7
 Teacher's Guide

a. In your group, discuss what happened between the monkey and

the cats. Write down the conclusions from your discussion.
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b. How could the cats have resolved their dispute? Rewrite

some of the story so that the cats come to an agreement.

Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson1 8

Unit 1 Lesson 1 8
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 3 (10 minutes)
The teacher asks the students to read the text Tolerance is the key to a diverse and fair community. Read the
3 Message of Tolerance by His Highness Sheikh Mohammed bin Rashid
independently for five minutes. After the time Al Maktoum. Then, answer the questions that follow.
elapses, students are required to close their
books. Then, the students brainstorm ideas about
equality in the UAE. The teacher writes the ideas Brothers and sisters... May God’s peace, mercy and blessings be upon you.
Tomorrow the world will celebrate the International Day of Tolerance. In light
on the board without expressing any reaction,
of this important occasion, I would like to share a few heartfelt words with our
neither accepting nor rejecting. This way, everyone citizens and residents, and particularly with the young people amongst you.

participates and expresses their beliefs about I vividly remember my late father Sheikh Rashid’s majlis, over four decades ago. I

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remember the form of the majlis and its attendees. Citizens, young and old, from
equality in the UAE. Afterwards, the teacher asks the cities and Bedouins from the desert used to attend the majlis. The people that
the students to reopen their books and answer the came were from various tribes and sects, and people of different backgrounds and
races. But, to Rashid, they were all citizens. They were all given the same respect,
following questions: appreciation, rights and considerations.
- Emirati society is very diverse. Specify the aspects The closest to Rashid were the hardest-working people, and those that excelled in
their fields. The residents and visitors who attended Rashid’s majlis were treated
of this diversity. exactly the same as citizens. They were from different religions, nations and
Answer: Respect, appreciation, rights and duties, cultures, and all were welcome in Rashid’s majlis and were welcome in Dubai. In
response, the residents gave love, gratitude and loyalty, attitudes that both they
gifts, love, gratitude and loyalty. and their children still reflect.
- Where do all these diverse aspects exist? Who After our union, I came to know Sheikh Zayed (may God have mercy upon him)
more closely. Our relationship developed into that of a father and son, a teacher
receives them?
and student. I have come to know his majlis, his morals and his appreciation of
Answer: In Rashid’s council, the ruler of Dubai people. His majlis was a school in itself, as were his talks and the way he dealt with
people.
receives them.
Sheikh Zayed welcomed everyone into his majlis, regardless of their origin, tribe,
- This is evidence of the values that govern the sect, denomination or religion. Sheikh Zayed was generous with everyone; he
country’s relationship with its diverse nation, taught everyone and loved everyone. Everyone loved him in return, irrespective
of their differences, and they all prayed for his soul. When he passed away they
with no discrimination whatsoever. Identify these passed on their admiration of him to their children and grandchildren.
values. This is the legacy of Sheikh Zayed and Sheikh Rashid. Sheikh Zayed’s greatest
legacies were his values, spirit and morals.
Answer: The main value is equality, which enables
everyone to live and work together in order to Mohammed bin Rashid Al Maktoum
build a promising future for their children without
Copyright © Ministry of Education – United Arab Emirates
fear of prejudice, hatred or discrimination based on 9
colour, religion, sect or race.
In question (b) the students narrate their everyday
experiences that revolve around equality and
tolerance. In this sense, students should focus
equality, especially in the events that highlight the
pillars of citizenship.

9
 Teacher's Guide
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Sheikh Mohammed
bin Rashid Al Maktoum

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?

b. How can we contribute to spreading the values that are mentioned in

this message?

Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 1 10

Unit 1 Lesson 1 10
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Equality on a national level: Look at the pictures below and read the
Activity 4 (10 minutes) 4 United Nations Universal Declaration of Human Rights. Then, provide an
example of somewhere in the world where this Declaration is upheld.
- Have the students to look at the pictures. Discuss
each picture in relation to the human rights article
they represent.
Picture 1: The possibility to address the problems that
cause discrimination. a. Article 2 states that ‘Everyone is

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Picture 2: Problems related to unequal opportunities entitled to all the rights and freedoms
or the difference between women and men’s set forth in this Declaration, without
occupations and salaries. distinction of any kind, such as race,
colour, sex, language, religion, political
Picture 3: Equality in education and health services. or other opinion, national or social
The teacher poses: Are rights necessary for the origin, property, birth or other status.’
community? Ask the students to justify their answers
and provide feedback.

b. Article 23 states that ‘Everyone has

the right to work, to free choice of
employment, to just and favourable
conditions of work and to protection
against unemployment. Everyone,
without any discrimination, has the
right to equal pay for equal work.’

Copyright © Ministry of Education – United Arab Emirates

11

11
 Teacher's Guide

c. Articles 22 and 23 endorse the

Convention on the Rights of the Child,
which states that children have the
right to receive all forms of protection,
healthcare and education based on their
needs.
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Activity 5 (5 minutes)
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. This activity 5 completes the introductory lesson.
Read your three sticky notes with your friends and discuss whether the lesson Students complete the Knowledge Table by writing in
has met your expectations. What is the role of the Knowledge Table in the
lesson? Were everybody’s expectations met? the last column what they have learnt in the lesson.
All students participate in defining the key concepts
contained in the text:
Equality is achieved by treating others without
prejudice, hatred or discrimination based on colour,
gender, religion, sect or race.
The pillars of distribution and legislation in the
community depend on fairness. In fact, this means
allowing everyone their rights in order to achieve
justice as a key social pillar and an essential element
for permanent co-existence between people. Hence,
the foundations of justice are fairness, equality,
balance, non-infringement and protection of both
individual and public interests.

Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 1 12

Unit 1 Lesson 1 12
 Moral, Social
Moral, & Cultural
Social Studies
& Cultural Studies Grade 6

Equality and
Unit 1 Justice as
Fairness

Lesson 2

How is Fair

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Distribution
Accomplished?
Lesson Objective
Learning
The aim of the lesson is to focus on the challenges Outcomes
in implementing equality. Justice as the realisation
• Explain that distributive justice is about scarce
of equity, how to deal fairly with others and the resources — such as wealth, work or positions
relationship between equity, equality, and inequality (e.g., leadership positions) — being allocated fairly
will all be explored. Students will learn the distinction within a group or in the wider community.
between a fair and unfair position or attitude, • Understand the importance and contested nature
and critically consider the reasons behind fair and of identifying what is fair.
unfair behavior.
Copyright © Ministry of Education – United Arab Emirates

13

Required Materials Learning Outcomes:

• white sheets, pens for working groups, special 1- Explain that distributive justice is about scarce resources—such as wealth, work or
leaves for drawing and wooden crayons positions (e.g. leadership positions)—being allocated fairly within a group or in the
wider community.
2- Understand the importance and contested nature of different reasoning behind
deciding what is fair.

13
 Teacher's Guide

Fairness Justice, giving people their rights.

A key social pillar that is essential
Vocabulary for permanent co-existence
between people; it is based on
Justice
fairness fairness, equality, balance, non-
infringement and protection of
both private and public interests.
justice

The fair distribution of services,

distributive justice Distributive
Justice resources and assets to everyone
according to their own needs.
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What is distributive justice?

1 With your classmates, brainstorm to determine what
‘distributive justice’ means. Use creative thinking to come up Introductory Activity 1 (5 minutes)
with ideas and build on other students’ ideas throughout the
activity. - Brainstorm the central concept of the lesson. The
teacher writes down all the answers, including
the examples, to refer back to at the end of the
session. The teacher gives no answers, but allows
the students to gradually explore the concept of fair
distribution (Pre-test).

Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 2 14

Unit 1 Lesson 2 14
 Moral, Social
Moral, & Cultural
Social Studies
& Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Do you think fairness depends on your point of view?

Read the Chinese story ‘Chunhua and the Emperor’. Then
2 do the activities that follow.

A long time ago in China, there was an emperor who loved

Activity 2 (15 minutes) flowers and took care of his garden every day. The emperor was
getting very old and he had no children, but he had to choose a
Let’s listen to a story successor. After a long time thinking about whom he was going to

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choose, he came up with an idea. The emperor ordered that his
The teacher asks the students to read the story imperial announcement was to be shown in every city in China, so
independently (3 minutes). that every Chinese man and woman could read it.
Exercise A (5 minutes): The teacher divides the
students into pairs and requests that each pair Imperial Announcement
provide an argument that supports either the right of To every man and woman who wants to sit on the throne,
Come take a seed and work to make it grow.
young Bing to win, or that takes the side of the other
Come next year with a plant to show,
young men who did not win. Each pair fills in the And he or she with the most beautiful flower will inherit my throne.
blanks with an argument supporting each side.
Exercise B (5 minutes): The pairs share opinions and a
The news caused great excitement across the country. Every
discussion is held about how fair the Chinese emperor family wanted their son or daughter to be chosen to succeed the
is. The discussion centres around the fact that the emperor. One by one, they made the journey from all across China
emperor’s decision to pass on the throne based on 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,
honesty is fair to Bing. However, the other dishonest after three days of waiting, a poor young woman called Chunhua
young men consider it unfair, as they see cheating 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
and replacing spoilt seeds with healthy seeds as an sat there giving that seed the best care she could, day after day,
unethical but justified act. They thought that they wishing to see it grow and flower.

might have been a viable option, had competence

been the criterion of inheritance, or other values
such as courage, generosity or the ability to create
Copyright © Ministry of Education – United Arab Emirates

solutions. Hence, the emperor’s decision to pass 15

on the throne based on honesty is fair since all the

people had the same test, which was built on a very
important value. However, it also denies victory to
those who don’t have this value and neglects other
values or standards that might be important for ruling
a country.

15
 Teacher's Guide

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,
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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.

Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 2 16

Unit 1 Lesson 2 16
 Moral, Social
Moral, & Cultural
Social Studies
& Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Conclusion of the discussion (2 minutes): The

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teacher points out that fairness is very important
in life; but sometimes, there are different
opinions about what is considered fair or unfair.
Thus the contested nature of determining what is
fair.

Differentiated Learning:
Beginners: Help students in small groups to read
a. In pairs, write an argument below to support Chunhua’s
question 1 together share their thoughts as a group rights or to support the other people’s rights.
and then write down what they have agreed upon
together.
Chunhua’s rights The other people’s rights
Advanced Students: When discussing the criterion
that the emperor used to pass on the throne—i.e.
Fairness—, ask the students to adapt the story and
change the criteria to include generosity, courage and
honesty. Then, ask them to give their opinion about
whether the story is fairer for everyone in this way.

Copyright © Ministry of Education – United Arab Emirates

17

17
 Teacher's Guide

b. In your group, discuss the way the emperor chose

his successor. Do you think it was fair to everyone?
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Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 2 18

Unit 1 Lesson 2 18
 Moral, Social
Moral, & Cultural
Social Studies
& Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 3 (10 minutes)

3 Having learned about fairness, let’s think about it in terms of
The teacher tells everyone to line up in height order, opportunities. Compare the situations in the following pictures.
Compare both pictures and decide which is fair and which is unfair.
from tallest to shortest. Then, the teacher announces
a redistribution of seats for all students. Firstly, they
sit with the shortest at the front with the tallest at the
back. They then switch, with the tallest at the front

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and the shortest at then back. The teacher then waits
for comments and fidgeting amongst the students.
Then teacher then questions: Is this distribution
fair? The teacher allows the shorter students to
express the unfairness they experience. Then, they
end the discussion by asking: How is fair distribution
achieved? The students conclude that fairness in
distribution is achieved when everyone gets the same
rights according to their own needs.
The teacher asks the students to answer the question
in Activity 2: Fairness or Unfairness? And to give two
reasons.
Situation 1: Fairness because 1 - The distribution of
wooden cases was by height. 2 - Everyone was able to
see the field.
Situation 2: Unfairness because 1 - The wooden cases
were distributed equally but the shortest couldn’t
reach the fence level. 2 - Not everyone could see the
field.
Situation 3: Unfairness because 1 - The ladder is not Copyright © Ministry of Education – United Arab Emirates

the same for the two people, because the rungs are 19

a different size (gender discrimination). 2 - Unequal

chance of achieving the goal, which is the occupation,
due to the difference in gender and maybe for other
reasons; people of determination.
The students conclude that fair distribution is
based on adapting to the special needs of each
individual (short/tall) or the whole group (women
or people of determination) to enable them all to
achieve all their goals in life. This is true fairness.

19
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Copyright © Ministry of Education – United Arab Emirates

Unit 1
Lesson 2
20

Unit 1 Lesson 2
Teacher's Guide

20
 Moral, Social
Moral, & Cultural
Social Studies
& Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 4 (15 minutes)

Fairness is one of the key pillars on which the UAE was
founded. Read the article about the foundation of the UAE.
The article is about the foundation of the UAE. Then discuss the points that follow.
Implement the jigsaw strategy. The teacher divides
4 In 1960, an economic movement started in the country, fuelled by the
good news of oil discovery in Abu Dhabi. The movement was initiated
the text into three parts and the students into three by establishing The Board of Governors ‘Trucial States Council’. His
groups, each getting one part of the text. Each group Highness the late Sheikh Rashid bin Saeed Al Maktoum, who ruled the
Emirate of Dubai in 1958, and Sheikh Zayed bin Sultan Al Nahyan (may
reads their part of the text. God have mercy upon them) started working together.

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Exercise A- They discuss the ideas that come up in His Highness Sheikh Zayed met with His Highness Sheikh Rashid at
the text. They also focus on achieving fairness in Orkob Al-Sudaira, located between Abu Dhabi and Dubai, in February
1968. It was an exciting time, with many difficult points to discuss.
establishing the state of the UAE. However, thanks to communication and consultation, the council was
formed in 1971 and, through the commitment of the seven rulers of
Exercise B- The students discuss the importance of the UAE to cooperation, work began on the modern UAE.
having a fair governor. After the council was founded, work began on one of the biggest
Exercise C- Each team writes down two or three ideas 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
on how to achieve fairness in establishing the state of started harnessing all the resources available to him, to develop the
the UAE. country and raise the standard of living.
The first team’s text: In 1960, early stages of a Consequently, the UAE grew into a modern and prosperous state after
the birth of the union, thanks to the leadership and the generous
renaissance appeared... which had already begun nature of the seven rulers.
decades before. Under Sheikh Zayed’s presidency, the UAE was industrialized, and
thousands of people moved from houses made of vines and mud
Possible responses: Equality during the term of into clean, healthy homes. Fresh water and electricity were provided
power - the rotation of power - establishing councils to every house, new roads were built and the outdated educational
system was quickly modernised.
based on consultancy - attending to people’s needs Through his values, Sheikh Zayed led the people, communicated
with no regional discrimination - providing elements with the world and, with the seven rulers, built the modern UAE. The
values of fairness, generosity and spreading world peace became the
of development and resilience on the ground - backbone of the country. Fairness and justice were essential parts of
government that focuses on developing both the 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
state and the people. a regional haven for anyone seeking justice and security.
The second team’s text: From the first moment
success was attainable on a national scale.
Possible answers: Comprehensive development
process on a national scale - harnessing resources for Copyright © Ministry of Education – United Arab Emirates

popular progress - fairness to all based on citizenship. 21

The third team’s text: And under great leadership

“Fairness is to give others their rights just as you would like to have your
justice and security was given to all.
rights if you were in their shoes. This is achieved through words and actions,
Possible answers: People have a sense of pride in
during satisfaction or anger, with people who you love and people who you
their homeland - securing their needs and improving
hate. Fairness in distribution is achieved within a small group or on a wider
their way of life - providing education as a right for
community scale by distributing limited resources such as wealth, work or
everyone - adopting values in governance such as
posts (e.g. leadership posts) fairly to those who are worthy and to our fellow
justice and peace.
citizens. Equality is a moral basis that is essential for communities, but fairness
The teacher rearranges the groups so that each group
is equality in a just way”.
has one student who is an expert for each of the three
texts that they discussed with their previous group.
Each group summarises the points in which it sees the
pillars of the UAE and concentrates on the concepts of
fairness, justice and equality in distribution. Everyone
shares admiration for the ethical foundations of the
UAE.
The students spend a few minutes discussing the
question: How is fair distribution achieved in a small
group or on a wider community scale?
They then write down a sentence that encapsulates
their answer at the bottom of the page.
21
 Teacher's Guide
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a. In your group, discuss the importance of the founder’s

characters during the establishment of this nation of justice
and equality. Then, write down the conclusion of your
discussion.

b. Discuss how fair distribution is accomplished in a small

Additional Activity 5 (20 minutes)
group or on a wider community scale.
This activity requires some creative, artistic skills,
but all students should hand in their work, as the
most important aspect is the embodied idea regarding
unfairness in human rights around the world.
Exercise A- The students draw cartoons.
Draw a picture highlighting unfairness towards humans
Exercise B- The drawings are shown in class and
5 across the world. Then, show your drawing to your
classmates. a discussion is held around what each drawing
represents, if there is time.

Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 2 22

Unit 1 Lesson 2 22
 Moral, Social & Cultural Studies Grade 6

Equality and
Unit 1 Justice as
Fairness

Lesson3

Distributive
Justice

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Lesson objectives Learning
Outcomes
The aim of the lesson is to explore the concept of • Understand the importance and the uncertain
distributive justice as it relates to limited resources nature of what is fair.
such as wealth, work or positions (such as leadership • Demonstrate personal commitment to fostering
positions). Differences in issuing equitable distribution just or fair distributions of scarce resources
and conflict resolution are also considered. (initially among classmates, family and friends).

Copyright © Ministry of Education – United Arab Emirates

23

Required outcomes Learning Outcomes:

• Items from the classroom that could be used as 1- Realise the importance of equity, and the uncertain nature of what is
props during the play. considered equitable.
• White cards and pens for each group to record. 2- Demonstrate personal commitment to ensuring the fair or equitable distribution of
limited resources (initially on a classroom level between classmates, and between
family members and friends).

23
 Teacher's Guide

Treating others without prejudice,

Equality hatred or discrimination based on
colour, gender, religion, ethnicity
Vocabulary
or race.
equality Justice, respecting individuals’
Fairness
rights.
fairness An essential social norm for the
continuity of human life based
justice Justice on equity, equality, fairness,
non-infringement, and protecting
communal and private interests.
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distributive justice
The distribution of services,
Distributive resources, and opportunities
justice equitably among all citizens, based
on specific needs.
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.
Introductory Activity 1 (10 minutes)
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 The teacher introduces the text and explains that the
car, Rafa rushed to sit beside one window and Yan took the other window focus will be on distributive justice, continuing on
side. May was upset because she had to sit between them.
from our previous lesson.
Their father refused to The teacher divides students into of five and asks
go until they'd found a
solution to this problem. each group member to play the parts of either Rafa,
He got them out of the car, Yan, May or their parents.
and their mother asked The teacher asks students to address the characters’
them to stop being selfish
and agree on a solution to problems while playing the parts: I am tired of always
suit everybody. sitting in the middle and feeling bored.
Rafa: I sit by the window because I feel sick.
Yan: I sit by the window to enjoy the beautiful views.
Students suggest solutions to achieve equal
distribution, including: Numbering the seats 1, 2 and
Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 3 24 3, so each child takes their turn sitting on each seat, or
they agree to sit in a way that allows them all to see
the views.
Students conclude that equitable distribution
between family and society is important.

Unit 1 Lesson 3 24
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 5 | Term 1

Having considered the importance of fair distribution

within the family, let's think about justice at the level
2 of society. Read the story of ‘The Elephant and the Blind
Men’. Then answer the question that follows.

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

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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

Activity 2 (10 minutes)

- The teacher reads the story aloud, and then asks
each group to answer the question. The teacher
leaves the students to discuss independently, how
the governor behaved equitably towards the blind
individuals:
Yes, he behaved equitably, giving each of
them a reasonable explanation regarding their
description of the elephant, as each one described
a part of the whole (elephant).... The blind men
were being mocked, but the governor did them
justice, and taught everyone a lesson on how to
show empathy to others.

Copyright © Ministry of Education – United Arab Emirates

25

25
 Teacher's Guide

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 first man said, ‘The elephant looks like a rope.’

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Astonished, the second man said, ‘Where is the elephant and

where is the rope? It is exactly like a wall.’

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!’

The sixth man chuckled and said, ‘It sounds like you have
touched something other than the elephant, as the elephant is
nothing but a tree trunk.’

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

Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 3 26

Unit 1 Lesson 3 26
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 5 | Term 1

the crowd to stop laughing. When everyone was quiet, he

addressed them, saying: ‘Every one of them was right about
2 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

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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.
Differentiated Learning:
Beginners: Help the students to read the questions
together in small groups, and answer them verbally as
a team. Students can write down their answers.
Advanced Students: Ask students to list reasons why
the governor behaved in an equitable or inequitable
way.

Copyright © Ministry of Education – United Arab Emirates

27

27
 Teacher's Guide

In your opinion, was the governor being fair or unfair

towards the six blind men when he made them describe the
elephant in front of other people? Discuss this with your
group and provide reasons for your answer.
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Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 3 28

Unit 1 Lesson 3 28
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 5 | Term 1

Activity 3 (15 minutes)

3 Now let’s think about justice around the world. Read the text about
the declining birth rate in Germany. Then discuss the points that
The teacher asks students to read the document
follow.
independently then divides them into groups in order In Europe, and particularly in Germany, there has been a decline in the number
to answer the questions. Subsequently, the groups of births. The decline raises fears for the future, such as a drop in available labour
and qualified academics. These concerns have forced Germany to look at the root
present their answers to the teacher in a manner that
causes of the birth rate decline. Young working people are increasingly deciding
allows all classmates to participate. against having large families as many of them see this as having a bad impact on

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A- G‌ ermany has achieved distributive justice by their career. German labour laws ensure that women keep their jobs when they
providing social services to all citizens. go on leave to give birth and care for their child during its early days. However,
the laws do not guarantee the same job position as they held before going on
However, many problems have emerged, including
leave, which is a huge cause of concern for many women. Mothers who want
a decrease in young people in employment, the to return to work often find themselves in an unrewarding situation. If there
high cost of social services for the elderly, and the are no places available in the limited public nursery schools, then new mothers’
salaries are spent on private nursery schools. Additionally, many working women
decrease in birth rates.
complain that their husbands do not provide enough help at this difficult stage.
As such, we suggest that the German government Although the government allows paternity leave, it is uncommon for the father to
should: stay home while the mother returns to work.
Reform the labour law for women (providing paid
maternity leave for 12 months), and increase
a. In your group, discuss whether Germany could have achieved
employment opportunities for the unemployed... better justice in distributing social services. Present the
conclusion of the discussion.

Copyright © Ministry of Education – United Arab Emirates

29

29
 Teacher's Guide

Look at the sculpture. It represents justice in all the judicial Activity 4 (10 minutes)
4 systems in the world. It is characterised by three main components:
the balanced scale, the closed eyes and the sword. In their groups, students examine the sculpture and
a. What does each main sculpture component stand for? voice their opinions on this artistic work (based on
b. In your group, create a design representing distributive justice in so-
ciety. Each group's design will be presented in front of the class and the criteria of evaluating artistic work according to its
discussed. individuality, consistency, beauty and transparency).
Students must then answer the following questions:
A- B‌ alance symbolises the tool by which justice is
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achieved at all times and everywhere, as there

should be universal criteria to ensure rights.
The balance of both sides is the measure that
guarantees justice for both parties. The ring on
the eyes may symbolise blindness, and triggering
rational thinking free from emotions. The sword
symbolises the fact that justice prevails over
injustice, and represents the tool of law, which
guarantees justice.
B- An artistic work chosen by the group: A painting,
sculpture or artistic work in any other form.

Differentiated Learning:
Beginners: Deduce the meaning of the symbols
based on their tangible functions, and attempt to link
them to more abstract meanings.
Advanced: Students: can look for other symbols
in the sculpture, such as, the representation of a
woman instead of a man. This change represents the
Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 3 30 assertion that the woman rules with emotions more
than the man (according to civilisations that embodied
justice). The woman is blindfolded so that she may be
controlled by the mind‘s eye and thought, preventing
her from seeing things that could stimulate her
emotions, and in this way, becoming equal to the man.

Unit 1 Lesson 3 30
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 5 | Term 1

Read the text about funding and distributive justice in health

Additional Activity 5 (20 minutes) 5 systems throughout the world. Then, answer the questions that
follow.
The teacher divides the student into groups, and asks Human societies are experiencing changes caused by ageing and
each group to read the document and answer the overpopulation. In addition, health problems such as heart disease, obesity
and diabetes are increasing at serious rates. This is also putting pressure
questions. on the finances of the healthcare systems around the world. And this in
A- Paying public taxes imposed by the local, national turn is making it more difficult for countries to increase development and
combat poverty.
or municipal government.
Being a member of a public healthcare system – The forms and types of healthcare systems vary widely throughout the
world. Each has its own history and unique organisational structure.

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increasing birth rate. However, all healthcare systems are funded by one or more of the
B- Lack of employment opportunities – Increase of following resources:

the elderly population compared to the decline of 1 - Public taxes imposed by the government, state, county or sometimes
the city
young people in employment – The high cost of
2 - The social health insurance system
modern medical technologies. And the threat that
3 - Private health insurance
these pressures may cause financial collapse of
4 - Direct payment of costs by those who receive healthcare benefits
healthcare systems. 5 - Grants and donations given by charitable institutions and others
C- Students may read articles on the Ministry of
Most countries have social care systems that are funded with a unique
Health’s website, or other official websites, for mixture of these five resources. However, the distribution of these
details regarding the UAE’s healthcare system. resources and the financial amounts differ from one country to another.

Students may present their research.

Copyright © Ministry of Education – United Arab Emirates

31

31
 Teacher's Guide

a. If you are a citizen of a self- supportive country, what

should you do in order to benefit from the distributive
justice in healthcare.

b. What are the challenges that prevent countries from achieving

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justice in the healthcare sector in general?

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.

Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 3 32

Unit 1 Lesson 3 32
 Moral, Social & Cultural Studies Grade 6

Equality and
Unit 1 Justice as
Fairness

Lesson Objective

This lesson aims to introduce the students to the

criteria for applying distributive justice (equality,
Lesson 4

Standards of
authority, need and eligibility) and how to actively use
this criteria in case-study activities and role playing.
Students will need to consider their resources and
make decisions on how to distribute them.

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Distributive
Required outcomes

• Three plants of different sizes (big, medium and

Justice
small) – one litre of water.

Learning Outcomes:

1- 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. Learning
2- Demonstrate personal commitment to fostering Outcomes
just or fair distributions of scarce resources (initially - Explain that distributive justice is about the distribution of scarce
among classmates, family and friends). 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).

Copyright © Ministry of Education – United Arab Emirates

33

A position that grants an individual

capacities that prioritise them over
Authority others. Hence they could be in
the position of enacting laws and
making decisions.

Need Lack of something or of a resource.

Conditions that grant the individual

the right to do something or the
advantage of having achieved
it. For example: a person who
Eligibility sacrifices a great deal of time,
money or effort receives more
resources
compared to a person who makes
fewer sacrifices.

Treating everyone the same with

Equality regard to the distribution of shares
and opportunities.

33
 Teacher's Guide

Vocabulary

eligibility

equality
Preliminary Activity 1 (5 minutes)
Three plants of different sizes are placed in front of
authority
you and you have one litre of water.
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need
How would you distribute the litre of water between
them, knowing that they are all thirsty and have not
been watered for a week?
What is the criterion you adopted? What are the
criteria adopted by your colleagues?
Three plants of different sizes are placed in front of you. You have one So, what are the criteria for distributive justice?
1 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? The teacher brings in three plants of different sizes
What criteria did you adopt? What criteria did your classmates adopt? and places a litre of water in front of the students.
So, what’s the criteria for distributive justice? Then he asks them how they will decide to distribute
the water between the three plants.
The students' answers will differ here. For example,
some of them will consider that the small plant
should be given the largest quantity of water because
it is the weakest and needs water to grow (the
teacher highlights the concept of ‘eligibility’); others
will consider that the big plant, based on its size,
should take the largest quantity of water (the teacher
highlights the concept of authority); another group
will adopt equal distribution of water considering that
Copyright © Ministry of Education – United Arab Emirates
the three plants are all thirsty (the teacher highlights
Unit 1 Lesson 4 34
the concept of equality); and others will grant the
plant that appears to be the most thirsty the largest
quantity of water (the teacher highlights the concept
of need).
The students will recognise the different logic they
adopted in the distribution of water between the three
plants, as well as their different views of distributive
justice. The teacher presents the lesson and invites
the students to further discuss the criteria for
distributive justice through the following activities.

Unit 1 Lesson 4 34
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 2 (15 minutes)

This activity aims to categorise the options for
Read the text about Sarah’s distributive justice dilemma
resource distribution according to the four criteria during her family’s preparation for Eid. Then answer the
of distributive justice (eligibility, authority, equality 2 questions that follow.
Here comes Eid again. It is a time for families to come together
and need). It also aims to show how to judge the and enjoy the holiday. Preparations begin very early - from
distribution of resources and choose the most preparing the delicious sweets and tasty food to decorating
appropriate criterion to ensure the distribution is just houses and buying new clothes for family visits. It is all about
creating an atmosphere of positivity and happiness, and renewing

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and fair. family ties.
The students read the story of Sarah, who was offered Sarah was delighted when her parents asked her to go with them
a certain amount of money by her parents to buy 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
clothes for herself and her sisters for a holiday. She Ice Rink, Dubai Aquarium and Underwater Zoo. People go there to
was confused as to how to distribute this amount enjoy the wide range of social, artistic and cultural activities on
offer - there is something for every member of the family!
justly and fairly between the three of them. (5
minutes) When Sarah entered the mall, she was amazed by its size. She
looked around her and felt proud that there was such a beautiful,
a- (5 minutes) luxurious and entertaining place in her country. She was even
The teacher divides the students in four groups and happier when she was told they would be buying new clothes.
When they got to the clothes store, Sarah’s parents asked her to
asks them to study the options that Sarah considered choose clothes for herself and her two sisters up to a total value
in order to distribute the amount between herself and of 500 AED. Sarah was confused. She started thinking about how
she should divide this amount to buy clothes for the three of
her sisters. Then he asks them to categorise these them in a way that was fair for everyone.
options according to one of the criteria for distributive
Sarah started thinking: ‘Perhaps I should buy myself the most
justice. After that, each group explains the criterion expensive dress because I’m more deserving of my father’s
based on Sarah’s way of thinking. 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
Expected Answers:
-Eligibility: Sarah considered that she had the right to
take the larger amount since her father gave her the
responsibility to choose.
- Equality: Buying three dresses of the same value for Copyright © Ministry of Education – United Arab Emirates

35
the three of them. and use a persuasive method that is based on fact in order to prove their point of view.
- Authority: Buying the most expensive dress for her This may influence others and lead them to change their minds.
older sister.
- Need: Buying the dress that her little sister likes and Differentiated Learning:
wants. Beginners: Help the students to understand the criteria by asking questions about the
b- (5 minutes) story.
The teacher asks each student to put themselves in Advanced Students: Work on more than one criterion at a time. Then they compare
Sarah's situation and consider individually how to them in the light of distributive justice and give examples of similar situations.
distribute the amount between the three sisters fairly,
while justifying the criterion adopted to achieve fair
distribution.
Here, the teacher points out that those behind the
concept of distributive justice do not usually provide
answers to the question of who is entitled to impose
a particular method of distribution. The teacher thus
invites the students to accept other people’s opinions

35
 Teacher's Guide
Teacher’s

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

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mother asked her to make a decision.

a. In your group, discuss the options considered by Sarah to distribute the 500
AED between her and her sisters. Categorise these options according to
these justice criteria:

Eligibility Equality Authority Need

b. If you were in Sarah’s position, how would you distribute the amount?
Explain why your distribution would be fair.

Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 4 36

Unit 1 Lesson 4 36
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Read the following text about water justice. Then complete the activity that follows.
Activity 3 (15 minutes)
3
The first thing to do to ensure ‘water justice’ is to find a fair way to share
This activity aims to raise awareness among students water between different regions or countries. Second, it’s necessary
of the effects of resource distribution criteria on the to recognise that water resources are social and collective resources,
so providing water should not be just about supply and demand. Third,
relationships between individuals and communities. the rules of justice and fairness have to be respected so that there’s a
This takes place through the discussion of the issue of balance between everyone’s interests and needs. Fourth, there must be
solidarity between current and future generations of people to ensure that
water justice. environmental resources, such as water, are treated in line with the concepts
The students read the text about water justice that of sustainable development and collective interests. Fifth, water must be
regarded as an element of human security as it is essential to human life.

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highlights the issue of fairness in benefitting from
In fact, water justice is related to many environmental concepts, including
trans-boundary waters. After discussing the text, both the capacity to obtain water and water security. Water security means
the teacher divides the students into four groups having enough water to meet human needs. Water justice is also related to
water governance, which means the legal management of water resources,
and assigns the study of the case to each of them while also living in a clean and healthy environment. We can add to the
according to one of the criteria for distributive justice list the common heritage of humanity, collective interests, justice among
members of the same and different generations, the common governance
(eligibility, equality, authority and need). (5 minutes) and development of water resources, environmental interdependence and
The students come up with a scenario on how common yet different responsibilities.
to distribute the water over the two areas while
demonstrating the effects of this distribution on the
development of their relationship (peace or conflict?).
Each group presents their work to the class and the
floor is opened for discussion. (10 minutes)
Expected Answers:
The group that works according to the principle of
authority in the distribution depicts Area 1 as an
economic power that imposes its authority over the
water. Thus, the relationship is represented by the
stronger area having power and control over the
weaker area. This would result in permanent conflicts Copyright © Ministry of Education – United Arab Emirates

37
over the water on the basis of Area 2’s legitimate right
to also benefit from the river water.
If we assume that this river emanates from one of Differentiated Learning:
these two areas, distribution could be allocated Beginners: Present their point of view verbally.
according to the ‘eligibility’ criterion. The residents Advanced Students: Suggest solutions to the distribution methods that may lead to a
of the area from which the river emanates consider conflict. They could also demonstrate the position of each region through role play.
themselves to be eligible for the larger share of it,
in addition to investing in it to produce power and
irrigate the area. This could also lead to disputes and
conflicts between the two parties if this happened
without mutual consent.

37
 Teacher's Guide

a. In your group, discuss the photo. Consider the relationship between the two
areas pictured. Think about how resources might be distributed. Keep in mind
the criteria for distributive justice that we learned.
Activity 4 (15 minutes)
This activity aims to get the students to adopt one of
the criteria for distributive justice and defend it from
b. Did each member of your group agree on the specific distribution method? Or the community’s point of view by discussing the issue
did each of you have your own thoughts?
of employment.
The students read about the economic philosopher
Amartya Sen, one of the greatest thinkers and
specialists in the concept of justice. Then they discuss
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his concept of equality based on an individual’s

c. What aspects did you agree on? What caused disagreement?
capabilities and competencies (3 minutes). In view of
that, they make a decision regarding who will occupy
the two vacancies in the company.
The teacher divides the students into five groups
whereby each group represents one of the categories
shown in the table. The students discuss the criteria
Read the following passage about the
for distributive justice from the point of view of these
4 economic philosopher Amartya Sen. Then
answer the following:
four social categories: relatives of the company’s
Amartya Kumar Sen was born on general manager, members of the wealthy class in the
November 3, 1933, in India. He is community, employees hoping for a promotion, and
an economist and philosopher,
and a lecturer in the United
young and educated men and women who are eligible
Kingdom and the United States. to occupy the two posts. The fifth group will have to
In 1998, Sen received the Nobel take the decision about choosing the two classes that
Memorial Prize in Economic
Sciences for his integration of
will be given the two vacancies.
ethical values and humanitarian Each group forms its own point of view that justifies
concepts with economic the benefits of accepting the job. They give their
analysis. He has made multiple
contributions, particularly in the opinion in turn without the other groups judging or
disapproving. The right to ask questions remains with
Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 4 38
the judging group who are the decision makers. (12
minutes)
Expected Answers:
The first group chooses to justify their point of view
in the light of the ‘authority’ criterion. The general
manager can employ whoever he wants, and who is
more eligible than members of his family?
The second group justifies its point of view in the light
of the ‘eligibility’ criterion. The candidates from the
wealthy class were educated in the best and most
expensive universities in the world.
The same is applied with the third and fourth
categories.
The fifth group takes the decision about the
employment while justifying their point of view. They
can choose employees from two different categories
and satisfy more than one party.

Unit 1 Lesson 4 38
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

field of social and economic justice, in addition to many publications

Activity 5 (Optional): (10 minutes) including the book entitled The Idea of Justice, which was published in
2009.
In this activity, the students apply the criteria for Amartya Sen invites us to think of equality based on individual
distributive justice to scholarships in order to be fair to capabilities, also known as competencies. Given the different capabilities
students from both upper and middle social classes. amongst individuals, equality is unnecessary and ineffective when it
comes to achieving fairness.
a– (5 minutes)
The teacher divides the students into two groups and
As a class, discuss the case presented below. Base your discussion
asks each group to read one of the announcements
on the criteria for distributive justice and Amartya Sen’s idea about

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about the scholarships granted by the University of equality. Then act out the scene that has been assigned to your
Iowa and the American University in the Emirates. group.
Then, a representative of each group shows how There are two ‘department manager’ vacancies in a major company.
the universities are just in the way they distribute As a class discuss all five possible scenarios until you reach a decision
scholarships to students. After that, the class about who should receive each of the jobs.
discusses this matter. Join the group that you have been assigned to. Then, act out the
Expected Answers: following scene:
-University of Iowa in the USA: It offers two types
Groups representing the job candidates:
of scholarship based on two criteria: eligibility (for
students who have an outstanding average) and need Relatives of the company’s general manager
(for students who suffer from financial hardship). This
distribution of scholarships is just and fair because it Members of the wealthy class in the community One group represents the decision maker

benefits everyone.
Employees hoping for a promotion
-The American University in the Emirates: It
offers three types of scholarship based on three Young and educated men and women who are eligible
for the two jobs
criteria: eligibility (for outstanding students as an
encouragement to study), need (for those who suffer
The scenario: The decision-maker group meets the job candidates and
from financial hardship) and equality (for everyone chooses the new employees.
without discrimination on the basis of religion, race,
citizenship or colour). This distribution is also fair
because it reaches out to the different social classes Copyright © Ministry of Education – United Arab Emirates

39
without any discrimination.
b- (5 minutes)
The students work in pairs. The teacher asks each pair
to discuss the requests of those students who face
difficulties in paying their tuition fees despite the fact
they have received a scholarship for their excellent
academic performance. The course students present a
solution that the university can adopt to satisfy all its
students.
Expected Answers:
The university acts equally with the distinguished
students and offers them the scholarship with no
discrimination. It also acts fairly with the outstanding
students as well as those who suffer from a financial
hardship and looks into their situation – case by case
– so that the deserving students receive an additional
scholarship that helps them pay the remaining
tuition fees.

39
 Teacher's Guide

What follows is mentioned in the scholarship

5 section of the web pages of the University of Iowa
in the USA and the American University in the
Emirates:

The University of Iowa offers various scholarships

each year to its students based on financial
need, academic merit, or, in particular, academic
performance. Receiving a merit scholarship may
not disqualify students from receiving other offered
educational grants or loans based on their proven
financial needs.
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Citizens of the United Arab Emirates or residents

and nationals of the Gulf Cooperation Council
are eligible for scholarships. There are certain
conditions necessary to receive a scholarship,
which include:
• completion of 45 course credits, as well as a
general average equal to 3.6 or above,
• achievement of a global average of 2.5 or above
in order to renew the scholarship each year.

a. In what ways do the universities distribute the scholarships with justice?

b. A university decided to give 700 USD to each student with a GPA of 3.5 and
above as a scholarship payment towards tuition fees. It seems that all students
are treated fairly - everyone with a GPA of 3.5 and above will receive the same
amount. However, the students who suffer from financial difficulties objected to
this decision and considered it unfair. They and their parents will struggle to pay
the rest of the tuition fees, whereas the wealthy students can pay them easily.
In this case, what solution could the university offer in order to be just towards
both the wealthy students and those who suffer from financial difficulties?

Copyright © Ministry of Education – United Arab Emirates

Unit 1 Lesson 4 40

Unit 1 Lesson 4 40
 Moral, Social & Cultural Studies Grade 6

Equality and
Unit 1 Justice as
Fairness

Lesson 5

How is Fair

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Distribution
Accomplished?
Learning
Outcomes
- Clarify that distributive justice means the distribution
of limited resources, such as wealth, employment or
Lesson objectives positions (such as leadership positions) fairly within a
group or within the wider community.
Students continue to learn about distributive justice. - Show personal commitment to ensure fair and equitable
They participate in activities related to the distribution distribution of limited resources (initially at the level of
of benefits, while ensuring that others are treated classmates, family members and friends).
fairly and equitably both in the classroom and
in society. 41

Required outcomes Learning Outcomes:

•Place a stationery set on the table including pencils, 1-Clarify that distributive justice refers to the distribution of limited resources, such as
ink, crayons, card, geometric rulers, and paper. wealth, employment or positions (including leadership positions) equitably within a
group, or within the wider community.
2-Demonstrate personal commitment to ensuring the fair or equitable distribution of
limited resources (initially on a classroom level between classmates, and between
family members and friends).

41
 Teacher's Guide

Vocabulary Benefits Communal benefits of resources.

benefits

In front of you there is a box filled with stationery, including pencils,

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ballpoint pens, colouring pens, erasers, geometric rulers, perforators and

Introductory Activity 1 (5 minutes)
1 other items. Share these items among your classmates without regard to
The teacher starts the lesson with a brief review
age, position within the class, and needs or possessions.
of the topics discussed in previous sessions. The
Was it possible? teacher then places stationery including pencils,
Was everyone satisfied? ink, crayons, geometric rulers and paper. on the
How can you ensure a fair distribution of benefits? table, and gives students the freedom to share these
resources with each other students cannot though
compare themselves to other students based on their
privileges and features, or differences in age and
social status. In addition, the students’ own things and
stationary must be left outside of the classroom.
The teacher monitors how students share stationery
with each other, and then asks them:
Were you able to overcome your selfishness and
greed when sharing the stationery? Is everyone
satisfied? How, then, can justice be achieved through
the distribution of benefits?
The teacher allows the students to express
themselves freely, and asks them about the difficulties
that they have faced personally.

Unit 1 lesson 5 42

Unit 1 Lesson 5 42
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 2 (15 minutes)

This activity aims to introduce the concept of 2 Read the story about James who felt unjustly treated
individuals’ right to equality in the distribution of in class. Then discuss the questions that follow.
benefits to students, even in the case that the benefit James was unhappy that Wael had been the coordinator of the
refers to a particular role within society. class for four months. This was a frustrating situation for James.
He always worked hard to help his classmates, even though he
The students read the text about James, who wants to had no position in the class. He also enjoyed having the authority
be the class coordinator. His friend Wael has occupied to speak for his classmates and having a connection with the

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this position since the beginning of the year, which teachers.
James feels is unfair. (3 minutes) The teacher proposed that James compete with Wael for the post
The teacher divides students into four groups, and of coordinator. Each candidate devised an election programme,
asks each group to answer three questions. The focus which included a plan to facilitate students’ affairs and organise
sports and art activities for the classroom.
should be placed on giving each student in the group
the right to voice his or her opinion. All answers are James prepared a classroom programme that included new and
important ideas for schoolwork and sports activities. He started
written, and presented verbally in front of the class. going on school trips that were interesting, fun and educational at
The students then discuss the answers. (6 minutes) the same time, and told his teacher about his preparations. The
Expected answers: teacher said that the position of coordinator would be based on
A- (2 minutes) the principle of equitable participation in the class.
Each student has the right to occupy this position,
especially those who are most suited to the role. The a. What do you think of James’ position with regard to the
concept of equality?
right of other students or their role should not be
marginalised or denied. All students must be treated .........................................................................................................................
equally on the basis of respect and equality, without .........................................................................................................................
prejudice or discrimination.
B- (2 minutes)
No, his anger is unjustified. While he is a diligent
student with the right to hold a position of
responsibility, there are other students with the same
level of competence who also deserve the opportunity
to take this position, and may contribute new ideas 43
and classroom initiatives.
C- (2 minutes)
The proposal must be accepted on the basis of equal
opportunities and equality in the distribution of roles.
Wael has had the opportunity to be a coordinator, and
has done his job well. Thus, he could now contribute
to James’ election campaign, and help him to win the
highest number of votes.

Differentiated Learning:
Beginners: Clarify questions, and encourage the
students to express their views and provide answers,
even in a simplified manner.
Advanced Students: prepare a dialogue between
Wael and James, and present it in the form of an
acted scene.

43
 Teacher's Guide
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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 44

Unit 1 Lesson 5 44
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 3 (15 minutes)

Read the text from the jobs page of a municipality website.
The aim of this activity is to introduce the principle of 3 Complete the activity that follows.
equity in the distribution of benefits on a local level to
As part of our overall efforts to improve the municipality, we are seeking to develop
students, in accordance with individuals’ competence the city into one of the most advanced cities in the world in terms of the excellence of
services provided to residents.
and specific skills.
To achieve this transformation, we are looking for qualified and talented people
Students read the text, where the Municipality who will work hard to provide the highest standards of service. We need a group of
people who can work with passion and enthusiasm to make the city one of the best
shows interest in recruiting talented and efficient municipalities in the world.
professionals to work. Applicants help to boost the You will gain invaluable experience from working with us. You will also be part of a

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government institution dedicated to achieving strong economic progress.
Municipality’s level of growth and excellence on a
national and international level. Then they review
the case study of Yusuf (skilled in motor racing) and Ibrahim and Yusuf have been friends since childhood. Ibrahim spent six
years at university studying civil engineering, while Yusuf has devoted
Ibrahim (a civil engineer), both of whom are interested his time and effort to developing his motor racing skills. Ibrahim and
in working at the Municipality. However, Yusuf does Yusuf read the announcement about job vacancies in the municipality of
their hometown. As Ibrahim prepared his application, Yusuf went to the
not have the necessary academic qualifications and municipality to ask for further information about how he could serve his
experience. (3 minutes) city.
In groups, students consider the issues, prepare
a. Imagine you are in charge of this municipality. How could Yusuf
answers, and present them to the class for discussion. and Ibrahim achieve the vision of the municipality both locally
(3 minutes) and globally?

A- (2 minutes) .........................................................................................................................
Ibrahim and Yusuf both have competencies .........................................................................................................................
and skills that can contribute to achieving the .........................................................................................................................
Municipality's vision. Ibrahim is skilled in the field .........................................................................................................................
of civil engineering, and can implement high
quality projects in accordance with international
standards. Meanwhile, Yusuf is a qualified leader in
the motor racing field, and can help organise races,
entertainment and sporting events involving well-
known local and international personalities in the city. 45

B- (5 minutes) C- (2 minutes)
The students are divided between those that prefer Students conclude that equity is important in regard to distributive justice.
the contributions that can be made by Ibrahim, and In order for distributive justice to be successful, it must be implemented in a neutral
those that prefer the contributions that can be made environment, on the basis of equal opportunities and equity among all peers, free
by Yusuf. Students may then use the internet. from social considerations in the distribution of benefits. This will strengthen citizens'
Ibrahim offers: Bridge or tunnel construction confidence in their country, and promote cooperation in different areas, without
planning. He can plan the construction of urban selfishness or jealousy.
infrastructure such as sewage networks – Design,
construction and maintenance of major and
secondary roads in the city, in accordance with
international standards.
Yusuf offers: To represent his town in international
competitions.

45
 Teacher's Guide

b. What real contributions could Yusuf and Ibrahim, each according

to his competence, make? Conduct online research.

.........................................................................................................................
.........................................................................................................................
Activity 4 (10 minutes)
.........................................................................................................................
.........................................................................................................................
This activity aims to evaluate decisions that affect the
distribution of benefits on a community level, and
allow students to voice their opinions in a critical and
c. Draw some conclusions about the importance of impartiality in
distributive justice. constructive manner.
The teacher divides the students into four groups,
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......................................................................................................................... and asks each group to identify a leader to conduct

......................................................................................................................... the discussion. Each student in the group voices
their opinion on the fairness of decisions made by
.........................................................................................................................
the State, based on the concept of equity in the
......................................................................................................................... distribution of benefits. (6 minutes)
Each group then presents the results of its discussion.
(4 minutes)
Expected answers:
-Providing free education from nursery to secondary
school.
Equitable and fair distribution of benefits provided
A country has issued the following decisions:
4 - Provide free education from kindergarten to secondary school. on the level of free education, with a similar level of
- Provide free health services for all. quality to that of private schools.
- Improve women’s employment opportunities in public administration - Providing free healthcare services for all citizens.
by ensuring 30 percent of positions are filled by women.
Equitable and fair distribution of benefits provided
on the level of free healthcare services, with a similar
Discuss these decisions with your classmates and their values based
level of quality to that of private healthcare services.
on the concept of justice in the distribution of benefits.
-Increasing public sector employment opportunities
for women, raising the percentage of female
employees in the public sector to 30%.
Providing women with equal opportunities in
Unit 1 lesson 5 46 the distribution of benefits is a positive decision,
especially if the participation of women in the
public sector is much lower than men. Equity in the
distribution of benefits can only be achieved when
men and women have access to equal opportunities in
benefit distribution.
-The average salary of directors is $10,000 and above,
while the minimum wage for lower-level employees
is $600.
This is to an unfair distribution of benefits. The
difference between directors' salaries and those of
lower-level employees is vast, which widens the gap
between rich and poor.

Differentiated Learning:
Beginners: Work on activities 1 and 2.
Advanced Students: Work on activities 3 and 4.

Unit 1 Lesson 5 46
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Read the following texts about people of determination who have

received the same employment opportunities as their non-special
5 needs counterparts. Then complete the exercise that follows.
Activity 5 (optional) (15 minutes)
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
The aim of this activity is for students to send a provides the appropriate working environment to enable him to work
message to all those who attempt to marginalise productively. He says, ‘I started working in 2006. I have overcome

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the challenges presented by my disability. Since starting work, I have
people of determination, excluding them from benefit
participated in many important projects, including the establishment of
distribution schemas and employment opportunities. institutions and schools nationwide.’
The task can be conducted individually or in
b. Aisha Bilal, a teacher, worked with dedication and skill to overcome the
groups. Each group will read a text about people of many challenges resulting from being paralysed since childhood. Aisha
determination who have demonstrated their skills in says, ‘The support I received from my family enabled me to continue
and succeed. Their support enabled me to complete my education
the course of their daily routine. at the Faculty of Islamic and Arabic Studies and begin working as
Students then discuss these real-life examples. The a teacher immediately after graduation. Despite suffering from an
illness, having family responsibilities and raising my daughter, I am still
teacher should direct the discussion towards the capable of contributing.’
challenges that these people have encountered,
and their perseverance in overcoming their disability
Some people refuse to allow people of determination to participate in
in order to achieve their goals. The teacher should employment, arguing that they are not able to physically or mentally
also encourage students to express their opinions perform roles effectively. Based on what you have read, write a
10-line letter addressing these issues and explaining the importance
regarding the exclusion of people of determination
of equitable distribution of benefits among all members of society.
from employment opportunities on the grounds that
they are physically or mentally unable to perform their
roles effectively.
Students then write a letter addressed to people
who refuse to include people of determination in the
equitable distribution of benefits, especially in work-
related matters. 47
their skills, and help them to become active members in the community. The more
Expected answers: that people of determination are respected and given their rightful place in society,
"Disability has never been an obstacle for the the more civilised, progressive and aware of the importance of equal rights society
excellence of people of determination, especially if the becomes, regardless of contrary opinions that may be promoted by some.
mind is sound." (His Highness Sheikh Mohammed bin -Human beings, whether or not they have special needs, have the right to life,
Rashid Al Maktoum). education and work, as in this way justice is achieved.
-Many people of determination have overcome
their circumstances, excelled in many areas, and
have won awards in their workplaces. This includes
leaders who have become managers running a
multidisciplinary team, in addition to those who have
excelled in sports and contributed significantly to
promoting their country overseas.
-They must be given the necessary training to develop

47
 Teacher's Guide

Activity 6 (20 minutes)

6 Consider some injustices in the world. Start building a project that
addresses these issues. You can complete the project as homework The teacher asks students to provide some examples
and present it next week. of unfair attitudes they’ve witnessed in their school,
community or in the world that they would like
- Think of some unfair attitudes that you want to change in your school to change (attitudes that express prejudice or
or community (attitudes that express prejudice or discrimination in some discrimination in one way or another). Students write
way). What are these attitudes? their answers on sheets of paper.
-The teacher forms small groups based on the issue
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that the students would like to resolve.

- Form small groups with your classmates based on their preference for one Students must do the following:
of these issues. 1) Identify the problem that they would like to resolve;
2) Clarify the final objective or outcome that they want
to achieve;
- Identify the problem that you would like to resolve. 3) Provide a list of necessary resources (human and
material);
4) Establish a schedule for the implementation of
- Explain the ultimate goal or outcome you would like to achieve. specific tasks and objectives.

Students must complete the project as homework,

- Provide a list of the resources you need (human and material). and then present the following week.

- Set a schedule to accomplish the tasks or goals.

Differentiated Learning:
Beginners: Provide students with the necessary
technological resources to search for examples that
will help them to complete the project, in accordance
with the teacher’s instructions.

Unit 1 lesson 5 48

Unit 1 Lesson 5 48
Moral, Social & Cultural Studies Grade 6

Domain
Moral

Domain: Moral

Unit 2: Unit 2
Physical Health Physical
Health

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and Diet
and Diet
Unit Objectives
The aim of this unit is to enable students to care for Lesson 1 How Healthy Is Your Life Style?
their health through diet and lifestyle and how about Lesson 2 Exercise and Healthy Habits
these factors affect their lives. Students learn about
Lesson 3 Obstacles to Health and Getting Help
global health concerns and diseases that threaten
the individual and the wider community and how Lesson 4 Types of Diseases
these can be prevented. Students learn about their Lesson 5 Disease Prevention
own responsibilities regarding their own and global
health concerns.

Unit Description
The concepts underpinning this unit are taught over What can I do to stay healthy and safeguard the health of others?
five lessons and are designed to answer the central
question.
Copyright © Ministry of Education – United Arab Emirates

49
Central Question
Each unit has a Central Question, around which all the lessons of the unit are
structured. Throughout the unit, students explore the concept of the Central Question.

49
 Teacher’s Guide

Exploratory Questions
These questions provide an overview of the concepts
that the students will learn throughout the lessons in
this unit.

What does it mean to be healthy?

How can I maintain a healthy body?

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What factors contribute to poor health?

What are the health issues that concern the world today?

What can we do to ensure good health for all?

Copyright © Ministry of Education – United Arab Emirates

Unit 2 50
Learning Outcomes
1. Recognise the importance of healthy eating, sufficient sleep and regular exercise.
2. Understand and explain the different ways in which disease is spread, and know
the importance of sanitation and clean water.
3. Analyse and consider the concepts of individual and collective responsibility in
relation to health within a sports facility or health centre in the community.
4. Discuss global health concerns such as malaria and malnutrition, and how such
issues are tackled.

Unit 2 50
Moral, Social & Cultural Studies Grade 6

Unit 2 Physical
Health
and Diet
Lesson Objectives

How
This lesson will teach students about their
responsibility for caring for themselves, including the
Lesson 1
importance of healthy eating, sufficient sleep and

Healthy
regular exercise, and explain how choices about these
factors affect their lives in the short and longer term.

Required Materials

Is Your

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• Student book
• A selection of small coloured cards or post-its

Lifestyle?
Learning Outcomes
Recognise their responsibility for caring for
themselves, including the importance of healthy
eating, sufficient sleep and regular exercise, and
explain how choices about these factors affect their
lives in the short and longer term.

Learning Outcomes
• Recognise their responsibility for caring
for themselves, including the importance of
healthy eating, sufficient sleep and regular
exercise, and explain how choices about
these factors affect their lives in the short
and longer term.

Copyright © Ministry of Education – United Arab Emirates

51

51
 Teacher’s Guide

The process of getting the

Vocabulary Nutrition food necessary to maintain
good health and growth.
nutrition diet
The type and range of food
Diet
carbohydrate that a person regularly eats.

The compound in food that

Carbohydrate is broken down to release
energy.
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Read the quote. What do you think it means?

1

“Take care of your body.

It is the only place
you have to live”.
Jim Rohn
North American Businessman

Copyright © Ministry of Education – United Arab Emirates

Unit 2 Lesson 1 52

Activity 1 (5 minutes)
Introduce the lesson by asking students to discuss the quote. Ask them what they
think it means.
Suggested Answers
Your mind and heart live in your body. No matter where you go, you inhabit your own
body. If it is healthy and well, you will have a better life.

Unit 2 Lesson 1 52
Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 2 (20 minutes)

Ask students to read the text. Have them discuss
the answers to the questions in groups. Ask them
to consider their own lifestyles and what they do to 2 Read the article Learning the Health Habit and answer the
questions that follow.
maintain their fitness and health.
Suggested Answers With child obesity and other health problems like diabetes on the
rise in developed countries, child nutrition and health have become
Diet, exercise, sleep, hygiene, access to knowledge frequent topics of discussion.
(education), and access to health services are the six
These issues have an effect not only on the future of children, but

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ingredients for good overall health. also on the countries themselves. The main sources of obesity are
Suggested Answers the food choices we make, lack of physical activity, and family habits
that are not in line with a healthy lifestyle. Doctors fear that the
a. If a person is not healthy, then he cannot be increased frequency of obesity could lead to chronic health problems
fully productive and therefore does not make a in adulthood.
full contribution to society. This makes his life Experts suggest that good nutrition, physical exercise, and sleeping
difficult. This affects the community and the patterns are among the most important factors that contribute to
country by diminishing productivity and adding our health. They also suggest that it is essential that good habits are
learned early on in life.
more cost on medications for those
unhealthy people. It is important to understand the nutritional value of food and how
to prepare and cook quick and easy healthy meals. Exercise should be
b. Young people are like sponges, they soak incorporated into our daily routine and we should make sure to get
information and take them as habits. What we enough sleep to ensure we have the healthy minds and bodies we
need to achieve our full potential in life and avoid health problems,
practice in our early years becomes a pattern we
like obesity or diabetes, in later life.
follow all our lives.
c. Ordering take away meals. a. In what ways do health issues affect the country as well as the
Watching TV or playing with electronic devices individual?
instead of doing physical activity.
Late bedtimes or long lie-ins.

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53

53
 Teacher’s Guide
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b. Why do you think it’s easier to learn good habits early in life?

c. What family habits can contribute to health problems like the

ones mentioned in the text?

Copyright © Ministry of Education – United Arab Emirates

Unit 2 Lesson 1 54

Unit 2 Lesson 1 54
Moral, Social & Cultural Studies Grade 6
Moral, Social & Cultural Studies | Grade 6 | Term 1

Read the text below and answer the questions that follow.
Activity 3 (15 minutes) 3 The Mediterranean diet is known for its health benefits and claims to deter
Read the article about the Mediterranean diet. Ask chronic diseases, especially
students if they follow this diet in their homes. those which are related to
the heart.
Draw their attention to the food groups and the food It places great emphasis on
plate. Tell them that this plate has the proportion olive oil, fish, whole grains,
fruit and vegetables, and
of food for a healthy diet. Then let them reply to legumes as its main foods.
the questions. If you follow this traditional
diet, then red meat, dairy
Suggested Answers and sugary desserts are not
eaten on a regular basis.

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a. Fruits: Apples, bananas, mango, oranges, kiwi... As a result, this kind of
Vegetables: tomatoes, cucumber, diet is low in saturated fat
lettuce, radish... and cholesterol, both of
which are enemies of the heart. In this kind of diet, protein is obtained from
Proteins: Fish, poultry, meat, eggs, beans.. fish and legumes like lentils and beans, all of which are abundant in these
Grains: Bread, corn, rice, pasta, oat, cereal... countries.
It is also believed that following a Mediterranean diet can benefit the health
Dairy: Milk, yogurt, cheese... of your brain. One study revealed that the risk of developing diseases like
b. Parkinson’s or Alzheimer’s is greatly reduced for people who follow that diet.

a. Give examples of each of the following food groups.

• Fruits:

• Vegetables:

• Proteins:

• Grains:
c. Fats – Use sparingly and choose healthy oils like • Dairy:
olive oil.
b. Fill your plate with the correct portion of each group.
• Treats – not recommended for daily intake as
c. What about fats and treats?
they are not actually needed for good health.
Ask students to discuss their own diets and, in groups,
relate their own diet to the food plate. Copyright © Ministry of Education – United Arab Emirates

55

Differentiated Learning Activity 4 (10 minutes)

For Beginners Ask to students form pairs and have them work together to say whether the following
Students draw a blank food plate and draw in the food statements are true or false. Encourage them to discuss their reasoning around each
they eat for one day. Does it look like the plate shown? answer with each other.
For Advanced Students Suggested Answers
Students draw a blank food plate for each member of a. FALSE
their family. Fill in with the food they eat for one day Grilling is healthier because as the meat cooks the fat drips off into the pan
and then write a report to each member advising them below. Having less fat in your diet keeps your cholesterol lower and leads to
how they can improve their diet. a healthy heart. It is also healthier to grill rather than fry vegetables as less
moisture and nutrients are lost from the food.
b. TRUE
Fast food contains high levels of salt, sugar and fat as well as other preservatives
and chemicals. When you cook for yourself at home you can use fresh ingredients
and control the methods to make the healthiest choices possible.
c. TRUE
Health experts claim that sleep is of equal importance to diet and exercise in
maintaining good health. Children who get enough sleep are known to have
better levels of concentration, are less likely to become obese, can make better
decisions, and have more energy.
55
 Teacher’s Guide

Activity 5 (15 minutes)

In small groups, read the following statements and decide whether Ask students to look at the 6 pictures. Tell them that
4 they are True or False.
a. Frying is the healthiest method for cooking food. T F
they are going to prepare a personal lunch box for
their friend.
b. Eating homemade food contributes to a healthy body. T F
c. The average 6 -13 year old should sleep 9-11 hours per day. T F Divide class into pairs. Each one will ask his partner
d. Using electronic devices helps us sleep well at night. T F
which food he likes to eat most. Then he will prepare
e. Regular exercise can harm bones and muscle. T F
a lunch box that fits his partner’s taste. Students may
write or draw what will be in the lunch box.
Remind students to look at the food plate they did in
Ask your partner what food he likes to eat, then fill his lunch box from
activity 3. Also, allow students to have a small treat
5
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the choices you see in the pictures. Then evaluate his lunch box and portion!
advise if it needs to be healthier.
When students are done, share their lunch boxes with
the class. Ask the class to evaluate the lunch box. Is it
healthy? If not, how can they make it healthier.
Ask them to talk about the lunches they have chosen.
Encourage them to examine if they have control over
the lunch they eat at school.
Do they buy their lunch or is it made for them?
Fruit and Vegetables Treats Grains Is money a factor when choosing what food to eat?
Do family habits influence the type of lunch
they eat? etc.

Key Skills (Think, Pair, Share)

• Research
• Managing oneself
Dairy Soft drinks Proteins
• Decision-making
• Care
Copyright © Ministry of Education – United Arab Emirates
Unit 2 Lesson 1 56
Evaluation/Reflection

d. FALSE
• Formative assessment through teacher
observation of quiz
The blue light emitted from screens such as TV, phone & computer, delays the
release of sleep inducing melatonin meaning that the quantity and quality of • Peer feedback (hot-seating)
sleep is greatly reduced. It is best to stop using all electronic devices, including
phones at least 2 hours before bedtime. Differentiated Learning
e. FALSE • Ensure mixed ability pairings
Regular exercise has many positive effects on the health: • Teacher differentiated questioning
• strengthens bones and muscles
• maintains slim, lean body
• decreases the risk of developing type 2 diabetes
• lowers blood pressure and cholesterol levels
• improves mood
• improves sleep quality
After they have had time to complete the activity, take a few moments to go through
the answers and ask them some questions about what they have learnt. For example:
What fact surprised you most?
What did you learn that you didn’t already know?

Unit 2 Lesson 1 56
Moral, Social & Cultural Studies Grade 6
Unit 2 Physical
Health
and Diet

Lesson Objective
Lesson 2

Exercise
The aim of this lesson is to enable students to
acknowledge their responsibility for caring for
themselves, including the importance of healthy
eating, sufficient sleep and regular exercise, and

and
explain how choices about these factors affect their
lives in the short and longer term.
The lesson also aims to explain the different ways in

Healthy
which diseases are spread and how to avoid infection

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and contamination at the individual and community
levels, including the importance of sanitation and
clean water.

Habits
Required Materials
• Lots of pictures of physical activities and famous
sports people and Olympians displayed around
the room.
• Chart paper or whiteboard
• Markers, pens, colouring pencils Learning Outcomes
• Cards or small pieces of paper • Recognise the importance of healthy eating,
sufficient sleep and regular exercise.
• Understand and explain the different ways
Learning Outcomes in which disease is spread, and know the
• Recognise the importance of healthy eating, importance of sanitation and clean water.
sufficient sleep and regular exercise.
• Understand and explain the different ways Copyright © Ministry of Education – United Arab Emirates

in which disease is spread, and know the 57

importance of sanitation and clean water.

57
 Teacher’s Guide

Vocabulary
Vigorous activity that
aerobic Aerobic exercises and strengthens
the heart and lungs.
flexibility
The ability to bend and
movement Flexibility stretch without breaking.

Changing position or going

Movement from one place to the other.
The children in the pictures look like they are having fun.

1 Is this kind of fun good for them? Why?

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Copyright © Ministry of Education – United Arab Emirates

Unit 2 Lesson 2 58

Activity 1 (5 minutes)
Explain to students physical exercise is one of the major factors that affects their
health.
Suggested Answers
Yes, all these activities are good for them. They are having fun and at the same time
they are doing physical exercise which is very important for their health.
Ask them if they think they do enough physical exercise, and if not why not?
Answers will vary but reasons for not doing physical activity may include:
Too much homework,
Not enough time,
Too hot.

Unit 2 Lesson 3 58
Moral, Social & Cultural Studies Grade 6

Activity 2 (20 minutes)

Moral, Social & Cultural Studies | Grade 6 | Term 1
Read the information about the different types of
physical exercise and how they affect the body.
Ask students the following questions: Read the information about different types of exercise and the
What are the three categories of exercise in this benefits associated with each.
text? Aerobic, Anaerobic, and Flexibility. What is the 2
difference between aerobic and anaerobic exercise? Aerobic (also known as Cardiovascular or
Anaerobic exercise uses less oxygen and targets Cardio)

smaller muscle groups. Which exercise uses more Aerobic means relating to free oxygen. During
this type of exercise you are using large
oxygen? Aerobic exercise. Which do you think is the muscle groups which require you to breathe

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most important? Why? at a higher intensity than when you are at
rest. The increase in oxygen intake pumps the
Types of exercise usually incorporate more than one of blood around your body at a quicker rate so
the categories. And may also focus on core exercises, the oxygen can get to your muscles. This type
balance training, accuracy, agility, power and speed. of exercise helps maintain a healthy weight
as well as regulating digestive health and strengthening the immune
Fitness professionals would advise that everyone system.
should try to get a mix of all three categories of
exercise to maintain good physical health. Anaerobic (also known as
Ask about other activities that you know your students strength or resistance training)
are involved in. This type of exercise tones your
muscles making them stronger and
firmer. It requires short intense
Aerobic Anaerobic Flexibility & actions that are not reliant on a
Stretching huge use of oxygen. It also improves the health of your bones as well
as your balance and coordination.
Swimming Sprinting Ballet
Flexibility and Stretching
Zumba Football Martial Arts
This type of exercise stretches and lengthens your muscles to
increase your range of movement. It helps to keep joints flexible and
Walking Push ups Gymnastics

Copyright © Ministry of Education – United Arab Emirates

59

59
 Teacher’s Guide

muscles limber. Stretching should

only be started when muscles are
warm and the body temperature
is raised. This type of exercise
also creates good posture, helps
to prevent injury during more
intensive exercise and increases
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the length of life and overall health

of the individual.

Look at the sports and activities below. To which category of

exercise do they belong?
Swimming, Sprinting, Zumba, Ballet, Martial Arts, Football,
Gymnastics, Walking, Push Ups

Aerobic Anaerobic Flexibility and

Stretching

Copyright © Ministry of Education – United Arab Emirates

Unit 2 Lesson 2 60

Unit 2 Lesson 3 60
Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 3 (10 minutes)
Ask students to read the text about the benefits of Read what are the health benefits of playing sports. Then answer the
sports. After discussing, ask them to reply to the 3 following questions.
Sports activities have many benefits on the
questions in their books. physical and mental health. Studies showed
that regular moderate sports have a positive
Suggested Answers effect on the immune system.
a. Motivating because it boosts energy When one exercises, the heart pumps more
blood, consequently, the blood circulation is
Rewarding because you set goals and achieve more active. The lungs’ intake of oxygen is
them increased and the muscles become stronger. All of that makes the immune
system better prepared to fight bacteria.

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Regular training improves memory because of
repetitive activities Sports also have a positive mental effect on people. Practicing sports
whether alone or in a team is a good way of releasing stress, it is motivating
Communication is improved when one joins and rewarding. It also improves the memory and boosts communication.
a team a. Explain how can sports be motivating, rewarding and an
improvement for the memory and communication.
b. Boosted energy b. Name other physical benefits of sports.
Weight control
Muscle toning

Sports add up to a healthy life. Read about other habits and answer the
Activity 4 (15 minutes) 4 following questions.
By practicing sports and eating a well-
Ask students to read the story and imagine what life balanced diet we are leading a healthy life
style, but what about other healthy habits?
was like for their ancestors when hygiene awareness
Basic rules of hygiene are necessary in
did not exist and water was not so freely available. order to stay healthy. If they are not
followed, then it is easy for infections
Ask students to think about the acts of hygiene. Then, and diseases to threaten our own health
in pairs, they compare their answers. Students then and the health of everyone we come into
share their opinions with the class. contact with.
These basic rules include washing hands frequently. Did you know that
Suggested Answers imposing the rule of washing hands very thoroughly before a surgery
remains one of the greatest measures that saved lives? Brushing teeth at
• Wash hands frequently least twice a day is also another important habit that preserves your health
by preserving the health of your teeth that allow you to eat a variety of foods
• Brush teeth 3 times a day after meals and hence a balanced nutritious diet.

• Stay home if I am sick

61
Copyright © Ministry of Education – United Arab Emirates

• Stay away from sick people (especially flu)

• Eat clean food
• Wash fruits and vegetables well
• Store food in proper temperature
• Use wipes when travelling
• Regular dentist visits
• Have a shower daily
• Wear clean clothes
• Eat only with my own fork

61
 Teacher’s Guide

Differentiated Learning
a. Fill in the chart with important healthy habits.
For Beginners
Students can draw a poster of the things they do
during the week that are good for their health.

For Advanced Students

Students can create a set of “Guidelines for Good
Health”. This can be illustrated with some of the
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My drawings the less confident students produce. The

healthy
guidelines could be posted in a common area for all
habits
classes to learn how to maintain a healthy body and
be aware of hygiene as a way to protect themselves
and others.

Key Skills (Head, Heart, Hands)

• Collaboration
• Autonomy
• Critical thinking

Evaluation/Reflection
Keep a Health Diary for the next
5 week. In it, record your daily diet, • Identify the health benefits of exercise).
your physical activity, and the Introduction and closure activities will support
rules of hygiene you follow, and the children in being intentional about meeting
how often.
their learning outcomes.

Copyright © Ministry of Education – United Arab Emirates

Unit 2 Lesson 2 62

Activity 5 (5 minutes)
As you conclude this lesson, ask students to keep a health diary over the next week.
They should make a record of their diet as well as their activity levels. Students can
also record their personal hygiene habits.
Highlight to students that now they are armed with the information they need to stay
healthy, it is their responsibility (not their parents’) to use all the information they have
learned and form the habits that will benefit their health.
Reassure them that they will not be required to share their diary if they do not wish to
do so – nobody should be made to feel uncomfortable with their choices.

Unit 2 Lesson 3 62
Moral, Social & Cultural Studies Grade 6

Unit 2 Physical
Health
and Diet
Lesson Objectives

Obstacles
The aim of this lesson is to enable students to analyse
and consider the concepts of individual and collective
responsibility in relation to health within a sports Lesson 3
facility or health centre in the community. Students

to Health
also learn to discuss global concerns such as malaria
and malnutrition, and how such issues are tackled.

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and
Required Materials
• Large version of grid on board or printed
• Case studies (in book)

Getting
• List of local doctors, health clinics, sports centres,
etc.

Help
Learning Outcomes
• Analyse and consider the concepts of individual
and collective responsibility in relation to
health within a sports facility or health centre in
the community .
Learning Outcomes
• Analyse and consider the concepts of
individual and collective responsibility in
relation to health within a sports facility or
health centre in the community.

Copyright © Ministry of Education – United Arab Emirates

63

63
 Teacher’s Guide

Something new and difficult

Vocabulary Challenge that requires great effort
and determination.
challenge

consequence
The results or effects of a
disease
Consequence particular action or event.
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What do you think is meant by this quote?

An illness which affects
1 Disease people, animals or plants.
It is usually caused by an
infection or bacteria.

“If we could give every individual

the right amount of nourishment
and exercise, not too little and not
too much, we would have found
the safest way to health.”

Hippocrates

Copyright © Ministry of Education – United Arab Emirates

Unit 2 Lesson 3 64

Activity 1 (5 minutes)
Ask students to read the quote. Together, discuss what they think is meant by it.
Suggested Answers
We should try to live a balanced lifestyle with daily exercise, eating regular balanced
meals, getting enough sleep. We shouldn’t overeat nor should we starve ourselves.

Unit 2 Lesson 3 64
Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 2 (20 minutes)
Get students to read the article and consider the
questions. Explain that obesity is overweight to the
point where their health is at risk. It is a problem in
most developed countries in recent years.
2 Read about colleges in the UAE, then answer the following
questions.
Suggested Answers
Some colleges in the UAE are leading by example when it comes to
a. The ban on soft drinks was introduced in order facing the challenge of global obesity and promoting healthy living.
to make such drinks less accessible to young Students are being taught about health and wellbeing right from the

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people. Invite students to comment on the fact basics of food intake and energy levels.
that young people themselves are relying on Healthy living is reinforced by the college. The cafeteria serves
others to make the drinks less accessible rather only healthy meals and soft drinks have been banned on campus.
than take responsibility for their health and just A sedentary lifestyle in which young people spend most of the day
sitting either at school or at home has been blamed for the rise of
not buy them.
obesity. “It’s important that we educate this generation and the ones
b. There are many reasons for the sedentary that come after. Otherwise, the trend of longer life expectancy could
be reversed” “If you can walk for 30 minutes a day and keep your
lifestyle: at school for long hours, watching TV or heart beat above 130 beats per minute, that’s a great start.” Says one
playing computer games, use of cars and buses, college representative.
etc.
Another culprit of increased weight among young people has been
c. Individual – personal hygiene, food choices when found to be fizzy drinks. A recent study found that many young people
consume more than one 330ml can a day. Results showed more tooth
out of home, physical activity. decay among soda drinkers and people who drink soft drinks had
Family – provision of healthy food at home, nearly five times more risk of suffering a bone fracture than those
access to health care, clean home environment, who did not.
purchase of personal hygiene products, etc. The government of the UAE is working closely with other
Government -- health care facilities, education organisations to address the problem, and efforts are ongoing to
about health and well-being, sports facilities and ensure the health of the population.
spaces where physical activity can take place,
campaigns to inform citizens of the facilities that
are available and the benefits of using them, etc.
d. With economic progress, food and drink have
become available in larger quantities to a
larger number of people. In many places of the 65
Copyright © Ministry of Education – United Arab Emirates

world the tendency is now to eat in excess of

the basic needs. With people having less time
and opportunities to exercise naturally, rates of
obesity have increased globally.

65
 Teacher’s Guide
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a. Why do you think a ban on soft drinks was introduced?

b. What reasons can you give for the sedentary lifestyle
mentioned in the article?
c. In your group, discuss the responsibilities of the individual,
family, and society in ensuring that we live full and healthy
lives
d. Obesity has been referred to as “a global health problem”
What do you think this statement means?

Copyright © Ministry of Education – United Arab Emirates

Unit 2 Lesson 3
66

Unit 2 Lesson 3 66
Moral, Social & Cultural Studies Grade 6

Activity 3 (10 minutes)

Moral, Social & Cultural Studies | Grade 6 | Term 1
Create a large version of the grid from the student
book on the board. Talk about what an obstacle Consider the obstacles and the consequences people encounter in their
(a thing that blocks one’s way or prevents or hinders 3 lives while trying to maintain their health.
progress) is and what a consequence
(a result or effect, typically one that is unwelcome or
unpleasant) is. Obstacles Consequences
Ask students to work in pairs for 3 minutes and
to come up with at least one obstacle and one
consequence to each of the 6 factors for maintaining Diet
health.

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If they come up with more they can write them down.
Ask for feedback and encourage the students to add Exercise
to their grids in their book when they hear something
that they do not have written down.

Sleep

Hygiene

Access to
knowledge

Access to
health care
services

Copyright © Ministry of Education – United Arab Emirates

67

Suggested Answers

Obstacles Consequences

Diet Lack of choice, Lack of money Weight gain/loss

Lack of knowledge Malnourished
Lack of knowledge, Lack of time Weight gain, lack of muscle
Exercise Lack of motivation, No space/ tone, lack of bone density
place to go
Too many commitments – Lack of concentration,
Sleep homework, Worry or anxiety, Increased hunger, Tiredness,
too much screen time, staying
up too late irritability
Lack of knowledge, Lack of
Hygiene access to clean facilities or Catching and spreading disease
cleaning products
Lack of proper diet, Lack of
Access to No schools or education,
Inability to read, No access to sufficient exercise and sleep.
knowledge internet, Misinformation Lack of sufficient, knowledge
around sanitation and health care
Access to health None provided, No knowledge Serious illness and death
of how or where to access it, No resulting from something that
care services transport to get there could have been treated easily

67
 Teacher’s Guide

Differentiated Learning
For Beginners:
In pairs, role play the scenarios: Before you deliver your advice, think
4
Students can read the scenario and be the person who
about whether the problem is a consequence of poor lifestyle choices
made by the individual and what they need to do to improve their health.
is looking for advice.

Nadia is 11 years old. She finds it difficult to

For Advanced Students:
sleep at night. Every morning she wakes up
tired and cranky as she starts her day. She
Students can take the role of the counselor and give
can’t concentrate at school and she doesn’t advice to those who ask for it
have energy to exercise. She drinks energy
drinks to help her stay awake and do her
homework. At night she tries to watch TV
or movies to help her to fall asleep. Without Activity 5 (5 minutes)
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these, she finds herself thinking about things

she is worried about. Arrange a visit to a local facility that offers health
Farhad is 11 years old. He is overweight and is often teased in school because services.
he can’t run easily so can’t join in the sports activities. He buys his lunch in the
cafeteria and usually chooses French fries and some fried chicken.
Examples include :
Sophie is 12. She feels that she eats quite healthy and gets enough sleep but when a health centre
she has to walk up stairs she finds herself getting out of breath very easily. She is
afraid to play sport because she doesn’t think she’ll be any good at it. a sports centre
Adnan is 12 years old. He is in Grade 6 and even though he is smart he does not
enjoy school very much. He hasn’t got many friends and feels sad and lonely a lot of You could ask a health professional in one of these
the time. He doesn’t see any point in working hard or joining in. His energy is low places if they could talk to students about how they
and he spends most of his free time playing video games. can take responsibility for their own health.

Key Skills (Head, Heart, Hands)

• Problem-solving
Visit one of the following facilities in your neighbourhood:
5 • sports club • Multiple perspectives
• gym
• swimming pool
• Empathy
• health club
Write a report on how this facility contributes to the health of the people who
go there regularly. Evaluation/Reflection
Copyright © Ministry of Education – United Arab Emirates
Unit 2 Lesson 3
• Samples of grid in workbook included in
68
student portfolio.
Activity 4 (15 minutes)
Put students in pairs. Allocate a case study to each pair. More than one pair can look at Differentiated Learning
each case study. Ask the pairs to role play the scenarios. Ask other groups if they think
the advice given is good and whether there is other advice they can give them? Higher order and lower order questioning
from teacher.
While no advice is wrong, it is important that the children understand that asking for
help is a good idea – whether it is form a friend, a trusted adult or a professional. Differentiation by choice provided through a variety of
reflective questions.
Ask beginner students the following questions as prompts, if necessary.
If you were sick, who would you tell?
If you wanted to get more exercise, where would you go?
Where would you go if you had a strange rash?
Who would you talk to if you were finding it hard to get enough sleep?
Where can you find information about the nutritional value of different foods?
Who could you talk to if you wanted to find out more information about your health?

Unit 2 Lesson 3 68
Moral, Social & Cultural Studies Grade 6

Unit 2 Physical
Health
and Diet
Lesson Objectives
This lesson aims to enable students to talk about
global health concerns such as malaria and
malnutrition. And discuss the factors that increase the Lesson 4
spread of diseases, including the impact of poverty.
Students learn how these health issues are tackled.

Types of
Required Materials

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• Posters
• Flyers

Diseases
• Websites and other examples of health
campaigns

Note to teacher
In this lesson you will be focusing on global health
concerns and then asking students to create a local
campaign to highlight any of the issues in the unit so
far. This is an opportunity for the students to choose
a topic they feel needs to be highlighted. In order
to complete this project, students will need to work Learning Outcomes
at other times during or after school. Please read • Analyse and consider the concepts of individual and
collective responsibility in relation to health within
the next lesson so that you can plan what kind of
presentation you would like students to complete.
a sports facility or health centre in the community.
• Discuss global health concerns such as malaria and
Learning Outcomes malnutrition, and how such issues are tackled.
Analyse and consider the concepts of individual and
collective responsibility in relation to health within a Copyright © Ministry of Education – United Arab Emirates

69
sports facility or health centre in the community.
Discuss global health concerns such as malaria and
malnutrition, and how such issues are tackled.

69
 Teacher’s Guide

Health issues that are

Vocabulary
not restricted to one area
alone but affect people
Global Health worldwide. Examples
global health concerns Concerns include epidemics of flu,
obesity, cancer, heart
malnutrition
disease, diabetes, malaria,
malnutrition, etc.
malaria
Physical weakness and
Malnutrition illness due to a severe lack
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of food.
Discuss the following statement: “All over the world, health concerns
1 are the same.” A serious disease causing
Malaria fever. It is carried by
mosquitoes.

Copyright © Ministry of Education – United Arab Emirates

Unit 2 Lesson 4 70
Activity 1 (5 minutes)
Ask students if they believe people everywhere have the same concerns as in the UAE.
Have they heard of diseases or illnesses that occur in other places?

Unit 2 Lesson 4 70
Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 2 (15 minutes)

Have students read the article about malaria. Discuss
Read the text about malaria and answer the questions that follow.
the questions in an open discussion.
Suggested Answers
2 Malaria is an infectious disease that is caused by a parasite carried
by mosquitoes. The symptoms of the disease include fever, chills and
flu-like illness. If it is not treated, people can develop complications
a. Infectious diseases are diseases caused by living and die. Although this is a preventable disease, “bad environmental
organisms that are harmful to our bodies. These sanitation, stagnant water, poor access to healthcare and lack of
organisms could be bacteria, viruses or parasites. information are still contributing factors to its existence” says one
health expert. Unfortunately, since those factors are still prevailing in
Infectious diseases are contagious which means

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many areas of the planet, the disease continues to be devastating.
they can be passed from person to person
through direct or indirect contact. Statistics show that a child dies every two minutes from the disease
and about half the world’s population is at risk of catching the disease.
b. Unlike typical flu, malaria is caused by a parasite What offers hope is that other diseases have almost been put to
that keeps on evolving and resists the medicines an end, and with governments and health organisations behind
that are developed to fight it. The scientific word intervention problems, we can hope to see the day where malaria
for “evolving” is growing. too will be a disease of the past. Malaria cases that used to occur in
the UAE were of imported origins. That means that people would get
c. Because treatment is not always effective, contaminated abroad and spread the disease after entering the UAE.
the disease can continue to spread easily and The efforts of the UAE government have kept the country free of the
disease since 2007. The UAE has always been at the forefront of the
the problem becomes a problem of scale. The battle for the elimination of malaria regionally and internationally.
measures to be taken do not remain at the The latest action in that regard was the commitment to global
individual level but become a collective problem, malaria elimination, which was announced by His Highness Sheikh
which require collective efforts. Hence, the Mohammed bin Zayed, UAE Crown Prince of Abu Dhabi and long-
standing supporter of humanitarian causes, in September 2017. The
importance of organisations such as the Roll UAE made a large contribution to Roll Back Malaria Partnership, the
Back Malaria Partnership. global platform composed of more than 500 partners fighting together
against malaria.
Explain these tips for preventing malaria:
1. Use a mosquito net at night.
2. Use mosquito repellent.
3. Wear long sleeves.
4. Use sunscreen first - repellent second. Copyright © Ministry of Education – United Arab Emirates

71
• To eradicate malaria and other diseases, more
research is needed into medicines or vaccines.
More funding is needed to inform people about
how to prevent diseases and sanitation and clean
water also help to prevent the spread od disease.
• Explain that vaccines are medicines that are
used to prevent someone getting a disease. Most
medicines are used after you get a disease.

71
 Teacher’s Guide
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a. What is an infectious disease?

b. How is malaria different from a typical flu, which is also an
infectious disease?
c. Why does it take joint efforts to eliminate some infectious
diseases like malaria?

KEY FACT
World Malaria Day is on April 25. People spread awareness of the disease and help fight it.

Copyright © Ministry of Education – United Arab Emirates

Unit 2 Lesson 4 72

Unit 2 Lesson 4 72
Moral, Social & Cultural Studies Grade 6
Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 3 (15 minutes) 3 Read the following short articles about the challenges of malaria and
malnutrition today.
Put students into two groups and get them to Tanzania
read one case study each. They can choose one Malaria risk is high in Tanzania, especially in rural areas. But prevention
spokesperson for the group to feed back the main measures are few in these poverty-stricken areas. One woman, who knew
her son was ill with malaria headed to the health centre in order to get free
health challenge that these countries are facing. medicine for him. But the clinic did not have any. Medications were usually
Suggested Answers supplied at the beginning of each month and due to high demand, there
was none available by the end of the first week. The only choice she had left
• Tanzania – Malaria was to buy it! Of course, she did not have the money to do so. She was then
Guatemala – Malnutrition advised to go to a nearby town where she might find some for free. She

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carried her 8 months old baby and headed to the nearby town, 6km away,
• In both cases, extreme poverty has contributed to riding her father-in-law’s bicycle. As she reached the health center there,
the unfortunate situation of the people. However, she was stunned by the scene: the queue at the entrance was even longer
than the one in her hometown. Will she be luckier here?
the state has neglected sections of society and
this too should be mentioned.
• The global community could raise funds to
help these people. Awareness campaigns also
help. Petitions to government agencies. Some
volunteer agencies actually go to these countries
and fix sanitation facilities, buy mosquito
nets, organize food banks, build health clinics,
organize information campaigns etc.

Copyright © Ministry of Education – United Arab Emirates

73

73
 Teacher’s Guide

Guatemala
Guatemala has a very high rate of malnutrition. In 2015, around 46% of
the population was stunted. This means people are shorter and thinner
than normal. In some areas, all children are at least 16 – 20 centimeters
shorter than they should be. In a very poor family, you will see twelve
years old children look as if they are four or five. The main cause of
stunted growth, experts say, is lack of vital nutrients during the first
thousand days of life.

But stunting is not just about height. Malnourishment also means that
these children get sick more easily and their brain function does not
develop properly. Stunted kids are more likely to drop out of school
and grow up to be unskilled workers with little potential for economic
success later in life.
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In your group, consider the following questions:

a. What is the main health challenge in each article?
b. What has led to this in these situations?
c. What could the global community do to help these people?

Copyright © Ministry of Education – United Arab Emirates

Unit 2 Lesson 4 74

Unit 2 Lesson 4 74
Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 4 (20 minutes) Complete the following activity.

Explain to students that they will do a “Walking 4 Your teacher will call out a number of statements. You will be given time
Debate”. to think in groups about each statement, and give examples or reasons
Mark one side of the room ‘Agree’ and the other side that confirm or oppose each statement.
‘Disagree’.
To begin, all students stand in the middle of the room.
Instruct the students that they can stand as close or as
far from the sign in relation to how strongly they agree

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or disagree with the statement. If they are undecided,
they can stand in the middle of the room. Ask students
to share their opinion.
Read out or hold up the following statements or
create statements of your own.
I can make choices to improve my health.
Your physical health affects your mental health.
I can play a part in improving the health of my local
community.
I can play a part in improving global health.
Poor people are more likely to get diseases.
Clean water is vital to global health.
Rich people are less likely to get diseases.
Everyone has the right to health care.
Groups will then share their examples/reasons and
some aspects may be discussed.

Copyright © Ministry of Education – United Arab Emirates

75

75
 Teacher’s Guide

Activity 5 (10 minutes)

Choose a health issue that affects young people today.
5 This can be a local issue or a global issue that you want more people in the
In groups, assign students the task of creating a public
awareness campaign for a health issue affecting
UAE to be aware of. adolescents in the UAE or abroad.
Work together as a group to create a public health awareness campaign to Give the children time to choose a topic and make
highlight the issue. You can create a poster, a flyer, a website, or a short
a plan. Make sure to go around to each group to
visual or audio ad.
make sure they have chosen a topic and assist where
Use your creativity and do your best to make a positive difference to the needed. It is a good idea to take note of what each
health of your community and your world.
group plans to highlight in their campaign so that
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Below are some ideas but feel free to choose another topic and ask your there are a variety of topics covered.
teacher for guidance.

Obesity
Awareness against smoking - What can we do?
Differentiated Learning
Do you get enough physical exercise?
How healthy is your diet?
• Differentiation by pace and choice within project
parameters.
• Mixed ability groupings for the campaign project.

Key Skills (Head, Heart, Hands)

• Communication
• Solidarity
• Research

Evaluation/Reflection
Students are afforded the opportunity to identify
further learning interests in the area.

Copyright © Ministry of Education – United Arab Emirates

Unit 2 Lesson 4 76

Unit 2 Lesson 4 76
Moral, Social & Cultural Studies Grade 6

Unit 2 Physical
Health
and Diet
Lesson Objectives
The aim of this lesson is to enable students to

Lesson 5
acknowledge their responsibilitiy for caring for
themselves, including the importance of healthy
eating, sufficient sleep and regular exercise, and
explain how choices about these factors affect their

Disease
lives in the short and longer term.
The lesson also aims to explain the different ways in
which diseases are spread and how to avoid infection

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and contamination at the individual and community

Prevention
levels, including the importance of sanitation and
clean water.

Required Materials
• SDG Poster
• Posters
• Flyers
• Website and other examples of health campaigns
Learning Outcomes
• Coloured paper, blue tack
• Analyse and consider the concepts of
• Copies of group questions (for option 1) individual and collective responsibility in
relation to health within a sports facility or
health centre in
the community.
• Discuss global health concerns such as
malaria and malnutrition, and how such
issues are tackled.
Copyright © Ministry of Education – United Arab Emirates

77

Learning Outcomes
• Analyse and consider the concepts of individual and collective responsibility in
relation to health within a sports facility or health centre in the community.
• Discuss global health concerns such as malaria and malnutrition, and how such
issues are tackled.

77
 Teacher’s Guide

A set of 17 “global goals”

over a range of issues,
Vocabulary Sustainable such as ending hunger
Development and poverty, improving
sustainable development goals campaign Goals health and education,
ensuring clean water and
prevention sanitation, etc.

A series of planned activities

done in order to bring
about change in a particular
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Campaign
“The Future We Want”
area. For example, politics,
1 Think about how you want to see the future of the planet.
education, health,
sports, etc.
Ensuring that something
Prevention does not happen.

Copyright © Ministry of Education – United Arab Emirates

Unit 2 Lesson 5 78

Activity 1 (5 minutes)
Ask students to consider what they personally can do to improve their own health, the
health of their friends and families, and global health.
Then ask them to consider how they would like to see their world in terms of health
and wellbeing.
Do you think people will be healthier in years to come?
Suggested Answers
With all the awareness and the efforts done by individuals, communities and
countries, it is expected that people will be healthier.

Unit 2 Lesson 5 78
Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 2 (20 minutes)
Read the article about the Sustainable Development
Goals set out by the United Nations. Tell students that Read the article United Nations Sustainable Development Goals
the agreement was signed in 2015. (SDGs) about the world’s plans for a brighter future. Then answer

On the IWB, show students the UN SDGs poster and 2 the questions that follow.

allow students to discuss how the different goals By the year 2030, the world will be a better place. At least that is what
world leaders, who have signed up to work towards achieving the
relate to healthy living. United Nations Sustainable Development Goals by that year, believe.
Suggested Answers The UAE is among the 193 nations that support the 17 goals which

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a. The SDGs aim to improve the lives of the global aim to improve the living standards and life expectancy of people all
over the world. The initiative especially hopes to make a difference to
population and the living standards. There is people whose lives are at risk from hunger, poverty, disease and lack
special emphasis on poorer nations and the of sanitation or clean water.
children who are hungry and impoverished.
The goals cover a range of global issues which include Climate Change,
However, the agreement hopes to improve health Peace, Justice and Strong Institutions, Life on Land, and Life below
in developed countries too by tackling issues Water. However, among the 17 goals, goals I, 2, and 3 concern No
such as obesity, diabetes Type 2, Poverty, Zero Hunger, and Good Health and Well being, all of which
are closely linked. Goal 6 concerns Clean Water and Sanitation.
heart disease, etc.
b. For the goals to be achieved, a global effort Poor health often means that children have to drop out of school,
meaning they can’t get well-paid jobs when they grow up. This leads
is necessary. Governments, charities, public to poverty and malnutrition which leads to poor health and the cycle
services, communities, and individuals need to continues.
For the goals to be reached, everyone needs to do their part:
do their part. governments, communities, and people like you. It’s going to take all
c. If we follow a healthy lifestyle, we will ensure of us working together to make the world a better place.
our own health and then we will be able to help
others achieve the global goals.
d. Answers will vary but if the United Nations
succeeds in achieving the SDGs by 2030, then
there is no doubt that the world will be a better
place for all.

Copyright © Ministry of Education – United Arab Emirates

79

79
 Teacher’s Guide
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a. Whose lives do the SDGs aim to improve?

b. Who will be involved in helping to achieve the goals?
c. What part does a healthy lifestyle play in achieving the
global goals?
d. What do you think the world will be like in 2013?

Facts and Figures

• Malnutrition is the biggest contributor to disease in the world.
• Almost half of child deaths are linked to malnutrition.
• Children born into poverty are almost twice as likely to die before
the age of five as those from wealthier families.

Copyright © Ministry of Education – United Arab Emirates

Unit 2 Lesson 5 80

Unit 2 Lesson 5 80
Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 3 (20 minutes)
Ask students to create a checklist reflecting on their Create a checklist reflecting on your own health and what to improve
own health. Ask them to think about what they can do 3 in it.
Divide your list into three categories:
to improve it. Tell them to divide their list into three
categories: 1. Physical activities
2. Diet
1. Physical activities 3. Hygiene
2. Diet
3. Hygiene

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Suggested Answers
1. Take up a new physical activity.
Limit time spent with electronic devices,
especially before bedtime.
Increase sleep time by going to bed earlier.
2. Increase daily intake of water/reduce intake of
sugary drinks like juice or sodas.
Reduce intake of snacks like crisps or sweet
Access to clean water is one of the basic human rights. Read the text and
things like biscuits and cake.
Avoid processed foods and opt for
4 answer the following questions.
Our good health depends on it. Yet millions of people die each year as a result of
wholegrain options. lack of access to clean potable water and adequate sanitation.
There is no doubt that water projects funded by developed countries are life-
Eat nutritious breakfast. changing events.

3. Wash hands before preparing food. The UAE has a proven track record in supporting global efforts to bring clean water
Shower daily. and sanitation to even the remotest area. Sheikh Zayed (May Allah place peace
upon his soul) believed that water was the most essential natural element in life.
Brush teeth at least twice daily.
He encouraged and supported all ways of finding and conserving water in the UAE.
a. Explain why would a water project be a life-changing event.

Activity 4 (10 minutes)

Read the article about how the UAE contributes to the Copyright © Ministry of Education – United Arab Emirates

global campaign to ensure that everyone has access 81

to clean water and sanitation.
Suggested Answers
a. They save lives, provide nutrition, teach people Some examples are:
how to be safer and healthier and help prevent
the spread of illnesses and diseases like malaria. • Al Jalila Foundation - founded by HH Sheikh Mohammed Bin Rashid Al Maktoum
– global philanthropic organization dedicated to transforming lives though
b. One can find water by digging in the areas where medical education and research.
rain falls. Because water will be in underground
reserves. Conserving water can happen from • Khalifa Foundation - established by HH Shaikh Khalifa Bin Zayed Al Nahyan –
man-made reserves. This is what Sheikh Zayed carries out welfare projects in health and education locally and globally.
did. Sheikh Zayed believed that water is the most • Noor Dubai - established by Shaikh Mohammad Bin Rashid in 2008, the
essential element regarding good health. It is the organisation’s main target is to eliminate preventable eye diseases and has
veins of the nation. carried out several global projects reaching millions of people.
c. Ask students to do research on a charity or • Bill and Melinda Gates Foundation - seeks innovative, ambitious, and scalable
foundation that is striving to improve global solutions to address health problems that have a major impact in
health. If possible, arrange for a representative of developing countries.
one of these organisations to visit the school and
explain their work to the students.

81
 Teacher’s Guide

b. Research how Sheikh Zayed found and conserved water. How does this Activity 5 (10 minutes)
show his responsibility for the health of the citizens?
c. Do research on a charity or foundation that is striving to improve global Tell groups to present their campaigns to the class.
health. Give feedback using Two Stars and a Wish. This
is where the teacher or other students can say two
positive things – stars. And one thing that could be
improved – a wish. For example, it might be “I really
liked the idea you had for your campaign and I think
you did an excellent job with the poster. Maybe you
could add more details about how to find
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more information.”
Tell students they can write these Two Stars and a
Wish on sticky notes and put them next to the posters
or in a little feedback box.

Key Skills (Head, Heart, Hands)

• Critical reflection
• Active listening
Now it is time for your group to • Taking action
5 present your campaign on the topic
you chose in the previous lesson.

Answer any questions your classmates may

Evaluation/Reflection
have and ask questions about the other
campaigns too.
Two stars and a wish

Evaluate the campaigns using Two Stars

and a Wish.
Differentiated Learning
Differentiation by pace and choice through project and
project presentation.
Copyright © Ministry of Education – United Arab Emirates
Unit 2 Lesson 5 82

Differentiated Learning
For Beginners
Support students in their research into the organisation of their choice. Provide
guidelines outlining where to search, and questions to be answered.
For Advanced Students
Ask students to prepare a full report, outlining the work of the organization of their
choice, the impact it has had on health, and the work volunteers do.

Unit 2 Lesson 5 82
Moral, Social & Cultural Studies Grade 6

Domain Social

Domain: Social

Unit 3
Perspectives of
Unit 3:

People through
Perspectives of
People through

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Time - Spotlight on
Transitions in Europe Time - Spotlight
on Transitions in
Unit Objectives
In Term 1, we examine European histo-
ry.  You will learn about the Middle Ages of
Europe
Europe, the European Renaissance, and oth-
er important events in European history. Lesson 1 After the Fall of the Roman Empire

Lesson 2 The High Middle Ages of Europe

Lesson 3 The Republic of Venice

The lessons of Term 1 will cover the
Lesson 4 The Late Middle Ages—The First Hundred Years’ War
following Grade 6 Social Studies SLOs:
Lesson 5 Crises of the Late Middle Ages
z MSC.2.1.01.015 Explains
the causes of significant
historical events and issues
z MSC 2.1.02.015 Identifies Copyright © Ministry of Education – United Arab Emirates

83
how music, architecture, art, z MSC.2.3.02.011 Analyzes
literature illustrates various primary or secondary
maps and illustrations source
cultures and historical time reflecting the interrelated
periods relationship between z MSC.2.5.02.012 Provides
z MSC.2.2.01.020 Identifies humans and their location an accurate summary
and describes selected of a text related to social
z MSC.2.3.02.013 Describes studies topics
countries in terms of their how people’s actions affect
features and challenges the environment z MSC.2.5.02.013
presented by their Compares and contrasts
geography z MSC.2.4.01.018 Explains information given in
primary causes of world primary and secondary
z MSC.2.3.01.012 Describes trade
social effects due to changes sources
in the environment derived z MSC.2.5.01.013 Cites z MSC.2.6.01.013 Critiques
from natural phenomena specific textual evidence arguments presented by
to support analysis of a others providing evidence

83
 Teacher’s Guide

The lessons of term 1 will also cover

the following Grade 6 Moral Education
Curriculum SLOs:

z Demonstrate a personal
commitment to fostering just
or fair distributions of scarce
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resources.
z Research and analyse how
and why Emirati culture has
Introduction changed over time and the
ways in which museums, art
In Term 1, you will learn about the Middle Ages of Europe,
the European Renaissance, and other important events
galleries, archives and other
in European history. bodies maintain the cultural
heritage.
Try to imagine what life would have been like the societies
as you learn about them. How have the events of the past
z Articulate some of their
contributed to forming the societies of today? own prejudices and provide
strategies to overcome the
prejudices.
z Explain that distributive
justice is about how scarce
resources—such as wealth,
work or positions (e.g.
leadership positions)—are
Copyright © Ministry of Education – United Arab Emirates
Unit 3 84
allocated fairly within a group
or wider community.
z MSC.2.6.02.012 Analyses
evidence from various z Understand the importance
sources supporting a point and contested nature of
of view reasoning about how one
might go about deciding
z MSC.2.6.02.013 what is fair.
z Constructs explanations z Understand and explain
using examples and relevant the different ways in which
information recognizing the diseases are spread and
strengths and weaknesses of how to avoid infection
the explanations and contamination at the
z MSC.3.2.01.010 individual and community
Identifies national levels, including the
figures who participated importance of sanitation and
in establishing the Union clean water.

Unit 3 84
 Moral, Social & Cultural Studies Grade 6

Perspectives of People
Unit 3 through Time - Spotlight
on Transitions in Europe

Lesson 1

After the
Fall of the

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Roman
ˏ
Student Learning Outcomes

Empire
(SLOs)

MSC.2.1.01.015
Explains the causes of significant
historical events and issues.
MSC.2.2.01.020
Lesson
Identifies and describes selected Objective
countries in terms of their features By the end of the lesson, students will:
• identify causes of the fall of the Roman
and challenges presented by their Empire.
geography. • decide how to best distribute resources.
MSC.2.3.02.011
Copyright © Ministry of Education – United Arab Emirates

85
Analyzes maps and illustrations
reflecting the interrelated
relationship between humans and
their location.

85
 Teacher's Guide

Vocabulary

Common Era (CE)

to benefit
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to conquer

destruction
ˬ
Materials/Resources/Technology
domestic

barbarian
Resources from Student Book
fierce Teacher-ONLY resources (can be
shown to students after teacher
to storm
preview*):
bow Link to article on the seven strategies
of highly effective readers:
present-day

www.adlit.org/article/19844/

‫ܛ‬ *Note: Teachers are

responsible for previewing
Copyright © Ministry of Education – United Arab Emirates
Unit 3 Lesson 1 86 any material and images and
assuring that visual and verbal
content is suitable for students.

Unit 3 Lesson 1 86
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Warm up: Brainstorm

ё The red area on the map shows the ancient Roman Empire at its peak.

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Lesson Description with SLO Tags
and Notes France Germany England Turkey Italy
Egypt Morocco Greece Spain Algeria
In the Warmup, teachers can pre- Locate and label the area where the modern day countries in the box
assess students’ knowledge of the would be on the map.
location of present-day countries on
a map (MSC.2.3.02.011).
Activity 1 is designed to check student
comprehension of the information
provided in the text (MSC.2.1.01.015).
In Activity 2, students label a map
with the names of groups of people
from that area (MSC.2.2.01.020).
Activity 3 asks students to explain
the causes and effects of various
historical events presented in the text
(MSC.2.1.01.015). Copyright © Ministry of Education – United Arab Emirates

87
In Activity 4, students are
encouraged to think critically about
how historical events presented
in the text contributed to the Pax
Romana (MSC.2.1.01.015).
Activity 5 is a reflection activity for
students to imagine themselves
as ancient Roman emperors and
decide how best to distribute land
(MSC.2.4.01.015).
In Activity 6, students write the
reasons for the fall of the Roman
Empire (MSC.2.6.02.013).

87
 Teacher's Guide

What is the Roman Empire bordered by?

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How did it help the empire spread?

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Copyright © Ministry of Education – United Arab Emirates

Unit 3 Lesson 1 88

Unit 3 Lesson 1 88
 Moral, Social & Cultural Studies Grade 6
Moral, Social & Cultural Studies | Grade 6 | Term 1

The Fall of the Roman Empire

In the early centuries of the Common Era, the Roman Empire was the
largest empire in the world. It stretched north to England where Hadrian’s
Wall was built and east to the River Euphrates in Iraq.
The Roman Empire brought many different peoples and cultures together

؊ under Roman rule. Conquered people were expected to accept Roman

customs, language, and laws. Romans severely punished those who did
not obey.

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Lesson Text For over two hundred years, the tight control of the Romans kept the
conquered people from fighting. This period is called the Pax Romana.
The Pax Romana did
not benefit all of its
people who lived in
empire equally. Only
male citizens who
owned land could
participate in the
government. Many
of the people who
lived in the Roman Empire were conquered people who were poor and
served the rich landowners. The common people had few privileges yet
were heavily taxed. Over time, the common people grew more and more
dissatisfied.
In addition to internal conflicts, the Roman Empire was frequently
attacked by tribes outside their borders. Romans referred to people who
were not Roman as Barbarians because their ways, customs, laws, and
outward appearances were not like the Romans.
Around 376 CE, tribes including the Goths, came from the southeast to
the edge of the River Danube. Some Gothic tribes fought against the

Copyright © Ministry of Education – United Arab Emirates

89

89
 Teacher's Guide

Roman Empire while others joined the empire and fought with the Romans.
These tensions inside and outside the empire grew. The Goths declared
war against the Romans and won several large battles. In the Battle
of Hadrianapolis, sometimes called Adrianopolis, in 378 CE, the Roman
emperor Valens was killed. In 410 CE, the Goths stormed the city of Rome
and carried away great deal of the city’s wealth.
At the about the same time, another fierce group of nomads called the
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Huns attacked the edges of

the empire. The Huns were
horsemen armed with larger,
more powerful bows than the
Romans. Within a decade, the
Huns, led by Attila, conquered
the eastern territories of the
Empire, establishing
a kingdom where
Hungary, Slovakia,
Romans and Barbarians
and Romania are
today. The Hun
dominance started to
decline when their leader,
Attila, died in 453 CE. Attacks by
other Germanic peoples, such as the Visigoths, the Franks, the Suevi, and
the Vandals, continued.

Bit by bit, the attackers gained control over important Roman provinces.
The Visigoths and Franks took control of most of Western Europe, including
France and Spain. The Suevi established a kingdom in northern Spain,
roughly where Portugal is today. The Vandals conquered the Roman
province of Africa, which is now present-day Tunisia, Algeria, and Libya.
Gradually, the Western Roman Empire began to decline.

Copyright © Ministry of Education – United Arab Emirates

Unit 3 Lesson 1 90

Unit 3 Lesson 1 90
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

˔ Activity 1: Check Your Understanding

Selected Activity Answers
Match the group of people with the correct fact about each one.

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People Fact

a. Franks _____ captured most of Western Europe

b. Goths _____ took control of northern Africa

c. Romans _____ came to the edge of the Danube River

d. Huns _____ were often attacked by Germanic armies

e. Vandals _____ were led by Attila

Copyright © Ministry of Education – United Arab Emirates

91
Activity 1
Match the group of people with the correct fact about each one.

People Fact

a. Franks a captured most of Western Europe

b. Goths e took control of northern Africa

c. Romans b came to the edge of the Danube River

d. Huns c were often attacked by Germanic armies

e. Vandals d were led by Attila

91
 All rights reserved. No part of this page may be reproduced, stored in a retieval system or transmitted in any form or by any means without prior permission in writing of the publisher.

Copyright © Ministry of Education – United Arab Emirates

Unit 3
Lesson 1
92

Unit 3 Lesson 1
Teacher's Guide

92
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

˔ Activity 2: Map Activity

Selected Activity Answers
Write the names of each of the kingdoms in the box in the correct
place on the map.

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Kingdoms

Goths

Visigoths

Huns

Vandals

Suevi

Copyright © Ministry of Education – United Arab Emirates

93
Activity 2
Write the names of each of the kingdoms in the box in the correct place on the map.

ɪ Goths=from southeast area of Europe near the River Danube

ɪ Visigoths=France and Spain
ɪ Huns= Hungary, Slovakia, and Romania
ɪ Vandals=Tunisia, Algeria, and Libya
ɪ Suevi=northern Spain and Portugal

93
 All rights reserved. No part of this page may be reproduced, stored in a retieval system or transmitted in any form or by any means without prior permission in writing of the publisher.

Copyright © Ministry of Education – United Arab Emirates

Unit 3
Lesson 1
94

Unit 3 Lesson 1
Teacher's Guide

94
 Moral, Social & Cultural Studies Grade 6

˔
Moral, Social & Cultural Studies | Grade 6 | Term 1

Selected Activity Answers

Activity 3 Activity 3 : Cause and Effect
Using information from the text, Using information from the text, chart out the causes or the effects of
chart out the causes or the effects of each of the following events.

each of the following events.

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Cause Effect
CAUSE EFFECT ˒ Most Roman _________________________________________________
citizens _________________________________________________
could not _________________________________________________
Most Roman vote and _________________________________________________
People were taxed _________________________________________________
citizens could heavily.
grew more
not vote and
and more
were taxed
dissatisfied. Cause Effect
heavily.
_________________________________________________ ˒ The Goths
_________________________________________________ declared
_________________________________________________ war on the
The Goths _________________________________________________ Romans.
Tensions inside _________________________________________________
declared
and outside
war on the
the empire.
Romans. Cause Effect
˒ Attila the Hun ________________________________________________
died in
Attacks 453 CE.
________________________________________________
________________________________________________
by other ________________________________________________
Attila the Hun ___________________________________________
Germanic
died in 453 CE.
people
Copyright © Ministry of Education – United Arab Emirates

continued. 95

˗
Formative Assessment Opportunities

All of the activities serve as formative assessment for the SLO mentioned in the description of each
activity above.

!
Extension Opportunities
Activity 6 can be used as an extension activity.

95
 Teacher's Guide

z Inferring: Bringing together

what is spoken (written) in the
Activity 4 : Critical Thinking text, what is unspoken (unwritten)
Some of the events that helped create the Pax Romana (27 BC – 180 CE) in the text, and what is already
are listed. How do you think the events contributed to keeping the known by the reader in order to
Roman Empire peaceful? Write your ideas next to the events in the
timeline. extract and construct meaning
from the text.
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z Monitoring-clarifying:
Emperor
Augustus ___________________________________________________________________ Thinking about how and what
unites all __________________________________________________________________________ one is reading, both during
major military __________________________________________________________________________ and after the act of reading,
leaders. _________________________________________________________________________
for purposes of determining if
one is comprehending the text
Augustus
___________________________________________________________________
combined with the ability to
convinces the clarify and fix up any mix-ups.
Roman people __________________________________________________________________________
that peace will __________________________________________________________________________ z Questioning: Engaging in
lead to wealth. _________________________________________________________________________ learning dialogues with text
(authors), peers, and teachers
through self-questioning,
The Romans
increased
___________________________________________________________________ question generation, and
trade with __________________________________________________________________________ question answering.
the East. __________________________________________________________________________
z Searching-selecting: Searching
_________________________________________________________________________
a variety of sources in order to
select appropriate information
Copyright © Ministry of Education – United Arab Emirates
Unit 3 Lesson 1 96 to answer questions, define
words and terms, clarify

ы misunderstandings, solve
problems, or gather information.
Remedial Opportunities z Summarizing: Restating the
meaning of text in one’s own
Remedial activities should focus mainly on text words—different words from
comprehension, using reading strategies from the those used in the original text.
following link: z Visualizing-organizing:
Constructing a mental image or
www.adlit.org/article/19844/
graphic organizer for the purpose
If the link is not active, the strategies described are the of extracting and constructing
following: meaning from the text.

z Activating: “Priming the cognitive pump” in order to Group students who need remedial
recall relevant prior knowledge and experiences from attention together and give them
long-term memory in order to extract and construct an activity based on one or more of
meaning from text. these reading strategies.
Unit 3 Lesson 1 96
 Moral, Social & Cultural Studies Grade 6

Perspectives of People
Unit 3 through Time - Spotlight
on Transitions in Europe

Lesson 2

The High

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Middle Ages
ˏ
Student Learning Outcomes
of Europe
(SLOs)
Lesson
MSC.2.1.01.015 Objective
By the end of the lesson, students will:
Explains the causes of significant • explore the Byzantine Empire and identify
historical events and issues. some of the key figures of the time.
• discuss the importance of preserving
MSC.2.1.02.015 cultural heritage.

Identifies how music, architecture, Copyright © Ministry of Education – United Arab Emirates

99
art, literature illustrates various
cultures and historical time periods.
MSC.2.6.02.013
Constructs explanations using
examples and relevant information
recognizing the strengths and
weaknesses of the explanations.
MSC.3.1.02.013
Discuss with their peers the concept
of what should be valued and
maintained, and what can be learnt
from our past to inform the future.

97
 Teacher's Guide

Vocabulary

overnight

centre of power
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province

capital

invader

figure

prominent

border

stability
ˬ
to annex Materials/Resources/Technology

Resources from Student Book

Copyright © Ministry of Education – United Arab Emirates
Unit 3 Lesson 2 100
Teacher-ONLY resources (can be
shown to students after teacher
preview*):
Link to article on the seven strategies
of highly effective readers:
www.adlit.org/article/19844/

‫ܛ‬ *Note: Teachers are

responsible for previewing
any material and images and
assuring that visual and verbal
content is suitable for students.

Unit 3 Lesson 2 98
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Warm up: Mind Map

What do you think the term “Middle Ages” means? Discuss with your

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class and fill in as many spaces as you can.

ё How / Why
Ended?
When?

Lesson Description with

SLO Tags and Notes
Type of
Architecture Where?
The Warmup activates students’
schemata related to Europe in the THE
MIDDLE
Middle Ages (MSC.2.1.01.015). AGES
Activity 1 is designed to check student
comprehension of the information
provided in the text (MSC.2.1.01.015).
In Activity 2, students construct a
timeline of historical events from the Important
Events
Famous People?

text (MSC.2.1.01.015).
In Activity 3, students identify 101
Copyright © Ministry of Education – United Arab Emirates

innovations from the Golden Age of

Byzantium (MSC.2.1.02.015).
In Activity 4, students give their
ideas of the uses of various artefacts
from the Golden Age of Byzantium
(MSC.2.6.02.013).
In Activity 5, students reflect on the
importance of heritage museums.
(MSC.3.1.02.013).

99
 Teacher's Guide

Use your mind map to write a paragraph about the Middle Ages.
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___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
__________________________________________________________________________________________________________

Copyright © Ministry of Education – United Arab Emirates

Unit 3 Lesson 2 102

Unit 3 Lesson 2 100

 Moral, Social & Cultural Studies Grade 6
Moral, Social & Cultural Studies | Grade 6 | Term 1

The High Middle Ages in Europe

The fall of the Roman Empire did not happen overnight. When the
western part of the empire, faced serious challenges, the empire split.
The western empire, covering Western Europe and North Africa, was
led from Rome while the eastern empire was led from Byzantium.

The province of Byzantium covered the areas now known as Turkey,

Greece, and Eastern Europe. After the fall of the Western Roman

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Empire, the Byzantine Empire become the most powerful empire in
Europe and the Near East for over one thousand years.

The capital city of the Byzantine Empire was Constantinople (now

present-day Istanbul, in Turkey). It was named after Constantine, the
Roman emperor to rule from Byzantium, who ruled the Roman Empire
from 306-337 CE.

؊ Walls of Constantinople
Lesson Text

Copyright © Ministry of Education – United Arab Emirates

103

101
 Teacher's Guide
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Walls of Constantinople

While the Western Roman Empire was falling from attacks by foreign
invaders, the Eastern or Byzantine Empire was just beginning its rise to
power.
Justinian I, became emperor of Byzantium in 527 CE. Justinian worked
with important political leaders to write a new legal system that he used
to govern all the citizens of the empire. The legal system is called the
Justinian Code. He negotiated a peace with the rival empires, worked hard
to protect his borders from attacks by neighboring tribes, and fought to
regain control over territories the empire had lost in places like Italy and
North Africa.
Attack from foreign invaders was not the only crisis that Justinian I faced.
During his reign, a swept through Europe. It was called the Plague of

Copyright © Ministry of Education – United Arab Emirates

Unit 3 Lesson 2 104

Unit 3 Lesson 2 102

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Justinian. The disease was carried by rats onto ships from Egypt. It
caused up to 5,000 deaths a day from 541-542 CE.
The Byzantine Empire was greatly weakened by the plague.
Justinian I was forced to spend large amounts of money fighting
wars throughout the empire. The plague did great damage to
agriculture and trade. Recurrences of the plague, as well as attacks

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by rival empires, continued to weaken the Byzantine Empire.
In the 9th century CE, emperors from Macedonia, a country north
of Greece, brought some peace and stability to the Byzantine
Empire. The empire went through a 250-year period of cultural,
philosophical, and artistic achievement, called the Golden Age of
Byzantium.
When Basil I became emperor in 867 CE, art and literature

؊
Lesson Text Byzantine Mosaic Art

Copyright © Ministry of Education – United Arab Emirates

105

103
 Teacher's Guide

Byzantine Empire
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flourished. The movement was similar to the Golden Age of Islamic

Culture that was happening in the Middle East. During this period
of time, the Byzantine Empire regained control over territories it
had lost.
Over the next two centuries, frequent wars tested the Byzantines.
However, when Basil II became emperor in 976 CE, he focused on
defeating his enemies. After many hard-fought battles, he finally
defeated the Bulgarians at the Battle of Kleidion in 1014 CE and
annexed Bulgaria into the empire. From there, he expanded into
Georgia and Armenia, annexing those territories in 1022 CE. These
victories helped established the Byzantine Empire as the largest
and most powerful in Europe.

Copyright © Ministry of Education – United Arab Emirates

Unit 3 Lesson 2 106

Unit 3 Lesson 2 104

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

˔ Activity 1: Check Your Understanding

Selected Activity Answers
Choose the correct answer.

Activity 1

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What is Constantinople called today?
Choose the correct answer.
1.

ɮ a. Armenia ɮ b. Turkey ɮ c. Istanbul ɮ d. Bulgaria

What is Constantinople
called today?
What event damaged agriculture and trade during Justinian I’s reign?

† a. Armenia 2.
ɮ a. foreign ɮ b. the Golden ɮ c. the Plague ɮ d. the Justinian

† b. Turkey
wars Age of of Justinian Code
Byzantium

ۙ c. Istanbul Who brought peace to Byzantium in the 9th century CE?

† d. Bulgaria
3.
ɮ b. emperors
ɮ a. Constantine from ɮ c. Bulgarian
the Great kings ɮ d. Justinian I
Macedonia
What event damaged
agriculture and trade during Which territory did Basil II annex?
Justinian I’s reign? 4.

ɮ a. Georgia ɮ b. Bulgaria ɮ c. Macedonia ɮ d. Italy

† a. foreign wars

†
Copyright © Ministry of Education – United Arab Emirates

b. the Golden Age of Byzantium 107

ۙ c. the Plague of Justinian Which territory did Basil II annex?

† d. the Justinian Code † a. Georgia

Who brought peace to
Byzantium in the 9th century ۙ b. Bulgaria
CE?
† c. Macedonia
† a. Constantine the Great † d. Italy
ۙ b. emperors from Macedonia

† c. Bulgarian kings
† d. Justinian I
105
 Teacher's Guide

Activity 2 : Timeline
Write the number for each of these events under the correct year.

Activity 2
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2. Basil II becomes
Choose the correct answer.
1. the Battle of Kleidion
emperor of Byzantine
˩ Write the number for
each of these events under
the correct year.
3. the Plague of 4. Justinian I becomes
Justinian begins emperor of Byzantine ɪ 1. the Battle of Kleidion=1014 CE

ɪ 2. Basil II becomes emperor of

Byzantine=976 CE
5. Basil I becomes 6. the Byzantine Empire
emperor of Byzantine. annexes Armenia
ɪ 3. the Plague of Justinian
begins=541 CE

527 CE 541 CE 867 CE 976 CE 1014 CE 1022 CE ɪ 4. Justinian I becomes emperor of

Byzantine=527 CE

ɪ 5. Basil I becomes emperor of

Copyright © Ministry of Education – United Arab Emirates
Unit 3 Lesson 2 108 Byzantine=867 CE

ɪ 6. the Byzantine Empire annexes

Armenia=1022 CE

Unit 3 Lesson 2 106

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

˔
Selected Activity Answers
Activity 3 : The Golden Age of Byzantium
Activity 3 During the Golden Age of Byzantium, there were many cultural and
During the Golden Age of Byzantium, technological innovations and achievements.

there were many cultural and Write the number of the fact in the box next to the correct picture.

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technological innovations and
1. used heavy weights to throw large 2. used to design images with
achievements. rocks as weapons many small, careful details

3. gave a structure great strength 4. used painted images along

Write the number of the fact in the and stability with text

box next to the correct picture.

Pointed Arch Bridge Counterweight Trebuchet

1. used heavy weights to throw

large rocks as weapons =
Counterweight Trebuchet

2. used to design images with

many small, careful details
=Mosaic Art

3. gave a structure great strength

and stability = Pointed Arch
Bridge
Mosiac Art Manuscripts

4. used painted images along

Copyright © Ministry of Education – United Arab Emirates

with text = Manuscripts 109

Activity 4

Description and Uses

Artefact: cistern
Description: underground place where water was kept for use of the city above
Uses: helped people survive when they were attacked, made water easier to get to in the city

Artefact: oil lamp

Description: small vessel with a handle and a spout
Uses: gave people light and warmth

107
 Teacher's Guide

˗
Formative Assessment
Opportunities
Activity 4 : Critical Thinking
The pictures show artefacts from the Byzantine Empire. All of the activities serve as formative
assessment for the SLO mentioned
in the description of each activity
Describe and explain what you think each one was used for?
above.
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Artefact Description and Uses

Description: Activity 5 considers the Moral

Education Curriculum SLO “Research
Uses: and analyse how and why Emirati
culture has changed over time and
Description: the ways in which museums, art
galleries, archives and other bodies
Uses: maintain the cultural heritage,” and
is not addressed by the Social Studies
Description:
SLOs. Although the activity does not
deal specifically with Emirati culture,
it focuses on the importance of
Uses:
preserving cultural heritage.

ы
Description:

Uses:
Remedial Opportunities
Copyright © Ministry of Education – United Arab Emirates Remedial activities should focus mainly
Unit 3 Lesson 2 110
on text comprehension, using reading
strategies from the following link:
www.adlit.org/article/19844/
Description and Uses
If the link is not active, refer to the
Artefact: public bath descriptions of the seven reading
strategies outlined in the area of
Description: floor of an ancient Byzantine public Lesson 1 in this Teacher’s Guide.
bathhouse with heating system
Uses: gave people a place to stay clean and socialize

Artefact: very old mosque

!
Extension Opportunities
Description: very old mosque with dome and minarets Activity 4 is a critical thinking activity.
Uses: place of worship Students can also search for more
innovations from the Byzantine
Empire.
Unit 3 Lesson 2 108
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 5 : Reflection
Why do you think heritage museums are important? What can we
learn from them?

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____________________________________________________________________________________________________
___________________________________________________________________________________________________________
__________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
__________________________________________________________________________________________________________
___________________________________________________________________________________________________________

˗ ___________________________________________________________________________________________________________
__________________________________________________________________________________________________________

Formative Assessment __________________________________________________________________________________________________________

___________________________________________________________________________________________________________
Opportunities
___________________________________________________________________________________________________________
__________________________________________________________________________________________________________
All of the activities serve as formative
___________________________________________________________________________________________________________
assessment for the SLO mentioned
___________________________________________________________________________________________________________
in the description of each activity __________________________________________________________________________________________________________
.above __________________________________________________________________________________________________________
___________________________________________________________________________________________________________
considers the Moral 5 Activity
___________________________________________________________________________________________________________
Education Curriculum SLO “Research Copyright © Ministry of Education – United Arab Emirates

and analyse how and why Emirati 111

culture has changed over time and

the ways in which museums, art
galleries, archives and other bodies
maintain the cultural heritage,” and
is not addressed by the Social Studies
SLOs. Although the activity does not
deal specifically with Emirati culture,
it focuses on the importance of
.preserving cultural heritage

109
 Teacher's Guide

Notes
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
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_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

ы
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________ Remedial Opportunities
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________ Remedial activities should focus mainly
_____________________________________________________________________________________________________________ on text comprehension, using reading
______________________________________________________________________________________________________________ strategies from the following link:
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________ www.adlit.org/article/19844/
_____________________________________________________________________________________________________________
If the link is not active, refer to the
Copyright © Ministry of Education – United Arab Emirates
Unit 3 Lesson 2 112
descriptions of the seven reading
strategies outlined in the area of
Lesson 1 in this Teacher’s Guide.

!
Extension Opportunities
Activity 4 is a critical thinking activity.
Students can also search for more
innovations from the Byzantine
Empire.›

Unit 3 Lesson 2 110

 Moral, Social & Cultural Studies Grade 6

Perspectives of People
Unit 3 through Time - Spotlight
on Transitions in Europe

Lesson 3

The

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ˏ
Republic
of Venice
Student Learning Outcomes
(SLOs)

C-2G-6S1.3
Explains the causes of significant
historical events and issues.
MSC.1.1.01.028 Lesson
Objective
Give reasons why it is important
By the end of the lesson, students will:
to respect the beliefs, values and
• explore the history of the Republic of Venice.
traditions of others. • understand the importance of keeping
promises.
MSC.2.1.01.015
Explains the causes of significant Copyright © Ministry of Education – United Arab Emirates

113
historical events and issues.
MSC.2.2.01.020
Identifies and describes selected
countries in terms of their features
and challenges presented by their
geography.
MSC.2.4.01.018
Explains primary causes of world
trade.
MSC.2.5.01.013
Cites specific textual evidence to
support analysis of a primary or
secondary source.

111
 Teacher's Guide

Vocabulary

influential

maritime
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fleet

navy
ˬ
Materials/Resources/Technology
oarsman

pirate
Resources from Student Book
armed Teacher-ONLY resources (can be
shown to students after teacher
deck
preview*):
exclusive Link to article on the seven strategies
of highly effective readers:
medieval

www.adlit.org/article/19844/

‫ܛ‬ *Note: Teachers are

responsible for previewing
Copyright © Ministry of Education – United Arab Emirates
Unit 3 Lesson 3 114 any material and images and
assuring that visual and verbal
content is suitable for students.

Unit 3 Lesson 3 112

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Warm up: Brainstorm

ё During the Middle Ages, people often travelled from one country to
another by sea.

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Lesson Description with SLO Tags What are some advantages of travelling by sea instead of by land?
and Notes
The Warmup activates students’
_________________________________________ _________________________________________
schemata related to Venice during ________________________________________________ ________________________________________________
the Middle Ages (MSC.2.1.01.015). ________________________________________________ ________________________________________________
________________________________________________ ________________________________________________
Activity 1 is designed to check student
________________________________________________ ________________________________________________
comprehension of the information ________________________________________________ ________________________________________________
provided in the text (MSC.2.1.01.015).
In Activity 2, students answer
_________________________________________ _________________________________________
questions about the Venetian navy ________________________________________________ ________________________________________________
(MSC.2.4.01.018). ________________________________________________ ________________________________________________
________________________________________________ ________________________________________________
In Activity 3, students label a map
________________________________________________ ________________________________________________
of the shipping routes between
________________________________________________ ________________________________________________
Venice, Egypt, and Constantinople
(MSC.2.2.01.020).
In Activity 4, students match up 115
Copyright © Ministry of Education – United Arab Emirates

traditional Venetian masks with their

descriptions (MSC.2.5.01.013).
In Activity 5, students reflect on the
fairness or unfairness of breaking
promises, using the story of Alexios
(MSC.1.1.01.028).
In Activity 6, students reflect on a
time when someone didn’t keep a
promise to them and how they felt
about it (MSC.1.1.01.028).

113
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Copyright © Ministry of Education – United Arab Emirates

Unit 3
Lesson 3
116

Unit 3 Lesson 3
Teacher's Guide

114
 Moral, Social & Cultural Studies Grade 6
Moral, Social & Cultural Studies | Grade 6 | Term 1

The Republic of Venice

Venice is a small city in Italy made up of over one hundred small islands. Instead of
streets and cars, the city uses small rivers and boats to move around. Nowadays,
Venice is a popular tourist attraction. But in the High Middle Ages, Venice was a
wealthy and influential maritime power.

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Lesson Text

Modern city of Venive

In the 12th century CE, Venice controlled much of the Adriatic and Aegean Seas.
Venice was able to grow wealthy and powerful because of the trading relationship it
established with Egypt and other Middle Eastern countries.

The Venetian maritime fleets were useful in many ways. They were called galleys.
They were very large, with more than one hundred oarsmen moving it through the
water. Armed soldiers stood on the main decks of the ships, ready to battle pirates,
enemy ships, and other dangers. They were the most powerful protectors of the
Byzantine Empire’s seas. In fact, they were the only real navy that the empire had.

Copyright © Ministry of Education – United Arab Emirates

117

115
 Teacher's Guide

These ships were so powerful that, in 1082, the Byzantine Emperor,

Alexios I Komnenos, signed a treaty with Venice. In exchange for the
Venetians’ help against the Normans, a fierce group of warriors from
France, the Venetians enjoyed free trade throughout the empire,
without tariffs.

The Venetians controlled several important ports, such as

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Constantinople. It was a very good deal for the Venetians, who became
quite wealthy through trade. They developed such a strong relationship
with Egypt that they became Egypt’s exclusive European trading partner
for spices and other goods.

Venetian Galley

Copyright © Ministry of Education – United Arab Emirates

Unit 3 Lesson 3 118

Unit 3 Lesson 3 116

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

˔ Activity 1 : Check Your Understanding

Selected Activity Answers Are these statements about Venice true or false?

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Venice was a province of the Roman Empire.

Alexios I Komnenos was the leader of the

Normans.

Venice helped the Roman Empire defeat the

Egyptians.

Venice grew rich on trade with Egypt.

Venice was wealthy and powerful for less

_
than one hundred years.

Copyright © Ministry of Education – United Arab Emirates

119

Activity 1

ߊ Are these statements about Venice true or false? Mark T or F.

Venice was a province of the Roman Empire. T

Alexios I Komnenos was the leader of the Normans. F
Venice helped the Roman Empire defeat the Egyptians. F
Venice grew rich on trade with Egypt. T
Venice was wealthy and powerful for less than one hundred years. F

117
 Teacher's Guide

Activity 2 : Facts about the Venetian Navy

Answer the following questions about the Venetian navy.

What seas did the Venetian navy control?

1.
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Who did Emperor Alexios ask for the Venetians’ help against?

2.

What was special about the relationship between Venice and

Egypt?
3.

Venice agreed to help during the Byzantine Empire during a

series of wars between 1096 CE and 1271 CE. What did they ask
for in return?
4.

What was a Venetian navy ship called? Describe it.

5.

Copyright © Ministry of Education – United Arab Emirates

Unit 3 Lesson 3 120

Activity 2
Answer the following questions about the Venetian navy.

ߊ 1. What seas did the Venetian navy control?

Adriatic and Aegean

ߊ 2. Who did Emperor Alexios ask for the Venetians’ help against?
the Normans

ߊ 3. What was special about the relationship between Venice and Egypt?
Venice had exclusive trading rights with Egypt.

ߊ 4. Venice agreed to help during the Byzantine Empire during a series of wars between
1096 CE and 1271 CE. What did they ask for in return?
profits from future wars

ߊ 5. What was a Venetian navy ship called? Describe it.

galleys; had over one hundred oarsmen and armed soldiers, only navy the Roman Empire had
Unit 3 Lesson 3 118
 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

˔ Activity 3 : Labelling a Map

The map shows the Mediterranean, including ancient Italy.
Selected Activity Answers
Find the three places in the table on the map and circle them.
ɮ Venice - in the northern part of Italy, on the Adriatic Sea

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ɮ Egypt - in the northern part of Africa, closest to Italy
ɮ Constantinople - in Turkey, near the Black Sea

Draw a line from Venice to Egypt and from Venice to Constantinople.

Copyright © Ministry of Education – United Arab Emirates

121

Activity 3
Find the three places in the table on the map and circle them.

ɪ Venice - in the northern part of Italy, on the Adriatic Sea

ɪ Egypt - in the northern part of Africa, closest to Italy
ɪ Constantinople - in Turkey, near the Black Sea

How would Venetian ships get to Egypt and Constantinople? Draw a line showing these routes on
the map.

119
 Teacher's Guide

Activity 4 : Critical Thinking

In Venice during the High Middle Ages, people wore masks to celebrate
holidays. Write the number of the description next to the correct
mask.
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This mask only covers

This mask is black and
the eyes, because the
covers the mouth. This
person wearing did not
1. symbolized that the person 2.
want to cover the whole
wearing it should not
face. The mask has many
speak.
decorations on it.

This mask has a pointed

This mask has a long nose
chin and no mouth. This
and narrow eyes. The
3. meant no one could see 4.
narrow eyes symbolize
the person during times of
intelligence.
political decision-making.

Copyright © Ministry of Education – United Arab Emirates

Unit 3 Lesson 3 122

Activity 4
In Venice during the Middle Ages, people wore masks to
celebrate holidays. Write the number of the description
next to the correct mask.
1. This mask is black and covers the mouth. This symbolized
that the person wearing it should not speak. Moretta mask
2. This mask only covers the eyes, because the person
wearing did not want to cover the whole face. The mask
has many decorations on it. Colombina mask
3. This mask has a pointed chin and no mouth. This meant
no one could see the person during times of political
decision-making. Bauta mask
4. This mask has a long nose and narrow eyes. The narrow
eyes symbolize intelligence. Pantalone mask

Unit 3 Lesson 3 120

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 5 : Making Judgements

Venice promised to help Alexios fight the Normans. But they did not
keep their promise. However, they did get the benefits of the deal. Do
you feel this is fair? Write your ideas in the box below.

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________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Copyright © Ministry of Education – United Arab Emirates

123

121
 Teacher's Guide

Activity 6 : Reflection
Write about a time when you or someone you know didn’t keep a
promise. How did you feel about it? Write about it in the box.
˗
Formative Assessment
Opportunities
_______________________________________________________________________________________________
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_______________________________________________________________________________________________
All of the activities serve as formative
________________________________________________________________________________________________
assessment for the SLO mentioned
_______________________________________________________________________________________________
in the description of each activity
________________________________________________________________________________________________
_______________________________________________________________________________________________
above.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________ ы
________________________________________________________________________________________________ Remedial Opportunities
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________ Remedial activities should focus
__________________________________________________________________________________________________ mainly on text comprehension, using
___________________________________________________________________________________________________ reading strategies from the following
__________________________________________________________________________________________________ link:
___________________________________________________________________________________________________
___________________________________________________________________________________________________ www.adlit.org/article/19844/

Copyright © Ministry of Education – United Arab Emirates

If the link is not active, refer to the
Unit 3 Lesson 3 124 descriptions of the seven reading
strategies outlined in the area of
Lesson 1 in this Teacher’s Guide.

!
Extension Opportunities
Activity 4 is a critical thinking activity
and can be used as an extension
activity.
Students can also search for more
information about such Venetian
concepts as the doge, the famous
artist Titian, and the Venetian
Renaissance of the 15th century CE.

Unit 3 Lesson 3 122

 Moral, Social & Cultural Studies Grade 6

Perspectives of People
Unit 3 through Time - Spotlight
on Transitions in Europe

Lesson 4

The Late
ˏ
Student Learning Outcomes

Middle Ages
(SLOs)

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MSC.2.1.01.015
Explains the causes of significant

The First Hundred

historical events and issues.
MSC.2.5.02.012
Provides an accurate summary of a
text related to social studies topics. Years’ War
MSC.2.6.02.012
Lesson
Analyses evidence from various Objective
sources supporting a point of view By the end of the lesson, students will:
• iden tify causes of the First Hundred Years’
MSC.2.5.01.013 War and some of its key figures and events.
• discuss the concept of what should be
Cites specific textual evidence to valued and maintained.
support analysis of a primary or
secondary source. Copyright © Ministry of Education – United Arab Emirates

125

MSC.2.5.02.013
Compares and contrasts
information given in primary and
secondary sources.
MSC.3.1.02.013
Discuss with their peers the concept
of what should be valued and
maintained, and what can be learnt
from our past to inform the future.
MSC.3.2.01.010
Identifies national figures who
participated in establishing the
Union.

123
 Teacher's Guide

Vocabulary

particularly

to take place
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kingdom

to convince
ˬ
Materials/Resources/Technology
to expan

reputation
Resources from Student Book
account Teacher-ONLY resources (can be
shown to students after teacher
strategy
preview*):
victorious Link to article on the seven strategies
of highly effective readers:
treaty

www.adlit.org/article/19844/

‫ܛ‬ *Note: Teachers are responsible

for previewing any material and images
Copyright © Ministry of Education – United Arab Emirates
Unit 3 Lesson 4 126 and assuring that visual and verbal
content is suitable for students.

Unit 3 Lesson 4 124

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Warm up

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A war in Europe lasted one hundred years. What are some reasons you
Lesson Description with SLO Tags think wars happen? Write your ideas in the boxes below.
and Notes
________________________________________________________________________________________________
The Warmup asks students to _________________________________________________________________________________________________

analyse a picture of a medieval _________________________________________________________________________________________________

battle (MSC.2.6.02.012). _________________________________________________________________________________________________

_________________________________________________________________________________________________
Activity 1 is designed to check student ________________________________________________________________________________________________
comprehension of the information _________________________________________________________________________________________________
provided in the text (MSC.2.1.01.015). _________________________________________________________________________________________________
_________________________________________________________________________________________________
In Activity 2, students explain the _________________________________________________________________________________________________
causes of the First Hundred Years’ _________________________________________________________________________________________________
War (MSC.2.5.02.012). _________________________________________________________________________________________________
_________________________________________________________________________________________________
In Activity 3, students list the _________________________________________________________________________________________________
accomplishments of various _________________________________________________________________________________________________
European kings (MSC.3.2.01.010). _________________________________________________________________________________________________

In Activity 4, students analyse a

picture of King John signing the 127
Copyright © Ministry of Education – United Arab Emirates

Magna Carta (MSC.2.5.02.013).

In Activity 5, students evaluate
the First Hundred Years’ War by
explaining who benefited or didn’t
benefit from different events
(MSC.2.5.01.013).
In Activity 7, students discuss and
reflect on why it is important to
preserve historical documents
(MSC.3.1.02.013).

125
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Copyright © Ministry of Education – United Arab Emirates

WHAT

WARS?
CAUSES

Unit 3
Lesson 4
128

Unit 3 Lesson 4
Teacher's Guide

126
 Moral, Social & Cultural Studies Grade 6
Moral, Social & Cultural Studies | Grade 6 | Term 1

The Late Middle Ages in Europe

– The First Hundred Years’ War
The 12th century CE was another period of instability and conflict
in Europe, particularly between England and France. This period
occurred from 1159 CE to 1259 CE and was known as the First Hundred

؊ Years’ War.
At the time, there were two major kingdoms in England and France.

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The Plantagenet family ruled most of England and owned a great
Lesson Text deal of land in France. In fact, nearly half of France was owned by the
English kings, Henry II, Richard I, and John.
The French kings of the Capet family, Louis VII and, later, Philip
Augustus, wanted to regain control of their own lands. They began
fighting the English kings.
Henry II became King of
England in 1154 CE. He decided
to expand England’s territory in
France, winning several major
battles. When Philip Augustus
became King of France in 1180
CE, he fought back against
Henry. He persuaded Henry’s
son, Richard, to help him
against his father. Richard’s
nickname was Richard the
Lionheart, because of his
reputation as a great warrior
and leader. When Henry died
in 1189 CE, Richard became the Richard the Lionheart
new King of England.

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129

127
 Teacher's Guide

Although Richard the Lionheart was close to King Philip, Philip kept
attacking the English lands in France. He convinced John, Richard’s
brother, to rebel against Richard. King Philip’s strategies were
successful, and he was able to regain many of his lost territories.
John became King of England in 1199 CE after Richard died from injuries
in battle. Over the next 50 years, conflicts continued between France
and England, with France winning battle after battle.
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In 1215 the king signed the Magna Carta, a document that protected
the rights of wealthy landowners. King John did not follow the rules
of the Magna Carta which prompted the landowners to fight with the
king. England was weakened by wars within its own country at the
same time as outside the country.
The First Hundred Years’ War lasted until 1259, exactly one hundred
years after it began. It ended with the signing of the Treaty of Paris on
December 4, 1259. The treaty was signed by King John’s son, Henry III,
and the King of France, Louis IX. By signing the treaty, Henry III agreed
to give up many of his lands in France, and officially ended the First
Hundred Years’ War.

Magna Carta

Copyright © Ministry of Education – United Arab Emirates

Unit 3 Lesson 4 130

Unit 3 Lesson 4 128

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

˔ Activity 1 : Check Your Understanding

Selected Activity Answers
Are these
Choose thestatements
correct answer.
about Venice true or false?

Activity 1

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When did the first Hundred Years’ War begin?
Choose the correct answer.
1.
When did the first Hundred ɮ A. 1154 CE ɮ B. 1159 CE ɮ C. 1199 CE ɮ D. 1259 CE
Years’ War begin?

† A. 1154 CE Which king convinced Richard the Lionheart’s brother to fight against him?

ۙ B. 1159 CE 2.
ɮ B. King Philip

† C. 1199 CE
ɮ A. King Henry III Augustus ɮ C. King John ɮ D. King Louis IX

† D. 1259 CE What was the French royal family called?

Which king convinced Richard 3.

ɮ A. The House of ɮ B. The House of ɮ C. The Angevid ɮ D. The Treaty of
the Lionheart’s brother to fight Plantagenet Capet Empire Paris

against him?

†
Who did the Magna Carta protect?
A. King Henry III
4.

ۙ B. King Philip Augustus ɮ A. English kings ɮ B. peasants

ɮ C. medieval
artists ɮ D. French kings

† C. King John
† D. King Louis IX Copyright © Ministry of Education – United Arab Emirates

What was the French royal 131

family called?

† A. The House of Plantagenet

ۙ B. The House of Capet
† C. The Angevid Empire
† D. The Treaty of Paris
Who did the Magna Carta
protect?

† A. English kings
† B. peasants
ۙ C. wealthy landowners
† D. French kings
129
 Teacher's Guide

Activity 2 : Concept Check

What were some of the causes of the First Hundred Years War?

______________________________________________________________________________________________________
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______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________
Activity 2
______________________________________________________________________________________________________

______________________________________________________________________________________________________ ߊ What were some of the

causes of the First Hundred
______________________________________________________________________________________________________
Years’ War?
______________________________________________________________________________________________________

______________________________________________________________________________________________________ ɪ The English controlled a

______________________________________________________________________________________________________ lot of land in France.
ɪ The French wanted to
Copyright © Ministry of Education – United Arab Emirates
Unit 3 Lesson 4 132
regain their territory.

Unit 3 Lesson 4 130

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

˔ Activity 3 : Making a Chart

List the accomplishments of each of the kings mentioned in the reading.
Selected Activity Answers
___________________________________________________________________

___________________________________________________________________

All rights reserved. No part of this page may be reproduced, stored in a retieval system or transmitted in any form or by any means without prior permission in writing of the publisher.
___________________________________________________________________

___________________________________________________________________

King Henry II ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

King Louis VII ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
Richard the
Lionheart ___________________________________________________________________

Copyright © Ministry of Education – United Arab Emirates

133

Activity 3
List the accomplishments of each of the kings mentioned in the reading.

King Henry II = expanded territory into France

King Louis VII = wanted to regain control of French lands
Richard the Lionheart = had a great reputation as a warrior and leader
King Philip Augustus = persuaded Richard the Lionheart to rebel against his father, and persuaded
Richard’s son to rebel against him
King John = signed the Magna Carta
King Henry III = signed the Treaty of Paris

131
 Teacher's Guide

___________________________________________________________________

___________________________________________________________________
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___________________________________________________________________

___________________________________________________________________
King Philip ___________________________________________________________________
Augustus

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

King John ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

King Henry III ___________________________________________________________________

Copyright © Ministry of Education – United Arab Emirates

Unit 3 Lesson 4 134

Unit 3 Lesson 4 132

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

˔ Activity 4 : Interpreting a Picture

The picture of King John signing the Magna Carta is a shows how some
people thought about the event. It make a statement about the event.
Selected Activity Answers

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Magna Carta

Copyright © Ministry of Education – United Arab Emirates

135

Activity 4
The picture of King John signing the Magna Carta is shows how some people felt
about the event. It makes a statement about the event.

ߊ What do you think the picture is showing about what King John
thought about signing the Magna Carta?

ߊ How does he look like he feels about it in the picture?

ߊ Who was watching him? Do you think he signed it willingly? Why?

ߊ Who benefited from the Magna Carta?

133
 Teacher's Guide

What do you think the picture is showing about what King John thought
about signing the Magna Carta?

1.
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How does he look like he feels about it in the picture?

2.

Who was watching him? Do you think he signed it willingly? Why?

3.

Who benefited from the Magna Carta?

4.

Copyright © Ministry of Education – United Arab Emirates

Unit 3 Lesson 4 136

Unit 3 Lesson 4 134

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

˔ Activity 5 : Concept Check

The table gives information about the events that occurred around the
Selected Activity Answers time of signing of the Magna Carta.
Indicate who benefitted from each event and brielfy explain your answer.

Rich Landowners
EVENT King John Benefitted
(Barons) Benefitted

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King John taxed the
barons to help pay for
his wars in France.

The barons refused to

pay the taxes.

The barons formed

an army of their own.

The Barons captured

London in 1215 CE.

The Magna Carta

was written limiting
the power of the king.
King John first refused
to sign the Magna
Carta.
King John finally signed
the Magna Carta on
June 15, 1215 CE.

Activity 7:
Copyright © Ministry of Education – United Arab Emirates

137

135
 Teacher's Guide

Activity 6 : Discuss and Reflect

The picture shows an original signed copy of the Magna Carta below
which is kept in the British Library.
Why do you think it’s important to save documents like this for hundreds
˗
of years? What can we learn from the past? And what kinds of objects
Formative Assessment
should we save? Opportunities
All rights reserved. No part of this page may be reproduced, stored in a retieval system or transmitted in any form or by any means without prior permission in writing of the publisher.

Write your ideas in the box below. Then, compare your answers with a
classmate. All of the activities serve as formative
assessment for the SLO mentioned
in the description of each activity
above.

ы
Remedial Opportunities
Remedial activities should focus
mainly on text comprehension, using
reading strategies from the following
link:
www.adlit.org/article/19844/
If the link is not active, refer to the
descriptions of the seven reading
Copyright © Ministry of Education – United Arab Emirates
Unit 3 Lesson 4 138 strategies outlined in the area of
Lesson 1 in this Teacher’s Guide.

!
Extension Opportunities
Activity 6 is a reflection that can be
used as an extension activity.
Students can also search for
information about the Hundred
Years› War that took place between
England and France from 1453-1337
CE. Students can find out about how
it was connected to the First Hundred
Years› War and what the outcomes
were on European society.

Unit 3 Lesson 4 136

 Moral, Social & Cultural Studies Grade 6

Perspectives of People
Unit 3 through Time - Spotlight
on Transitions in Europe

Lesson 5

Crises of
the Late

All rights reserved. No part of this page may be reproduced, stored in a retieval system or transmitted in any form or by any means without prior permission in writing of the publisher.
Middle
ˏ
Student Learning Outcomes

Ages
(SLOs)

MSC.1.2.01.024
Understand and explain the different
ways in which diseases are spread
and how to avoid infection and
contamination at the individual Lesson
Objective
and community levels, including the
By the end of the lesson, students will:
importance of sanitation and clean • explore the natural disasters that occurred
water. during the Late Middle Ages in Europe.
• understand the importance of cleanliness
MSC.2.3.01.012 and sanitation for public health.
Describes social effects due to changes Copyright © Ministry of Education – United Arab Emirates

in the environment derived from 139

natural phenomena.
MSC.2.3.02.013
Describes how people’s actions affect
the environment.
MSC.2.6.01.013
Critiques arguments presented by
others providing evidence.

137
 Teacher's Guide

Vocabulary

crisis

consequence
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famine

climate
ˬ
Materials/Resources/Technology
flood

wheat
Resources from Student Book
to starve Teacher-ONLY resources (can be
shown to students after teacher
to estimate
preview*):
to appreciate Link to article on the seven strategies
of highly effective readers:
hygiene

www.adlit.org/article/19844/

‫ܛ‬ *Note: Teachers are responsible

for previewing any material and images
Copyright © Ministry of Education – United Arab Emirates
Unit 3 Lesson 5 140 and assuring that visual and verbal
content is suitable for students.

Unit 3 Lesson 5 138

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Warm up: Brainstorm

The pictures show some natural disasters. What happens
during these times? Write your ideas under the pictures.

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Lesson Description with SLO Tags
and Notes
The Warmup activates students’ Volcano
schemata related to natural
disasters. (MSC.2.3.01.012). _____________________________________________________________________________________________________________

Activity 1 is designed to check student _____________________________________________________________________________________________________________

comprehension of the information

provided in the text(MSC.2.3.02.013).
In Activity 2, students give facts
about the Great Famine and the
Black Death (MSC.2.6.01.013). Earthquake

In Activity 3, students give causes

and effects of the Great Famine and _____________________________________________________________________________________________________________

the Black Death (MSC.2.3.01.012). _____________________________________________________________________________________________________________

In Activity 4, students explain the

possible causes of a ‘mini Ice Age’ in 141
Copyright © Ministry of Education – United Arab Emirates

Europe (MSC.2.3.02.013).
In Activity 5, students reflect on how
modern medicine helps us to prevent
diseases. (MSC.1.2.01.024).

139
 Teacher's Guide
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Drought

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

Flood

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

Copyright © Ministry of Education – United Arab Emirates

Unit 3 Lesson 5 142

Unit 3 Lesson 5 140

 v

Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

The Great Famine and the Black Death

Wars and battles for
territory were not the only
problem that Europeans
faced during the Late

؊ Middle Ages. Several

other natural disasters
also occurred during this

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Lesson Text time that had terrible
consequences all over
Europe.

One of these disasters was

the Great Famine of 1315-
17 CE. At the time of the
Great Famine, Europe had
been enjoying a relatively
successful period of
growth and prosperity for
nearly two hundred years.
However, changes in the climate were happening.

During the Middle Ages, temperatures across Europe were perfect

for farming and raising cattle. By the end of the 13th century CE,
the weather was getting cooler and cooler. Summers were getting
shorter and winters were getting longer and colder. More snow
was falling and it was staying on the ground longer, shortening
the growing season. Later historians would call this period of time
the Little Ice Age, and it would lead to one of the worst famines in
European history.

Copyright © Ministry of Education – United Arab Emirates

143

141
v

Teacher's Guide

The spring of 1315 CE was hit by very heavy rain across all of Europe,
causing large floods and damaging the grains that had been stored
over the winter. The spring weather stayed cool, which meant that
crops could not grow and cattle could not be fed. This situation got
even worse in the summer, as food prices doubled and then tripled.

In France, wheat became too expensive to use for baking bread,

and many poor people had nothing to eat. The famine continued for
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the next two years, with millions of people starving to death. Some
historians estimate that the Great Famine killed up to 25% of the
population of Europe.

The next major crisis to hit Europe was the bubonic plague, which was
called the Black Death. The bubonic plague was a horrible disease. It
struck fast, and killed faster, causing painful deaths to almost everyone
who caught it. The bubonic plague was caused by bacteria carried on
fleas which lived on rodents. When the flea bit someone, the bacteria
were transferred to that person.

In crowded European cities, where personal hygiene practices were

poor, the bubonic plague spread quickly. Some scientists estimate
that the plague killed up to 200
million people—a third to a half of all
Europeans—in just four years, from 1347
to 1351.

Despite its horrifying nature of the

plague, some good actually came from it.
Living standards generally improved as
wages increased and the prices of food
and other goods fell.

Copyright © Ministry of Education – United Arab Emirates

Unit 3 Lesson 5 144

Unit 3 Lesson 5 142

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

˔ Activity 1 : Check Your Understanding

Selected Activity Answers Are these statements about the Great Famine and Black Death true or
false? Mark the correct answer.

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1. Wheat prices became expensive during the
Great Famine.

2. The Great Famine was caused by bacteria

carried by fleas.

Activity 1
Are these statements about the Great 3. The Great Famine lasted for more than 10
years.
Famine and Black Death true or false?
Write T or F in the blanks.
u Wheat prices became expensive
4. Poor hygiene helped spread the Black
during the Great Famine. T Death.

u The Great Famine was caused by

bacteria carried by fleas. F
5. The Great Famine killed half of the people
u The Great Famine lasted for more in Europe.
_

than 10 years. F
u Poor hygiene helped spread the 145
Copyright © Ministry of Education – United Arab Emirates

Black Death. T
u The Great Famine killed half of the
people in Europe. F

143
 Teacher's Guide

Activity 2 : Make a Chart

What did you learn about the Great Famine and the Black Death?
Write 3 facts about each.
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___________________________________________________________________

___________________________________________________________________

Great ___________________________________________________________________

Famine ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Activity 2

___________________________________________________________________
ߊ Write 3 facts about each› to
‹Without looking at the text, write as
___________________________________________________________________
many facts about each as you can.
Black ___________________________________________________________________

Death ___________________________________________________________________
Great Famine
___________________________________________________________________

___________________________________________________________________
ɪ caused by a ‘mini Ice Age’
ɪ heavy rains during 1315 CE
ɪ spring was cool, so crops couldn’t
Copyright © Ministry of Education – United Arab Emirates
Unit 3 Lesson 5
grow and cattle couldn’t be fed
146
ɪ food prices doubled and tripled
ɪ wheat became too expensive
ɪ around 25% of Europeans died

Black Death
ɪ bubonic plague
ɪ caused by bacteria on fleas
ɪ spread due to poor hygiene
ɪ killed nearly a third of all
Europeans in four years
ɪ living standards improved, wages
increased, and food prices fell after
the Black Plague

Unit 3 Lesson 5 144

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

˔ Activity 3 : Cause and Effect

What caused the Great Famine and the Black Death? And what effects
Selected Activity Answers did they have on European society? Write your ideas below. Also, write
the years that each crisis occurred.

Causes of the Years of the Effects of the

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Great Famine Great Famine Great Famine

From: __________________

To: __________________

Causes of the Black Years of the Effects of the

Death and its spread Black Death Black Death

From: __________________

To: __________________

Copyright © Ministry of Education – United Arab Emirates

147

Activity 3
What caused the Great Famine and the Black Death? And what effects did they have on European
society? Write your ideas below. Also, write the years that each crisis occurred.

Great Famine
ɪ Causes: mini Ice Age, heavy rains, cooler weather
ɪ from 1316-1315 CE
ɪ Effects: 25% of Europeans died, food prices rose, crops couldn’t grow,
cattle couldn’t be fed

Black Death
ɪ Causes: bacteria on fleas, poor hygiene
ɪ from 1347 to 1351 CE
ɪ Effects: one third of Europeans died, living standards improved, food
prices fell, wages increased

145
 Teacher's Guide

Activity 4 : Make a Chart

After the Black Death, Europe experienced a ‘Little Ice Age.’ This was
a time when temperatures were cooler than before. It lasted from the
14th century CE until about 1850 CE.
There are many possible natural causes of the Little Ice Age. However,
some scientists believe that humans helped in creating the Little Ice
Age.
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After the Black Death, trees and forests grew up again. Trees take
carbon dioxide from the air. Carbon dioxide is a gas that makes the air
warm.
Why do you think this happened after the Black Death? Write your
explanation.

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

______________________________________________________________________________________________________

Copyright © Ministry of Education – United Arab Emirates

Unit 3 Lesson 5 148

Unit 3 Lesson 5 146

 Moral, Social & Cultural Studies Grade 6

Moral, Social & Cultural Studies | Grade 6 | Term 1

Activity 5 : Preventing Diseases

What new knowledge do we have now that helps us fight diseases
like the Black Death? Draw a picture in each box and write your ideas
under it.

__________________________________________________________________________________________________

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__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

_________________________________________________________________________________________________

Copyright © Ministry of Education – United Arab Emirates

149

147
 Teacher's Guide

˗
Formative Assessment
Opportunities

All of the activities serve as formative

assessment for the SLOs mentioned
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in the description of each activity

above.

ы
Remedial Opportunities
Remedial activities should focus
mainly on text comprehension, using
reading strategies from the following
link:
www.adlit.org/article/19844/
If the link is not active, refer to the
descriptions of the seven reading
strategies outlined in the area of
Lesson 1 in this Teacher’s Guide.

!
Extension Opportunities
Activity 4 is a critical thinking activity
that can be used as an extension
activity.
Students can also search for more
information on other crises from the
Middle Ages, such as the Peasant
Revolts of the 14th to 16th centuries
CE and the Wars of the Roses of the
15th century CE.

Unit 3 Lesson 5 148

 Glossary
Abandoning responsibility: Evading duties and blaming others.

Active: Moving and energetic; not still.

Acts of compassion: Initiatives by individuals, associations or countries to

alleviate the suffering of others, such as feeding the hungry, giving charity to
the poor, visiting the sick, giving condolences in death, sheltering the homeless,
providing financial and emotional care for orphans and so on.

Aerobic: Vigorous activity that exercises and strengthens the heart and lungs.

Anti-racism: Opposition to all types of discrimination based on race or culture.

Archaeology: The study of objects from the past, especially bones, fossils and
equipment.

Assuming responsibility: Acknowledging committed acts and a willingness to

bear the consequences of these acts. The ability of the individual to commit to
certain obligations, then fulfil such obligations voluntarily and with effort.

Attitude: A belief or opinion that varies from one culture to the next, such as
attitudes towards money or health.

Audit: An official evaluation or assessment of an organisation.

Authority: A position that grants an individual capacities that prioritise them

over others. Hence they could be in the position of enacting laws and making
decisions.

Benefits: Good or positive effects of something.

Benevolence: Kindness to others.

Brochure: A leaflet outlining information.

Campaign: A series of planned activities done in order to bring about change in

a particular area. For example, politics, education, health, sports, etc.

149
Carbohydrate: The compound in food that is broken down to release energy.

Challenge: Something new and difficult that requires great effort and
determination.

Communication: The process of transferring information from a source to a

target.

Compliment: To say something nice or positive to or about another person.

Connect: Engage with someone else in a meaningful way and share thoughts
and feelings with them.

Consequence: The results or effects of a particular action or event.

Counselling: Professional support for people suffering mental health issues or

stress.

Cultural significance: The reason why something (an artefact or symbol, for
example) is important to a particular culture.

Culture: The ideas, knowledge, behaviours, patterns, customs, beliefs,

characteristics or habits of a group of people.

Curator: The person in charge of a museum exhibit.

Demographics: The study of populations and population movement.

Destigmatisation: The unjust or prejudicial treatment of different categories of

people, especially on the grounds of race, age, or sex.

Diet: The type and range of food that a person regularly eats.

Discrimination: The practice of treating or regarding others differently on the

basis of their social class, religion, economic class or ethnicity.

Disease: An illness which affects people, animals or plants. It is usually caused

by an infection or bacteria.

Distributive justice: The fair distribution of services, resources and assets to

everyone according to their own needs.

Diversity: Many different types of people (or things) being included and treated
as equal.
150
 Eligibility: Conditions that grant the individual the right to do something or the
advantage of having achieved it. For example: a person who sacrifices a great
deal of time, money or effort receives more resources compared to a person
who makes fewer sacrifices.

Empathy: The ability to share the feelings of another person, and to put
yourself in their shoes.

Enriched culture: A culture that is vibrant, innovative and evolving, and

interacting with other cultures.

Equality: Treating others equally without prejudice, hatred or discrimination

regardless of colour, gender, religion, x or race.

Exercise: Activities that use up energy and improve your physical health.

Exhibit: A display (usually public) of objects for people to examine and learn
about.

Experience: Something you have taken part in or gone through.

Fairness: Justice, giving people their rights.

Flexibility: The ability to bend and stretch without breaking.

Floor plan: A map showing a view of rooms and spaces from above.

Generosity: Benevolence; giving material and moral support without expecting

anything in return.

Global Health Concerns: Health issues that are not restricted to one area
alone but affect people worldwide. Examples include epidemics of flu, obesity,
cancer, heart disease, diabetes, malaria, malnutrition, etc.

Gratitude: Giving thanks for the good things you have, good things that have
happened to you, or good things you received.

Happiness: Feeling joy, satisfaction and reassurance.

Heritage: The shared history of a group or community, including its traditions,

customs and values.

151
Identity: What makes a person unique, or part of a specific group.

Justice: A key social pillar that is essential for permanent co-existence

between people; it is based on fairness, equality, balance, non-infringement
and protection of both private and public interests.

Malaria: A serious disease causing fever. It is carried by mosquitoes.

Malnutrition: Physical weakness and illness due to a severe lack of food.

Mental health: The condition and ‘fitness’ of your thoughts and your emotions,
as opposed to the fitness of your body.

Mindfulness: Focussed awareness of your thoughts and feelings.

Moral dilemma: A problematic situation that requires analysis of the reactions

of those involved in order to understand the different viewpoints and judge
fairly.

Moral standards: A commitment to values such as equality, justice, empathy

and respecting others and the law.

Movement: Changing position or going from one place to the other.

Multiculturalism: Having a variety of cultures in one place and appreciating

the rich variety that this leads to.

Multiple perspectives: Acknowledging that there are numerous ways of

looking at something and that a variety of different standpoints can be helpful.

Museum: A building that houses and displays important objects from the past,
such as artefacts and fossils.

Need: A lack of some thing or resource.

Nutrition: The process of getting the food necessary to maintain good health
and growth.

People of determination: People who have different abilities. They may be

blind, deaf, disabled, have learning difficulties or any other condition that
means they have different needs to others.

152
 Physically fit: Having a healthy body that is able to do many exercises and
activities.

Policy: A document or statement used by an organisation to guide action.

Population: The number and variety of people in a specific area.

Positive growth: Physical and mental growth in a proper, healthy and decent
way, while taking advantage of learning and skill-developing opportunities.

Positive relationship: Develop effective and clear communication with others

and understand them well. them well.

Prejudice: Pre-judging someone or something. A pre-conceived idea formed

without any basis in knowledge or fact.

Prevention: Ensuring that something does not happen.

Research: To search for further information about a topic.

Resilience: The ability to cope with life’s difficulties and to recover after
setbacks.

Respecting Others: Belief that other people deserve to be treated in a way that
recognises their value and worth; commitment to communicate and talk with
others politely; commitment to treating others as you would like to be treated,
accepting all differences (such as gender, age, race, religion and social class).

Responsibility: Undertaking duties, participating, cooperating and helping

others in the family, school and society, as well as assuming the results of
errors, i.e. acknowledging mistakes, apologising for them, retracting them and
working to find solutions to the problems resulting from them.

Review: Look back upon; assess and evaluate.

Revisions: Make changes based on corrections or feedback.

Seeking help: Contacting others when you feel overwhelmed, in danger or

stressed.

Self-esteem: Knowing one’s own value and worth; self-respect.

153
Self-respect: Belief in one’s inherent value and worth as a human being; an
appreciation of one’s positive qualities and skills.

Snap judgment: A decision made in a hurry without thinking, usually straight

after meeting someone or an event.

Social responsibility: Protecting citizens, securing their rights and

safeguarding the homeland. Environmental responsibility, for example, lies in
protecting the environment and securing the right to live in clean environment;
cultural responsibility lies in supporting the homeland and strengthening
loyalty to it.

Sources: Where information was obtained from.

Stigmatisation: Negative beliefs and attitudes about a situation or a condition.

Support: Help or encouragement, especially in times of difficulty.

Sustainable Development Goals: A set of 17 “global goals” over a range of

issues, such as ending hunger and poverty, improving health and education,
ensuring clean water and sanitation, etc.

Sympathise: Feel with others.

Sympathy: Understanding the feelings of another person and feeling for them.
For example, feeling sadness for their suffering.

Theme: The main or central idea.

Tolerance: The quality of accepting people and their behaviour and opinions
even if you are not in agreement with them.

Well-being: A person’s state of comfort, health and happiness.

account: (n.) a story

armed: (adj.) having a weapon to fight with

barbarian: (n.) in ancient times, a member of a group that was not part of the
main civilization; an uncultured, violent person

benefit(v.): to be good for someone

border: (n.) the line between two countries, decided politically

154
 boundary: (n.) a line that divides two areas

bow: (n.) a weapon that shoots a sharp object

caliph: (n.) the main leader of a Muslim area

capital: (n.) the city of a country where the main government offices are

center of power: (n.) the city where most economic, political, and military
power is located

climate: (n.) the weather of an area over a long period of time

Common Era: (n.) a way of counting years in history

conquer: (v.) to defeat by military power

consequence: (n.) result

convince: (v.) to get someone to agree with you

crisis: (n.) large problem

deck: (n.) the area of a ship that is open to the weather

destruction: (n.) complete damage

domestic: (adj.) of the inside of a country; not foreign or international

earth: (n.) dirt or mud

enforce: (v.) to use power to make people follow a rule or law

estimate: (v.) to roughly calculate or judge

exclusive: (adj.)

expand: (v.) to make larger or wider

famine: (n.) a time when crops and plants can’t grow

fierce: (adj.) very strong and angry

155
figure: (n.) a person in history

fleet: (n.) a group of ships sailing together

flood: (n.) a large amount of water that causes damage

grain: (n.) a plant used for food, but not a fruit or vegetable

helmet: (n.) a hard hat that protects the head

hygiene: (n.) cleanliness

influential: (adj.) having the power to change people’s minds

invader: (n.) a person who enters another country to attack it

kidnap: (v.) to steal a person

kingdom: (n.) an area or country ruled by a king

maritime: (adj.) of the sea

medieval: (adj.) of or about the Middle Ages in history

merchant: (n.) a person who buys and sells products

myth: (n.) a story that is not true

navy: (n.) a group of ships whose job is to protect a country

oarsman: (n.) a person whose job is to use his strength to move a ship through the
water

overnight: (n.) in a short period of time

particularly: (adv.) especially

pirate: (n.) a criminal who attacks and robs ships at sea

present-day: (adj.) of the present time; now

privilege: (n.) a special right only for a certain person or group

156
 prominent: (adj.) well-known and important

property: (n.) things you own or that belong to you

province: (n.) a smaller part of a country

reputation: (n.) the opinions that people have of someone or something

row: (v.) to use strength to move a ship through the water

shore: (n.) the place where the ocean touches the land

stability: (n.) a time when there is no war or disasters

starve: (v.) to die from not eating

storm: (v.) to suddenly attack and capture

strategy: (n.) plan

take place: (v.) to happen

treaty: (n.) an official agreement between two countries

tribe: (n.) a social division based around families and communities

unified: (adj.) working together as one

victorious: (adj.) winning a war or game

wheat: (n.) a plant that is used to make bread

157
158
 Doctorate Degree / Applied Sciences

(3-5 years)

Master’s Degree / Applied Sciences

(2 years)

Education System in the United

Arab Emirates

Postgraduate Diploma / Applied Sciences

(1-2 Years)

Bachelor’s Degree / Applied Sciences

(3-4 years)

Diploma / Postgraduate Diploma

(2-3 years)

Joining Bridging
Work Program
Continuous Education

Home General and Applied Literacy

Vocational Qualification Schooling Academic Stream Stream

Vocational Education and

Development Centre
 Doctorate Degree

UAE National Qualifications

Classifications

Framework Level 10
International
24
(3-5 years)

Master’s Degree Dual Degree Master’s Degree

UAE National Qualifications

Classifications
Bachelor’s / Master’s

International

Framework Level 9
22
(2 years) (2 years)

Postgraduate Diploma Postgraduate Diploma

(1-2 year) (1 year)

UAE National Qualifications Framework

Classifications
International
(4-5 years)
18

Levels 7-8
Bachelor’s Degree / Applied Sciences Bachelor’s Degree
Advanced University
(3-4 years) Enrollment
(3 years)

The Ministry coordinates with national higher education institutions to admit students in various majors in line with the needs of the labour

UAE National Qualifications Framework

market and future human development plans. Higher Education institutions also determine the number of students that can be admitted
according to their capabilities, mission and goals. They also set the conditions for students’ admission to various programmes according

Classifications
International
to the stream they graduated from, the levels of their performance in the secondary stage, and their results from the Emirates Standard

Levels 5-6
Assessment Test. 18
Integration and coordination between General and Higher Education systems allow for the approval and calculation of school
study courses within university studies according to the school stream and university specialisation, which reduces the duration of
university studies.

Technical & Vocational Streams Academic Streams Cycle 3 / Secondary Stage

UAE National Qualifications Framework

Applied Specialised Technical Technical General Advanced Elite
Academies General Advanced

Classifications
International
Top 10 percent

Levels 1-4
12
Applied Technology of students in
Secondary School Program national test scores
Grades 9-12 Ages 14-18 (4 years)

Cycle 2
Classifications
International

Elite Program (Grades 5-8)

Grades 5-8 12
Top 10 percent of students in national test scores
Basic Education

Ages 10-14 (4 years)

Ages 10-14 (4 years)

Cycle 1
Classifications
International

Grades 1-4 6
Ages 6-9 (4 years)

Early Childhood
Classifications
International

Kindergarten Ages 4-6 (not compulsory) 3

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

Within the strategic dimension of the

Ministry of Education’s development plans
and its endeavor to diversify education
channels and overcome all the challenges
that may prevent it, and to ensure continuity
in all circumstances, the Ministry has
implemented a hybrid education plan for all
students at all levels of education.

Pre-
Study Plan kindergarten/ Cycle 1 Cycle 2 Cycle 3
kindergarten

School
learning    

e-learning
Direct - -  

Self    
Channels for obtaining a textbook:

Electronic units