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The document is a Teacher Guide for Grade 7 Moral, Social & Cultural Studies for the academic year 2021-2022, focusing on themes of globalization, human needs, and developments in South Asia. It includes lesson plans, objectives, and activities designed to help students understand the impact of globalization on the UAE and the world. The guide emphasizes the importance of communication technology and cultural exchange in a globalized society.

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0% found this document useful (0 votes)

112 views140 pages

Gr07 TB

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arya2011goswami

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2

Grade
07
2021-2022

3
CULTURAL
SOCIAL &
STUDIES
MORAL,

Moral, Social & Cultural Studies Teacher Guide Grade 7 1442- 1443 A.H. /2021- 2022
2
Moral, Social
& Cultural Studies

Teacher Guide
Grade 7

Term 2

Certified 
First Edition
The materials in this book 
is certified from the 
Ministry of Education

1442- 1443 A.H. /2021- 2022

Table of Contents
Unit 1: Trade, Travel and Communications: The UAE
in an Increasing Globalised and Interconnected
World; Cultural Exchange
Lesson 1 Understanding Globalisation� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3

Lesson 2 What Factors Have Enabled Globalisation? � � � � � � � � � � � � � 9

Lesson 3 Globalisation and The UAE� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 15

Lesson 4 Advantages and Disadvantages of Globalisation� 21

Lesson 5 The Individual in a Globalised World � � � � � � � � � � � � � � � � � � � � � � � 27

Unit 2: Human Needs

Lesson 1 Life Necessities � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 35

Lesson 2 Basic Needs � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 41

Lesson 3 Is There a Link between Unmet Needs

and Conflict � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 47

Lesson 4 Commitment to the Value of Human Life� � � � � � � � � � � � � 53

Lesson 5 Take Action Now! � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 59

V
Unit 3: Developments in South Asia

Lesson 1 The Geography of South Asia � � � � � � � � � � � � � � � � � � � � � � � � � � � � 67

Lesson 2 Ancient Civilizations of South Asia � � � � � � � � � � � � � � � 77

Lesson 3 Ancient India - Mauryan to

Gupta Empires � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 85

Lesson 4 A
rrival of Islamic Civilization in India
and the Delhi Sultanate � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 93

Lesson 5 Origins of Science in South Asia � � � � � � � � � � � � � � � � � � � � 103

Lesson 6 British in India� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 109

Lesson 7 Economy and Cities of South Asia � � � � � � � � � � � � � � � � � 117

Glossary � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 125
Moral, Social & Cultural Studies Grade 7 | Term 2

Domain Moral

Domain: Moral Unit 1

Unit 1: Trade, Travel and

Trade, Travel and Communications: The UAE
in an Increasing Globalised

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Communications: The
UAE in an Increasing and Interconnected World;
Globalised and
Cultural Exchange
Interconnected World;
Lesson 1 Understanding Globalisation
Cutural Exchange Lesson 2 What Factors Have Enabled Globalisation?
Lesson 3 Globalisation and The UAE
Lesson 4 Advantages and Disadvantages of Globalisation
Unit Objectives Lesson 5 The Individual in a Globalised World
The aim of this unit is to allow students to explore
the concept of globalisation, including the issues
it involves and the impact it has had on the global
economy. They will also explore how the UAE How have advances in communications and globalisation changed the
connects to the rest of the world in terms of global economy and created social transformations?
trade, travel and communications. They will also
examine how evolving communications technolo- 1 Copyright © Ministry of Education – United Arab Emirates

gy has led to changes for both the individual and

society.

Unit Description
Central Question
The concepts underpinning this unit are taught
over five lessons and are designed to answer the Each unit has a Central Question, around which all the lessons of the
central question. unit are structured. Throughout the unit, students explore the concept
of the
Central Question.

1
Teacher’s Guide

How did improved transport and communication increase trade Exploratory Questions
What is ‘globalisation’ and how does it impact the UAE?
These questions provide an overview of the con-
cepts that the students will learn throughout the
What are the issues raised by globalization? lessons in this unit.
What economic concepts do we need to apply in order to create a sustainable
global economy?
Note To Teacher
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How have communications advances affected the individual, society and inter-
societal relations? Each lesson contains at least four texts. However,
please feel free to choose two of them to work on
with your students, based on their needs.

Copyright © Ministry of Education – United Arab Emirates 2

Learning Outcomes
1. Understand the concept of ‘globalisation’, some of the issues it
raises and how it affects the UAE.
2. Understand the concept of a sustainable global economy, and the
challenges
it faces.
3. Understand some economic concepts.
4. Evaluate the impact of communication technology on the
individual and society.

Unit 1 2
Moral, Social & Cultural Studies Grade 7 | Term 2

Lesson Objective
Unit 1 Trade, travel and communications: the UAE in an increasing globalised and interconnected world; cultural exchange
In this lesson, the student will learn how to
explain the concept of globalisation and how it is Lesson 1
applied in the UAE and around the world.
Understanding Learning Outcomes:
Globalisation
• Understand the concept of ‘globalisation’, some
of the issues it raises and how it affects the UAE.
Required Materials
None

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Vocabulary

gobalisation interconnected
Learning Outcome
• Understand the concept of ‘globalisation,’ Special Olympics

some of the issues it raises and how it affects

the UAE. 1 Look at this image. Express what it could represent.

Activity 1 (10 minutes)

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

a sentence about globalisation.

This task aims to familiarise students with the
term ‘globalisation’ and to encourage them to
think about globalisation and its impact.
Suggested Answers
3 Copyright © Ministry of Education – United Arab Emirates

• I think globalisation is exciting because we

now can communicate with one another,
share culture through travel and trade and
transport products around the world in a
matter of hours.
• I think globalisation is dangerous because
we are part of a huge global economy where
something that happens in one area of the
world can have knock-on effects worldwide.
• Following this activity, help students come to
an agreement on how to define globalisation.
This definition is very important and
time should be given to stress that it is the
international movement of goods, services,
people, technology and information.

3
Teacher’s Guide

Economic acti vities

2 Read the text below and answer the questions that follow.
occurring around the world
Globalisation
What is Globalisation? as opposed to being limited
Globalisation is a process of interaction and integration among the people, companies, and governments of different to one country or region.
nations. This process is driven by international trade and investment and helped by information technology.
Globalisation has effects on the environment, culture, political systems, economic development and prosperity, and
human physical well-being in societies around the world. Not isolated or standalone;
Globalisation is not new. For thousands of years, people—and, later big companies—have been buying from and selling
Interconnected being dependent on and
to each other in lands at great distances, such as through the famed Silk Road across Central Asia that connected China affecting one another.
All rights reserved. No part of this bage 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.

and Europe during the Middle Ages. For centuries, people and corporations have invested in other countries.

Government policies and technological developments of the past few decades have led to increases in cross-border
trade, investment, and migration which were so large that many people believe the world has entered a new phase
An international
in its economic development. The current wave of globalisation is the result of policies that have opened economies organisation which provides
domestically and internationally. Countries have established international agreements to promote trade in goods,
people with intellectual
services, and investment. Corporations have built foreign factories and established production and marketing Special Olympics
arrangements with foreign partners. disabilities with a program
Technology is the other main driver of globalisation. It has essentially eliminated distances. The internet in particular that allows them to enjoy
has dramatically transformed social and economic life, connected people and businesses around the world. playing sports.
a. The three most important aspects of globalisation are:

•
Activity 2 (15 minutes)
•

b. What does the sentence “technology has eliminated distances” mean to you?
Instruct the students to read the text.
Ask the students to sit in pairs and discuss what
they think are the most important ideas in this
text.
Ask them to write down what are the three most
important aspects of globalisation from their
viewpoint.
Suggested Answers
a. Free trade, free movement of labour,
more travel opportunities, wider range of
Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 1 4 connections, dilution of national identities.
b. In many industries, being physically present
at work is not a must anymore; many
meetings can take place while attendants
are miles a way; many services are requested
online: shopping, administrative formalities,
etc.
Distances are also reduced by big
manufacturers or multinationals building
plants in the countries where markets
interest them, hence decreasing shipping
distances and costs.

Unit 1 Lesson 1 4
Moral, Social & Cultural Studies Grade 7 | Term 2

Activity 3 (10 minutes)

Moral, Social and Cultural Studies | Grade 07 | Term 2
Ask students to read the text. Discuss the points
they have read and encourage them to talk about 3 Read about globalisation and how it relates to tourism, and then answer the following
question.
their experience in travel and tourism. Divide the
class into 4 groups and ask each group to answer The advances made in transportation that have enabled global mobility are particularly significant. Modern aircraft,
cruise ships, trains, and other modes of transport allow people to move quickly and relatively cheaply. Aircraft capable
one of the questions. When they are done, share of flying long distances with a larger passenger load. Fast trains, road systems, and even city bike rental programs
enable people to move, tour, and explore the world. These changes have allowed more people to travel more often in
the answers with the class and allow discussions. less time.

Suggested Answers The international banking system allows access to money almost anywhere in the world. Travel agencies have allowed

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for affordable packages that include travel, hotel and tours. Handheld devices have also changed the nature of travel,
a. Tourism supported global peace by allowing the traveler can select a restaurant, navigate a big city, or translate a foreign language.

travelers to learn about other cultures and Another influence of globalisation on tourism is a greater awareness of destinations and the range of leisure activities,
sites, and cultures to visit around the world. Generating knowledge of a destination is obviously a key first step in
meet people from other nations, it gives marketing a destination, and this is achieved by way of travel shows, films, blogs, and other forms of communication.
room for tolerance and acceptance. It also
offers benefits increased from international
business. Peace is an obvious requirement
for tourism if the industry is to be strong and
sustainable. Every tourist wants to travel to
have a peaceful trip.
b. Tourism offers the opportunity to teach
people about how to respect other cultures.
Some argue that globalisation has a
homogenising effect on cultures, as values
are spread through music, fashion, film, and Global tourism
food, rendering one culture indistinguishable Analyze the interchange between tourism and globalisation looking at tourism in the following areas:
from the next. Travellers are expected not
to deface heritage sites or take rare or a. Global force for peace

endangered natural or cultural objects as b. Cultural homogenisation

souvenirs. Such regulations speak to the
c. Economic benefit
universality of certain values and beliefs,
which we all are required to follow as global d. Shaping the way we see the world

citizens.
c. As one of the world’s largest industries, 5 Copyright © Ministry of Education – United Arab Emirates

tourism impacts local, regional, and global

economies. Resorts, hotels, restaurants,
museums, tours and many other touristic
sites fill countries. All this offers the local
people many benefits from newcomers.
Community-based tourism, responsible Differentiated Learning
tourism, and social entrepreneurship all aim
to bring greater benefit to local communities. For Beginners
d. Tourism is also a major influence in how we Start with them because they can easily come up with statements
see and understand the world. Travellers about things like their age, gender, hobbies.
experience a place for a few days, with For Advanced Students
limited knowledge of the culture and local Keep them until the end when personal statements become more
way of life. It is the way in which the place
or culture was marketed and/or presented difficult.
to tourists. Some visitors rely on tourist
information to see the highlights of their
destination. Others turn away and attempt
to “go local” in search of the authentic
experience with the belief that they can truly
understand a place by avoiding the tourist
sites.

5
Teacher’s Guide

Activity 4 (10 minutes)

A core activity requiring students to read the
4 Read the following text about the meaning of the cover of your book. Then answer the article and then complete the task.
following questions.
Think- pair - share:
A Design that Evokes Local Culture, Society and Global Citizenship The text aims to introduce the different types of
The cover draws inspiration from a five-petal flower, which is a recurrent motif in the Sheikh Zayed Mosque in
Abu Dhabi. connections that exist between people. It also
The intersecting circles are symbols of union and connection with both the local and international community.
encourages students to think about connections
with people outside the classroom.
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The intersections represent the complex relationships between different entities living as global citizens in an
interdependent world.
Each group’s answers can be written on the
At the centre of the cover is a solid star. This guiding star is formed from infinite circles. It symbolizes the moral compass
we should follow, but also the individual citizen. board, and then used to form the basis of a more
The circles are few on the book covers of grades 1-3. As the grades progress, the number of circles increases, detailed group discussion.
symbolizing how citizens, as they develop, have more connections with contemporary society and international
communities. Suggested Answers
The gradation of colour portrays the complexity of the 21st century living. The square that holds the title is a shape that
defines decency, equality, justice, integrity, morality and well-being. a. The book cover provides lots of scope for
a. Explain what is meant by ‘intersecting circles are symbols of union and connection with the
analysis, from the colour to the main star in
community’ in the text. the middle of the design. When the students
b. Give concrete examples of how we are connected to people on three levels:
are discussing, they should look at how the
• In the classroom
different aspects connect to one another
• In the country
and come together to create a beautiful and
• Around the world complicated design. While each piece has
individual meaning, they also form part of
the bigger picture. Students should link this
idea to the activity to see how they each have
individual uniqueness and value, while also
connecting together to form this particular
class. The teacher can prompt if necessary,
but students should be given the opportunity
to reach their own conclusions.
Unit 1 Lesson 1 6
b. Students should attempt to give examples
Copyright © Ministry of Education – United Arab Emirates

of how we are connected to different groups

of people. For example, we are connected to
other students by being in school, the games
we play or hobbies we have.

We are connected to other people in the UAE

through our families and the laws that are
in place.

We are connected to other people all over

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

Unit 1 Lesson 1 6
Moral, Social & Cultural Studies Grade 7 | Term 2

Activity 5 (10 minutes)

Moral, Social and Cultural Studies | Grade 07 | Term 2
Globalisation may be perceived by young people
as essentially the result of the development of 5 Read the text below and answer the questions that follow.

technology. This text helps them realize that Globalisation is about not only trade, transport and communications. It has also led to the creation of new types of
events that bring people together from all around the world. One of these is the Special Olympics. It is the world’s
for years sports have brought people together, largest sports organization for children and adults with intellectual disabilities. There are competitions and year-round
training, involving 5.7 million athletes in 172 countries.
through international events such as the Olympic
games or the football World Cup. One of these athletes is Bonang Modise, 21. She was born in Dorsberg in South Africa. She joined Special Olympics
South Africa in 2011 at the age of 16 and started training as well as competing in her two favourite sports, athletics and
basketball. Before she joined Special Olympics, Bonang was always told what she wasn’t able to do because of her
a. More recently, Special Olympics founded intellectual disability. Throughout her time in school, she always heard that she couldn’t be a leader and couldn’t make

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a difference in her community.
by Eunice Kennedy Shriver has contributed
to this. Mrs. Shriver was inspired by the When Bonang joined Special Olympics, she learned that she could still be her best even though she has a disability.
“Being part of Special Olympics has been good for me, because I understand the importance of being proud of who I
ability of her sister to play different sports am. I may have a disability but it won’t stop me from being the best!” Bonang says.

despite her intellectual challenges and by Bonang was identified as a great leader so she joined the Special Olympics Athlete Leadership program which
unleashed her leadership potential and provided her with speaking opportunities across the country. Bonang travelled
the fact that programs available for people to Los Angeles for the 2015 Special Olympics World Games and proudly represented her country.
like her sister were very limited. In 1962, she The 2019 Special Olympics Games was held in Abu Dhabi in the UAE. There were seven days of competition in 24 sports,
oragnised a summer camp for them in her with an estimated 7,000 Special Olympics athletes taking part.

backyard, which she called “Camp Shriver”. a. Research the origins of the Special Olympics organisation.

In July 1968, Chicago in Illinois, USA hosted b. How did globalisation help Bonang Modise?
the first International Special Olympics
c. What is the contribution of the UAE to the success of the Special Olympics?
Games.
b. One aspect of globalisation is the
dissemination of institutions around the
world. By doing so, Special Olympics has
allowed people of determination with
intellectual challenges to participate in its
programs.
c. The UAE will be hosting the Games in March
2019. It will be the first country in the MENA
Special Olympics Logo
region to do so.
7 Copyright © Ministry of Education – United Arab Emirates

7
Teacher’s Guide

Activity 6 (15 minutes)

Suggested Answers
6 The World Future Energy Summit takes place every year in the UAE since 2008. Research
the objectives of the summit and its relation with globalisation and write your findings in a Environment has become a global issue. Actions
paragraph of at least ten lines. done in one country affect many others. Finding
environmentally sound sources of energy has
become a worldwide concern.
................................................................................................................................................................................................... .......
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Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 1 8

Unit 1 Lesson 1 8
Moral, Social & Cultural Studies Grade 6 | Term 2

Unit 1 Trade, Travel and Communications: The UAE in an increasing Globalised and Interconnected World; Cutural Exchange
Lesson Objectives Lesson 2
In this lesson, students will explore the factors
that enabled the growth of globalization in the What Factors Learning Outcomes:
modern world: communications, transport, trade Have Enabled
• Understand the concept of ‘globalisation,’ some
of the issues it raises and how it affects the UAE.
freedom, labor availability, the elimination of tariff
Globalisation?
• Understand the concept of a sustainable global
economy, and the challenges it faces.
barriers and establishment of regional blocs such • Understand some economic concepts.

as the European Union, the Cooperation Council

Required Materials multilateral unilateral

None sustainability

Learning Outcomes 1 Take a Stand on Globalisation

• Understand the concept of ‘globalisation,’ Your teacher is going to read out the statements below. When the teacher reads one out, stand up if you agree with
it. Stay seated if you disagree.
some of the issues it raises and how it affects 1. Workers have benefited from globalisation.
the UAE. 2. The dominance of English as a worldwide language is a result of globalisation.
3. People around the world now have similar tastes in food and clothing.

• Understand the concept of a sustainable

4. Globalisation affects the environment.

global economy, and the challenges it faces.

• Understand some economic concepts.

Activity 1 (5 minutes)
This activity encourages students to think about
how they communicate and use social media. 9 Copyright © Ministry of Education – United Arab Emirates

Read out the statements one by one.

Differentiated Learning
For Beginners
Ask them to explain their understanding of the
statement.
For Advanced Students
Question them as to why they did or didn’t stand.

9
Teacher’s Guide

Someone who tries to

get those involved in
Mediator disagreements and conflicts
2 Read the text below and answer the questions that follow. to settle their differences.
Brief History of Information and Communications Technology
A person who has been
The Computer
A computer is a programmable electronic device that performs mathematical calculations and logical operations. It can
Arbitrator appointed to resolve
process, store and retrieve large amounts of information very quickly. Originally, the first computers were the size of a a dispute.
large room, consuming as much power as several hundred modern personal computers of today.

The Internet
An action or decision taken
by three or more groups,
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The internet is a huge system of networking that connects millions of computers together worldwide. Computers can Multilateral
communicate with any other computer as long as they are connected to the internet. or countries involved in a
The Web
situation.
The web or the World Wide Web (WWW) is a way of accessing information through the internet. It is an information space
that is built on top of the internet, where one can locate documents and resources by what is known as URLs (Uniform An action or decision
Resource Locator) which is known as a web address. It was invented in 1989. Unilateral taken by one of the parties
Information and Communications Technology (ICT) involved in a situation.
ICT is the use of computer-based technology to communicate. Using a computer, tablet or mobile phone, sending an
email, browsing the internet, making a video call - these are all examples of using basic ICT skills and technology to
communicate.
The ability of a given system
Sustainability to remain productive
a. Why do you think the development in Information and Communication Technology is a main
globalisation factor?
indefinitely.
b. In groups, discuss the impact of ICT on the news media. Describe how ICT has affected the
dissemination of information.

Activity 2 (10 minutes)

This activity is designed to lead the students to
relate the concept of globalisation to one of the
elements which without it could not be possible.
Suggested Answers
a. Communications: without fast
communications countries, companies
and even individuals would not be able to
organise efficiently international trade or do
Unit 1 Lesson 2 10
Copyright © Ministry of Education – United Arab Emirates
business in general; communications have
shortened distances and saved time; speedy
dissemination of information at all levels,
which helps in making nearly real-time
decisions; facilitate banking transactions
b. Freedom: to trade in almost any type of
goods and services. The WTO, trade blocs
break down the barriers to increasingly
allowing the free movement of goods from
one part of the world to another.

Unit 1 Lesson 2 10
Moral, Social & Cultural Studies Grade 6 | Term 2

Activity 3 (10 minutes) Moral, Social and Cultural Studies | Grade 08 | Term 2

3 Read the following text and answer the questions that follow.

After students read the text, make sure they In this text, we will explain some economic concepts that are important for understanding some other factors that affect
have understood the definition of multinationals. globalisation. For many of our ancestors, having a business was a family affair and most of the decisions were made with
little external consultation. As countries develop and economies grow, businesses become more complex and more
Ask them to name multinationals they know people become involved.

of: this could be famous sport shoe, soft drink A corporation is a business or an organisation that has been formed by a group of people. In law, a corporation has the
same rights and responsibilities as a person. It can own or lease property, employ workers, pay taxes, etc., and it can
manufacturers, fast food chains, etc. be prosecuted if it breaks the law. The main differences between a corporation and an ordinary company are that it can
remain in existence long after the lifetime of its founders and the owners are not at risk of losing their personal wealth.

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Multi-national corporations often span many countries with one head office where global management is coordinated.
Divide the class in groups and ask each group to Some of the most well-known multi-national corporations are very powerful indeed as they have budgets that exceed
that of many of the countries they operate in. These companies sell, or export, their products or services all around the
choose a multinational. Allow them to search the world and the UAE buys, or imports, them. Of course, the UAE exports many of its products too. As the range of available
products becomes greater, businesses have to compete with each other to gain customers. This competition means that
internet to find out about the country of origin of we, as consumers, can choose what to buy based on things like price, quality, service, etc.
the multinational each group has chosen and to
research some of the countries this multinational a. Name at least 5 multi-nationals that you know.

b. On a world map, put a dot in a colour of your choice on their country of origin and dots in another
has built manufacturing plants in. Ask each group colour on about 2-3 countries where they have invested (created manufacturing plants or
worplaces).
to locate those countries on a world map.

11 Copyright © Ministry of Education – United Arab Emirates

11
Teacher’s Guide

4 Read the text below and answer the questions that follow. Activity 4 (10 minutes)
Instruct the students to read the text about the
Another main factor that has led to globalisation is the creation of groups of countries from the same area that come
together and make agreements for political and economic reasons. These are knowns as regional blocs. This has formation of regional trading blocks.
happened over time. The most important Trading blocs include: North American Free Trade Agreement (NAFTA),
Association of Southeast Asian Nations (ASEAN), European Union (EU), Mercado Comun del Sur (MERCOSUR), and
Southern African Development Community (SADC), and the Gulf Cooperation Council (GCC).
Ask several students one after the other to cite
Many of today’s trade blocs were created after World War II. The first was known as the General Agreement on Tariffs and the name of some of these blocs.
Suggested Answers
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a. Expansion of markets, increased competition,

economies of scale, increased
foreign investment.
b. Many economists believe that regional trade
blocs favour their own region instead of the
whole world. Additionally, belonging to a
Gulf Cooperation Council (GCC) Logo trade bloc may decrease a country’s political
autonomy. This is particularly true when
Trade (GATT) made in 1948. This agreement originally had 23 member nations, and by 1994 it had grown to include 123
members.. By the end of the 20th Century, over half of the world’s nations were members of some sort of a trade bloc the trade also cover issues like immigration,
agreement.
human rights, and environmental protection.
The World Trade Organization (WTO) is the global international organization dealing with the rules of trade between
nations. It was created in 1995 and now has close to 170 member countries. The WTO’s main aim is to promote free trade.
Another disadvantage of trade blocs is
It does this through agreements negotiated and signed by most of the world’s trading nations. The WTO then polices
these agreements to make sure all nations stick to the rules. When trade disputes between governments flare up, it steps
that small, local businesses are often put
in as mediator and, if necessary, arbitrator. And when member countries don’t play by the agreed rules, the WTO can
impose trade sanctions against them.
out of business when larger, international
corporations are able to produce the same
a. What do you think are the advantages for a country to be in a trade bloc? Try to think of at least 3 goods at lower costs.
things.

b. What do you think are the disadvantages of trade blocs?

Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 2 12

Unit 1 Lesson 2 12
Moral, Social & Cultural Studies Grade 6 | Term 2

Moral, Social and Cultural Studies | Grade 08 | Term 2

Activity 5 (5 minutes)
5 Read the information below and answer the questions.
Instruct the students to read the information on
about sustainability. What is sustainability?
Economics is the production of goods and services. Goods are objects you can touch such as shoes, cars, refrigerators.
Services are activities that produce an output that is not touchable. Medical care, legal consultations and banking
With reference to the diagram below, explain that transactions fall under this category.
A production process requires input factors called resources. These could be materials such as natural resources (oil,
the three conponents are inter-related and inter- rubber, iron) or manufactured products (machinery and equipment) and labour. Resources are limited, hence the concern
about their depletion. Globalisation has not helped. The expansion of markets and the increased production of goods has
dependent. Explain that the word sustainable put even more pressure on the utilization of resources.
This concern brings in the concept of sustainability, which is defined as the ability of a given system to remain productive
is often used in the phrase “sustainable

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indefinitely. For a sustainable economy, this means that each generation should work at meeting its needs by using
development” which means development of a resources responsibly in a way that ensures coming generations can continue to benefit from them. In other words,
sustainability means to meet the needs of the present without making it impossible for future generations to meet their
country, town or village that can keep going over needs.
In order to achieve sustainability, three things need to be taken into consideration. This is known as the three pillars
time, enabling the place to become self reliant. of sustainability. If one pillar is weak, the other two will not stand for very long.

Suggested Answers
a. Renewable energy like solar or wind power as
opposed to non-renewable energy.
Sustainability
b. Example 1
A transport system that charges passenger
sufficient fares to cover its running costs and

Environmental
maintenance.

Economic
Example 2
Any business that uses its assets, income
Social
and human resources in a way that allow it to
continue to function profitably.

13 Copyright © Ministry of Education – United Arab Emirates

13
Teacher’s Guide

The three pillars are:

Activity 6 (5 minutes)
1. Social: this means the people. Our families and our communities are what drives the economy and we depend on the
environment. The long-term health and welfare of the people depend on the other two pillars.
2. Environmental: The systems in nature support the life of all things. This includes the bees that pollinate the plants that
It is advisable to have this activity done in groups.
give us fruit and vegetables, trees and forests that filter the air from pollution and wetlands and underground water
that give life. Social: The social pillar means essentially the
3. Economic: the flow of money and growth are very important for business. Efficiency in production and avoiding
wastefulness are good examples of economic sustainability: people. To have sustainability it is crucial to
a. What do we mean when we say “sustainable energy”? Find another word.
ensure the well-being of the people who are
the engines of all economic and environmental
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activities: Education- health- elderly people.

b. Give an example of something that is economically sustainable.

Environment: Endangered species- solar energy.

Economy: Portal for job search; space program;
6 Choose one of the pillars of sustainability and make a list of actions that government of the research and development.
UAE has undertaken to promote that pillar.

Differentiated Learning
For Beginners
Help them find the necessary resources
For Advanced Students
Have them do their own research

Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 2 14

Unit 1 Lesson 2 14
Moral, Social & Cultural Studies Grade 7 | Term 2

Lesson Objectives
Unit 1 Trade, Travel and Communications: The UAE in an Increasing Globalised and Interconnected World; Cutural Excahnge

In this lesson, students will learn about the

important role of globalization in the fast growth Lesson 3
of the UAE in recent years. They will also discuss
the economic and commercial role of the UAE Globalisation and Learning Outcomes:
in the region (a major transport hub and a the UAE
• Understand the concept of ‘globalisation’, some
of the issues it raises and how it affects the UAE.
destination for exports, the presence of cross- • Understand some economic concepts.
border companies, the nationalities of people
working there, and the origin of goods).

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Vocabulary

hub strategic location

Required Materials mgration multiculturalism

None
1 Look at the image below and complete the activity

Learning Outcomes
• Understand the concept of ‘globalisation’,
This is an image that is used to promote tourism to the UAE. It is clear and bright. It is a form
of communication.
some of the issues it raises and how it affects
the UAE.
• Understand some economic concepts.

Activity 1 (10 minutes)

Khalifa tower
The aim of this activity is to highlight to students
You have been hired to promote the UAE to tourists around the world by using modern communication methods only.
the place of the UAE as a tourist destination in a You have a maximum of 280 characters to use in your message. You can use an image.
globablised world. Design your advert and express which modern communication method you are going to use and why.

Instruct students to look at the image. Suggest

that this image is a form of communication.
Direct students to the task of creating an advert 15 Copyright © Ministry of Education – United Arab Emirates

that promotes the UAE to possible tourists.

Students can use a maximum of 280 characters.

15
Teacher’s Guide

2 The UAE is becoming the hub of the world Hub A centre.

The UAE’s strategic location and decades of investment have positioned it to become one of the 21st century’s most A location that provides
important global hubs for the movement of people and trade. The UAE government has invested abundantly in the Strategic location
country’s infrastructure for transportation by air, sea, road and railway. advantages.
AIR
Located between Asia and Africa, two regions witnessing fast economic growth today, the UAE can be reached in 8
Movement of people from
hours by two-thirds of the world’s population. No wonder the UAE has invested in building airports, more specifically Migration one country to another for
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the Dubai World Central airport. With its 5 runways and capacity for 160 million passengers. various reasons.

A state of mix of different

Multiculturalism cultures.

Activity 2 (10 minutes)

1. Dubai World Central Airport
The country’s strategic location and decades of
SEA
The UAE has always had ports that were busy trading places, initially serving the Gulf but then growing to become
investment have positioned it to become one of
important centres for global trade. The country has numerous port facilities catering to general cargo, container
shipping, and the oil and gas industry. Most ports are located on the country’s western coast, including Khalifa and Jebel
the 21st century’s most important global hubs for
Ali, the world’s largest man-made harbour, while the eastern coast hosts the port of Khor Fakkan and Fujairah, which the movement of people and trade.
provides direct access to the Indian Ocean without having to navigate the Strait of Hormuz.
Introduce the subject by explaining that the UAE’s
leaders have had a deliberate policy to position
the country at the heart of the globalised world.
This had been done by enormous investment in
land, air and sea transportation infrastructure.

2. Port of Abu Dhabi

Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 3 16

Unit 1 Lesson 3 16
Moral, Social & Cultural Studies Grade 7 | Term 2

Allow 10 minutes for the students to read the text,

and complete the following activity. Moral, Social and Cultural Studies | Grade 07 | Term 2

has brought to the UAE.

Have them find images of such locations before
and after.

17 Copyright © Ministry of Education – United Arab Emirates

17
Teacher’s Guide

Activity 3 (10 minutes)

This text explains the importance of migration
3 Read the text below and then answer the question in the context of globalization and how this has
The movement of people from one country to another for economic reasons is a key feature of globalisation. Over
affected the UAE.
the past few decades, the UAE has become a popular destination for temporary labourors seeking employment
opportunities and higher standards of living. Workers come from various countries in the world and work in different Instruct the students to read the text.
sectors.

In 2013, the UAE had the fifth-largest international expatriate population in the world with 7.8 million people (out of a Then ask students to list 4 reasons why people
total population of 9.2 million), according to United Nations (UN) estimates. want to come and work in the UAE.
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The UAE government relied heavily on foreign labour to sustain economic growth and high standard of living in the
country. Over the past several years, the UAE government has reformed its laws covering foreign workers to protect Choose 3 students randomly to read out their
local workers right.
answers
The UAE attracts skilled workers due to its economic attractiveness, political stability, and modern infrastructure.
The UAE government relied heavily on foreign labour to sustain economic growth and high standard of living in the
country.
Suggested Answers
List 4 reasons why you think people from other countries want to come and work in the UAE:
• They want to come because they can make
more money here than in their countries
•
• • They come because it is safe
•
•
• They come because they know others from
their country who have done well here
• They come because they have better
opportunities here to learn new skills.
4 Read the text below and then answer the questions

The economy of the UAE is one of the most open worldwide and this goes back to the times when ships sailed to
India and Africa as far south as Mozambique. The people of the region have been active in international trade since
the beginning of history. “The economy of the UAE today is based on two key components – the exploitation of oil
Activity 4 (10 minutes)
and gas, and the utilization of its strategic location between East and West to act as an international transshipment
point for goods, the latter now being complemented by its fast developing airborne tourist industry. In both of these Instruct the students to read the text and answer
components, maritime commerce plays a crucial role, one that can be traced back to the early days of recorded human
settlement in the country, in the last Stone Age, over 8,000 years ago. the questions
Think of three different things about the UAE that are the result of globalisation or contribute to and write them Suggested Answers
down.
• The UAE is one of the most international
countries in the world. People from almost
Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 3 18 every country around the world live and work
in the UAE.
• The UAE is in the top most connected
countries in the world, according to the
Global Connectivity Index, close to 92% of
the population has access to the internet.
• Globalisation has had a positive effect on
the UAE economy by increasing foreign
investment and promoting trade with other
countries.
• Although the economy of the UAE is heavily
dependent on oil, globalisation is helping
to create an open economy with new jobs
and services, in particular in logistics and
transport of people and goods to the GCC,
Africa and Asia.
• Like many other countries in the world,
the UAE suffers from some of the negative
impacts of globalisation, in particular
pressure on the local culture.
Unit 1 Lesson 3 18
Moral, Social & Cultural Studies Grade 7 | Term 2

Activity 5 (15 minutes)

Moral, Social and Cultural Studies | Grade 07 | Term 2

Introduce the subject of multiculturalism.

5 Read the text below and then complete the activity.
Ask students to think about multiculturalism in
a. What is Multiculturalism?
their school and the UAE in general. Ask them to
work with their partner and decide on the two Multiculturalism is the description of a society or nation in which several ethnic groups co-exist, while each preserving
its own cultural traditions.
best things they like about it. Write them down. b. Advantages of Multiculturalism

than a normal tourist. 4. Skilled Migrant Labour

Multi-ethnic countries are home to many immigrants, a significant proportion being a highly educated
b. To become familiar with other cultures, to skilled workforce.
a. The best thing about having a multicultural school is:
become open minded and tolerant.
b. The best thing about living in a multicultural country like the UAE is:

19 Copyright © Ministry of Education – United Arab Emirates

19
Teacher’s Guide

Activity 6 ( minutes)
6 Answer the following question. As a continuation of the previous activity, ask
the students to state their opinion regarding the
• What are the disadvantages of multiculturalism?
disadvantages of multicultural.
Divide your answer with respect to:
• Education
• Professional work
Suggested Answers:
• Social influences Disadvantages of Multiculturalism
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• Social conflicts.
1. Education
Children from ethnic minorities or expatriates
can take time in getting accustomed to a new
environment. This may reflect in their academic
performance, compared to that of the local
children.
2. Professional
Although largely it is a benefit, managing a
multicultural workforce can be very demanding.
Prejudices of employees may work against the
people belonging to a minority. Encouraging
cooperation among all the co-workers, especially
in collaborating as a team, can be hard.
3. Fear of Influence
Living in a multicultural society, even a
cosmopolitan city for that matter, may create
fear among individuals or minority groups, that
they would lose their original ethnic identities or
lifestyle.
Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 3 20
4. Risk of Social Conflict
The possibility of a social conflict occurs due to
differences in religious beliefs and practices,
ethnic rituals, or certain ways of life that may
cause a rift between two or more groups.
Allow students to give examples from their daily
lives.

Unit 1 Lesson 3 20
Moral, Social & Cultural Studies Grade 7 | Term 2

Unit 1 Trade, Travel and Communications: The UAE in an increasing Globalised and Interconnected World; Cutural Excahnge

Lesson Objective Lesson 4

In this lesson students will examine the
advantages and disadvantages of globalisation. Advantages and Learning Outcomes:
Disadvantages of
• Understand the concept of ‘globalisation’, some
of the issues it raises and how it affects the UAE.

Globalisation
• Understand the concept of a sustainable global
economy, and the challenges it faces.
Required Materials • Understand some economic concepts.
• Evaluate the impact of communication

Learning Outcomes Vocabulary

• Understand the concept of ‘globalisation,” consumer supply

some of the issues it raises and how it affects

demand
the UAE.
• Understand the concept of a sustainable 1 List for each of the items below at least one positive and one negative feature of
global economy, and the challenges it faces. globalisation.

• Understand some economic concepts. • Jobs

• Travel
• Evaluate the impact of communication
• Trade
• Culture and Education
technology on the individual and society.
Positives Negatives

Activity 1 (10 minutes)

Ask students to find positive or negative effects
of globalisation ona given country.
Suggested Answers
Positives Negatives
21 Copyright © Ministry of Education – United Arab Emirates

Jobs More Less

opportunities opportunities for
for foreigners locals
Travel Easier, faster, Tourists in
more places overwhelming
to go numbers can
cause nuisance
Trade Access Threat to local
to larger businesses and
number and production
variety of
goods
Culture and Expanded Threat to
Education knowledge, national identity
open
mindedness
and tolerance

This activity is intended to demonstrate that an

issue that arises as a result of globalisation could
be deemed positive or negative. It depends on
who it affects.

21
Teacher’s Guide

2 Read the text below and complete the activity. Consumer Buyer or customer.

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

how much a product is

Demand
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needed or wanted by the

consumers.

Welcome to the peer market where everyone can sell their goods freely to one another. Tell students to think and reflect with a comment
Select something you own to sell at the peer market. Put the item on your table along with the price you
want for it.
about how the likes/dislikes, needs/wants and
Now walk around the classroom for a few minutes, looking at your classmates’ “products” and their prices.While changes in the demographic composition of the
you are looking at the products.
global population of more than 7.5 billion people
Think about the questions in the box below.
impact upon the supply and demand of products.
Suggested Answers
1. Yes, I am the only student selling a
[calculator] OR No, there are three others
selling the same [notebook].
THINK
1. Are you the only one selling this item or are there others selling the same thing?
2. Does a product being the only one of its kind for sale, or one of only a few for sale, have any impact on
2. Yes. Four of my classmates want to buy a
its price?
3. How does the supply and demand for a particular product affect its price?
calculator - but it’s the only one for sale, so
I think I should increase the price OR Yes,
there are four notebooks for sale but only
three people want to buy a notebook, so I
think I will have to reduce the price in order
to ensure I sell mine.
Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 4 22 3. If supply exceeds demand, the price falls.
However, if demand exceeds supply, the price
increase.

Activity 2 (15 minutes)

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

Unit 1 Lesson 4 22
Moral, Social & Cultural Studies Grade 7 | Term 2

Activity 3 (10 minutes) Moral, Social and Cultural Studies | Grade 07 | Term 2

Introduce the topic explaining that in the next two 3 Advantages of Globalisation

segments we will be exploring the positive and Globalisation has been a good thing for many developing countries who now have access to many markets and can
then the negative sides of globalisation. export cheap goods.

Globalisation has also been good for multi-national corporations. But globalisation has not always been good for
Globalisation has been a good thing for many working people.

developing countries who now have access to Globalisation is a complicated issue. It is necessary to evaluate the pros and cons before drawing any conclusions.
many markets and can export cheap goods.

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ADVANTAGES
Globalisation has also been good for multi- 1. Supporters of globalisation argue that it can make this world a better place to live in and solve some of our deep
national corporations. But globalisation has not problems like unemployment and poverty.

always been good for working people. 2. Supporters say globalisation represents free trade which promotes global economic growth; creates jobs, makes
companies more competitive, and lowers prices for consumers.

Globalisation is a complicated issue. It is 3. Competition between countries is supposed to drive prices down. But this does not always work.
necessary to evaluate the pros and cons before 4. Foreign investment and technology provides poor countries with the chance to develop economically. Spreading
prosperity creates the conditions in which democracy and respect for human rights may flourish. This is a goal
drawing any conclusions. which hasn’t been achieved in many countries.

Ask the students to read the text. 5. There is now a worldwide market for companies and consumers who have access to products of
different countries.

Then instruct them to select the three most 6. Some people say that gradually the politics of individual countries are merging and that decisions that are being
taken are beneficial for people all over the world. This is an idealistic answer is not what is actually happening.
important advantages of globalisation and
7. There is more flow of information between countries and there is cultural intermingling. Each country is learning
explain why they think they are the most more about other cultures.
important. Ask them to write these in the book. 8. We have become more open and tolerant towards each other and people who live in the other part of the world are
not considered aliens.
Select a few students randomly and ask them to
9. Governments are trying to sort out ecological problems for each other because there are financial interests.
indicate their choices and reasons why.
10. Most people see speedy travel, mass communications and quick dissemination of information through the Internet
as benefits of globalisation.

11. Labour can move from country to country to market their skills. But this can cause problems with the existing
labour and downward pressure on wages.

12. Sharing technology with developing nations will help them progress.

13. Companies investing in installing factories in other countries provide employment for the people in those countries
often getting them out of poverty.

23 Copyright © Ministry of Education – United Arab Emirates

23
Teacher’s Guide

Select the 3 most important advantages of globalisation and explain why you think they are the most important. Activity 4 (10 minutes)
a. Ask the students to read the text then ask them
Why to choose one of the points they have just read.
b. Group those who have chosen the same point and
Why ask them to elaborate on it in front of the class.
c.

Why
For Beginners
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Elaborate on the point itself by giving concrete

examples
4 Read the text below and complete the activity below. For Advanced Students
Counter-argue and tie them with advantages in
• Employers in developed countries threaten workers to export jobs to other countries where labour is cheaper. This
has created a culture of fear that they will lose their jobs for many middle class workers.
the previous activity.
• Multinational corporations are accused of social injustice, unfair working conditions, as well as lack of concern for the
environment, mismanagement of natural resources, and ecological damage. Example:
• Multinational corporations, which were previously restricted to commercial activities, are increasingly influencing
political decisions.
• Building products in other countries puts our technologies at risk of being copied or stolen. Sharing technology with developing nations will
• Globalisation has led to exploitation of labour. Safety standards are ignored to produce cheap goods.
help them progress versus Building products in
• Social welfare schemes or “safety nets” are under great pressure in developed countries because of loss of income
and jobs, and other economic effects of globalisation. other countries puts our technologies at risk of
Choose one of the points you have just read. Elaborate on it in a group with colleagues who have chosen the same being copied or stolen
point as you.

Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 4 24

Unit 1 Lesson 4 24
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 5 (10 minutes) 5 Look at this picture. Then answer the questions that follow.
This activity can be given in pairs or groups,
depending on the strength of the class group.
The questions range from lower order questions
(what do you see?) to higher-order critical-
thinking questions (why do you think they are

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

perhaps because they enjoy being together a. What do you see?

and make one another laugh. They seem to
b. Can you describe their attitude and feelings?
have a lot of love in their lives.
c. What conclusion can you make?
c. ‘Poor but happy’ or ‘Laughter doesn’t cost
money’ or ‘Happiness is free’. Happiness
is not necessarily related to material
conditions.

25 Copyright © Ministry of Education – United Arab Emirates

25
Teacher’s Guide

6 You are planning to attend an event with a group. Write the steps you would have to follow. Activity 6 (10 minutes)
Compare those steps with the steps that one would have followed in the absence of the
1. Today:Use one of the social media platforms
current technological means of communication.
to throw a group proposal for the outing to a
given event.
Before: Place as many phone calls as the
number of people you would want to have in
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the group, with the possibility of not reaching

them from the first attempt.
2. Today: Book places/tickets online
Before: Take a trip to the location where the
event will take place to choose the seatings
you would like.
3. Today: Purchase tickets online
Before: Take a trip to buy the tickets.
In conclusion: the information about the choice
of events is more readily available; the time spent
to organise an outing or a travel is much less,
distances travelled are drastically reduced. .

Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 4 26

Unit 1 Lesson 4 26
Moral, Social & Cultural Studies Grade 7 | Term 2

Unit 1 Trade, Travel and Communications: The UAE in an Increasing Globalised and Interconnected World; Cutural Excahnge
Lesson Objectives Lesson 5

The Individual in a
The aim is to encourage students to thinking
about their personal attitude concerning the Learning Outcomes:
advantages and disadvantages of globalisation on Globalised World • Evaluate the impact of communication
technology on the individual and society.
the economic, scientific and cultural interaction
on personal levels.

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Students learn about the potential disadvantages
of globalisation such as competition of foreign
Vocabulary
labour and the decline of small business.
virtual leisure

Required Materials confidentiality quote

• Index Cards 1 Complete the following activity.

• Box Imagine you will be spending one day this weekend without any of the electronic devices you use every day. Write
on an index card what you would do in your leisure time that day.

Learning Outcome
• Evaluate the impact of communication
technology on the individual and society.

Activity 1 (5 minutes)
This activity encourages students to think about
the impact of communication technology on the
individual and society.
Students will think of spending one of the
27
weekend days without electronic devices and Copyright © Ministry of Education – United Arab Emirates

write what they would do during their leisure

time in that day. When done, they will collect their
cards in a box. Suggest they each pick a card at
the end of the class that may give them another
idea about what to do.

27
Teacher’s Guide

2 Read the text below and answer the questions that follow. Virtual Simulating reality.
Impact of Information and Communication Technology on The Individual
Time spent on activities that
Many things in our life are in some way or other connected to Information and Communication Technology. Like the two Leisure
sides of a coin, there is always a positive and a negative aspect to things. are not work or duties.
Probably the most important effect of ICT on individuals is the huge increase in access to information and services.
Communications are now better, and often cheaper, than ever before. Access to information has brought new
opportunities for leisure and entertainment, and it has become easy to make contacts and form relationships with The act of keeping
Confidentiality
people from many different countries. We can obtain goods and services from a huge range of suppliers around the
world.
something secret.
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Another important aspect of ICT is access to education. For example, students in countries where there aren’t enough
schools or universities can use the internet for e-learning. There are also new ways of learning like interactive multi-
media and virtual reality.
A statement that is part of
ICT has also helped to create a flexible and mobile workforce, virtual offices, and new job opportunities, including in Quote what a person said or wrote,
the communications industry itself. In our daily lives, there are many things we take for granted but that did not exist
not so long ago. Take photography for example. Now there are digital cameras, photo-editing software and high quality
reused by another person.
printers that mean people can produce images that would have previously required a photographic studio. ICT can help
people of determination to overcome the challenges they face in their daily lives. For example, screen reading software
enables partially sighted or blind people to read and have access to literature and information.
We have so much information at our fingertips and can live in the virtual world a lot of the time. This means we can
become obsessed and forget to spend time with, and talk to, our friends and family. People who work on computers
at home all the time may end up feeling isolated and unhappy. In addition, people who spend a lot of time at their Activity 2 (5 minutes)
computer or on their phones can often forget to do any exercise or sport.
This activity discusses the transformations of
• Think of a device you would like to invent to help people of determination overcome a given
individuals’ life styles that have resulted from the
challenge. Create a blueprint for the manufacture of this device.
development of ICT.
......................................................................................................................................................................................... .......
Any device that improves the daily lives of people
.................................................................................................................................................................................. .............. of determination
........................................................................................................................................................................... .....................

.................................................................................................................................................................... ............................

................................................................................................................................. ...............................................................

Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 5 28

Unit 1 Lesson 5 28
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 3 (15 minutes) 3 Read this text and answer the questions that follow.

Impact of ICT on Society

Banking: Pros: avoids displacement, easy, saves ICT has made so many of the things we need to do every day quicker and easier. We can shop online and people with
time, does not limit transaction time to opening bank accounts can check up on them without having to go to the bank. Our governments also provide many services
online, which saves lot of time. We can download application forms to obtain official documents and, in many countries,
hours. Cons: may not always be safe citizens can even pay their taxes online. This means that many chores that took hours to complete in the past can
be completed in minutes, leaving us with more time for fun and leisure. But it also means we don’t have the same
opportunities to interact and talk to people. This is not a problem when we are at school or university, but for some
Internet: Pros: loads of information, easy access, people who live alone, there are fewer and fewer reasons to go out and meet people. It also creates new security

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challenges related to preserving confidentiality of information.
networking, affordable cost. There is also what is called the ‘digital divide’. This refers to the fact that some people do not have a computer or do not
know how to use a computer. This means they are not able to do all the things mentioned in the previous paragraph.
Learning: visuals that enhances the explanation Some things can only be done online now, so it puts these people at a great disadvantage.

of concepts and hence the understanding, a. Look at the graphic below. Add all the other effects of ICT on the individual and society that you
can think of.
interactive lessons that engage..
b. Compare your results in groups. Choose a couple of areas where ICT has had an impact and
discuss the pros and cons of the resulting changes.

Impact of ICT

29 Copyright © Ministry of Education – United Arab Emirates

29
Teacher’s Guide

Activity 4 (10 minutes)

4 Read the quote below and answer the questions that follow.
First encourage students to think about what the
“Social media is the ultimate equalizer. It gives a voice and platform to anyone willing to engage.” quote means.
American Author Amy Jo Martin
Then link the quote to how we use social media,
What do you think the quote means? Do you agree?
which is often a way to find out more about
Communication through social media is an important aspect of globalisation which is the movement of people, services,
technology and information. Although globalisation has many positive attributes, it also presents
people in other parts of the world. . Remind
students of how social media is a form of
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some problems.
Issues can be big or small. They can be at the local level or the international level.
globalisation. Also remind them of the definition
of globalisation.
We know that social media is a form of
globalisation because we can transfer information
and/or skills and make connections, but how else
does globalisation feature in our lives?
The Think! Activity aims is to encourage students
to think of how we transfer goods, services,
people, information and technology around the
world and how it can be both a good thing and a
bad thing.
Instruct students to first consider the issue
themselves. They can then think about it in pairs
THINK! and then in groups of four. One student from each
Work in pairs for 1 minute. Think of what you would say about globalisation if you had your platform.
Now work in groups of four. You have 1 minute to bring all your ideas together and write them down.
group should present the group’s list of issues
The group that has thought of the most issues wins! Make sure you write each issue only once - you lose a point every time you repeat an issue. You get one
point for every valid issue you identify. when the time is up. The group with the most
issues wins!
This activity introduces students to some of
the issues that can arise with globalisation.
Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 5 30 Issues could include the inflow of expatriates,
exploitation, pollution and the possible loss of
heritage if an area is adapted for tourism.

Unit 1 Lesson 5 30
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 5 (5 minutes) 5 Read the text below and answer the questions that follow.

Ask students to think for a few minutes about

actions they can take personally to make the Sustainability is the ability to satisfy today’s generation’s need while ensuring that there are enough resources left
to produce the needs of the next generation. With the increase in the world population and the increase in needs, it
world more sustainable. Explain that small has become a global concern to produce the goods that will fulfill those needs. Resources are limited and everyone
has to do his share. Governments are spending considerable amounts of money on research and development to find
actions by many people can lead to change. We renewable sources of energy that would ensure sustainability. But you as an individual have also your share to do, no
matter your age. And what you do does not have to be big.
can all do our bit, however small.
a. What actions could you take to make a change?

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Ask students to list more than one. ......................................................................................................................................................................................... ..........

Ask those who want to raise their hand and share ............................................................................................................................................................................... ....................

• I can always switch the light off when I am ....................................................................................................................................... ............................................................

• I can keep the A/C on 25 degrees, not less to ......................................................................................................... ..........................................................................................

• I can turn the tap off while I am brushing my ......................................................................................................................................................................................... ..........

• I can always carry a spare bag in case I buy ........................................................................................................................................................... ........................................

supermarket and carry the things in my ................................................................................................................... ................................................................................

31
Teacher’s Guide

6 With a partner, research the ways ICT has helped provide medical care to remote areas. Activity 6 (25 minutes)
The development of this field will considerably
improve the overall health of many countries. It is
therefore good to encourage students to
research it.
Several aspects could be covered: sending
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medical supplies with planes without pilots,

monitoring surgeries at distance, etc.

Medical help at distance

......................................................................................................................................................................................... ..........

........................................................................................................................................................... ........................................

......................................................................................................... ..........................................................................................

....................................................................................................................................................................................................

Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 5 32

Unit 1 Lesson 5 32
Moral, Social & Cultural Studies Grade 7 | Term 2

Domain Moral

Unit 2
Domain: Moral
Human Needs

Lesson 1 Life Necessities

Unit Objectives Lesson 2 Basic Needs

Lesson 3 Is There a Link Between Unmet Needs and Conflict?
The aim of this unit is to introduce students to
the concepts of human needs and wants and Lesson 4 Commitment to the Value of Human Life
their relationship to human dignity. It will also Lesson 5 Take Action Now!
address how unmet basic needs can lead to
dysfunctional behaviour and hence conflicts.

Unit Description
The concepts underpinning this unit are taught
What actions can you take to defend human dignity?
over five lessons and are designed to answer
the Central Question.
33 Copyright © Ministry of Education – United Arab Emirates

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

33
Teacher’s Guide

Exploratory Questions
What kinds of needs do people have?
These questions provide an overview of the concepts
Why is it important to help people meet their needs? that the students will learn throughout the lessons in
this unit.
What is the connection between conflict and unmet needs?

How can we show a commitment to helping other people?

Note To Teacher
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Each lesson contains at least four texts. However,

please feel free to choose two of them to work on with
your students, based on their needs.

Copyright © Ministry of Education – United Arab Emirates 34

Learning Outcomes
1. Name some basic human needs, and explain what they entail and why
meeting such needs is important.
2. Present arguments for or against conflict as a response to a lack of
basic human needs.
3. Demonstrate a commitment to the fundamental value of every human
life.

Unit 2 34
Moral, Social & Cultural Studies Grade 7 | Term 2

Unit 2 Human Needs

Lesson Objectives
Lesson 1
Through this lesson students will come to understand
Life Necessities Learning Outcomes
that all humans are born with basic human needs,
and that there is a hierarchy of needs which must
• Name some basic human needs, and explain
be met for an individual to meet their full potential. what they entail and why meeting such needs is
Through guidance from the teacher and discussions •
important.
Demonstrate a commitment to the fundamental
with classmates in groups, students will identify the

difference between needs and wants, relating this to

their own individual lives.
Vocabulary

survival equality
Required Materials
• Maslow’s hierarchy of needs resource sheet dignity

• UAE flag
• Magazines 1 Answer the question below. For now, use your own thoughts and prior knowledge, rather
than looking for an answer from elsewhere.
• Internet connection All men are created equal, with the same basic needs which must be met.

• Large paper/sheets

Learning Outcomes
• Name some basic human needs, and explain
what they entail and why meeting such needs
is important.
In your own words, what are human needs?
• Demonstrate a commitment to the fundamental
value of every human life.

Copyright © Ministry of Education – United Arab Emirates

Activity 1 (5 minutes)
Introduce the unit, providing students with a brief summary of what this unit involves,
the learning outcomes and key activities.
Emphasise the learning objective: Name some basic human needs; explain what they
entail and why meeting such needs is important.
Point out that all humans are created equal, with the same basic needs which must
be met.
Put the class into groups. Ask them to discuss what human needs are and write their
thoughts in their student book. Ask a representative of each group to share their
suggestions. Write these on the board.
Suggested Answers
Things that people need to survive and thrive.
Air, water, food, shelter, safety, family, equal rights, health care, jobs.
35
Teacher’s Guide

Continuing to live in spite of

2 Read the text below and discuss with your group the image that follows. Survival hardships.
All human beings on this planet are born equal. They are entitled to be treated with respect and dignity, regardless of Treating people in such a
their gender, skin colour, beliefs and values, or countries they come from.
way that the outcome for
From the moment of birth, humans have basic needs that must be met in order for them to survive. These needs include
Equality
things such as food, clean water, clothes, shelter, security, medical care and education.
When these basic needs are met, a person is free to choose the kind of life they want to live and have the ability to reach
each person can be
their full potential. However, without these basic needs a person’s life can be a daily struggle, leaving them feeling the same.
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depressed, isolated and humiliated.

Abraham Maslow (1908-1971) was an American psychologist who taught in many universities. He wrote many books, but The value of a person, that
he was best known for the concept known as Maslow’s hierarchy of needs.
Dignity means they are deserving of
Examine the hierarchy of needs below and discuss with your group. respect.

Self consider the importance of these three sets of needs

actualization:
achieving one’s full Self-fulfilment and then explore how they are met in the UAE.
potential, including needs
creative activities As students are discussing the human needs, walk
around the class offering support and encouragement,
Esteem needs:
and answering questions.
Prestige and feeling of accomplishment
Psychological After 10 minutes ask each group to share its thoughts.
Belongingness and love needs: needs
intimate relationship, friends One person from the group can talk about the
importance of the needs and another person can talk
Safety needs:
security, safety about how these needs are met in the UAE.
Basic
needs
Physiological needs:
food, clothing, shelter
Differentiated Learning
For Beginners
Students will explore how important these needs are
in their daily lives and give examples.
For Advanced Students
Students will explore how these needs are met in the
Copyright © Ministry of Education – United Arab Emirates
Unit 2 Lesson 1 36 UAE giving examples.

Activity 2 (10 minutes)

Ask students to think about the basic needs they all have.
Ask another student to read the third paragraph of the introductory text.
Explain that humans have many needs, and some needs are more important
than others. This is known as a hierarchy of needs. Check that students
understand the idea of a hierarchy of needs.
Direct students’ attention to the diagram in the student book. Explain that
this is known as Maslow’s hierarchy of needs. The basic needs are on the
bottom of
the pyramid.
Divide the students into three groups. Explain that each group will examine
one section of the pyramid: one group will explore basic needs, one group
will explore psychological needs, and one group will explore self-fulfilment
needs.
Check that students understand what these terms mean. Ask students to
Unit 2 Lesson 1 36
Moral, Social & Cultural Studies Grade 7 | Term 2

Activity 3 (15 minutes) Moral, Social and Cultural Studies | Grade 07 | Term 2

Read the text aloud. Explain that every country has a 3 Read the article about happiness and basic needs and then consider the question.
duty to ensure that the basic needs of its citizens are Did you know that the UAE was ranked as one of the top happiest countries in the world in 2017, according to the United
met. Ask students how countries can do this. Facilitate Nations’ World Happiness Index? The index measures people’s happiness by looking at six domains: income, health,
having someone to count on during times of hardship, generosity, freedom and trust. You might recognise these things
a short discussion. as some of people’s basic needs. When people’s needs are met, they have the chance to be happier.

Suggested Answers The UAE is contributing to making the world a happier place: In February 2016, the UAE Government created the post of

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Minister of State for Happiness The country also launched the World Happiness Council in 2017 to draw attention to ways
to make people happier and to the governments that are doing just that. Happiness begins at home, though, and as part
• Ensuring all citizens have access to shelter of the country’s Vision 2021, the UAE plans to be in the top five happiest countries in the world by 2021.
and food Sheikh Mohammed bin Rashid Al Maktoum, the Vice President and Prime Minister of the United Arab Emirates, has said:
“It is the duty of the government to provide citizens with excellent quality of life, prosperity and opportunities to achieve
• Providing resources to help citizens live and happiness.” Sheikh Mohammed says: “The development plans we approved, the initiatives we launched and the policies
develop and laws enforced, all have one goal: to bring about happiness to the citizens, their families and their children. What we
have achieved so far is just an initial milestone that will be followed by harder work and more accomplishments so that
we can become the world’s best.”
• Educating citizens
If governments make the happiness of their citizens a priority, they can make the world a better place. To do this, they
• Looking after the health of citizens first need to ensure people’s basic needs are met.

• Providing different types of security • How can countries like the UAE ensure the basic
needs of its people are met?
Ask students to create a mind map of what human
needs mean to them as citizens of the UAE.
After five minutes, ask students for suggestions After your discussion, create on a mind map that summarises
what human needs mean to you as a citizen or resident of the
and start to create a mind map on a large sheet of UAE.
paper. Hang the mind map on the wall as a reminder ............................................................................................................

to students of the importance of being able to meet ............................................................................. ..............................

............................................................................................................
basic human needs.
............................................... ............................................................

............................................................................................................

................. .......................................................................................... His higness Sheikh Mohammed bin Rashid

............................................................................................... ............ Al Maktoum, the Vice President and Prime
Minister of the United Arab Emirates
............................................................................................................

............................................................................................................

Copyright © Ministry of Education – United Arab Emirates

37
Teacher’s Guide

Activity 4 (10 minutes)

4 In addition to basic needs, we all have ‘wants’ as human beings. Explain that in addition to basic needs, humans also
With your partner, look at the pictures on the board and decide whether each one is a want
have ‘wants’. Ask the class if they understand the
or need.
difference between ‘wants’ and needs. Facilitate a
short discussion. Explain that needs are necessary for
our survival and development, whereas ‘wants’ make
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our life more pleasant or fulfilled.

Divide the class into pairs.
Using a projector or interactive whiteboard if available,
project six images of basic human needs (e.g. food,
1. Clothes 2. Jewellery 3. Food clothes, shelter, security, water, love). Six images
of people’s ‘wants’ should also be displayed (e.g.
expensive smartphone, cars, jewellery, holidays,
sweets, games console). The images of needs and
‘wants’ should be displayed mixed up together on
the screen.
Ask the students to conduct a Think-Pair-Share
activity to sort these images between needs and
4. Medical care 5. Luxuries
‘wants’. After 10 minutes, ask a pair to share their
answer for one of the different images. Go around the
pairs until all images have been covered.

Copyright © Ministry of Education – United Arab Emirates

Unit 2 Lesson 1 38

Unit 2 Lesson 1 38
Moral, Social & Cultural Studies Grade 7 | Term 2

Activity 5 (10 minutes) Moral, Social and Cultural Studies | Grade 07 | Term 2

Explain to students that sometimes the difference 5 Read the scenarios below and consider the questions.

between a ‘want’ and a need is not always simple.

Scenario 1:
Something that may be a ‘want’ for one person Bill is unemployed and very poor, and he hopes to get a mobile phone. Do you think this is a want or
could be a need for another person. Read aloud the a need?
Bill hopes to get a job. To find work, he needs a phone number, so that possible employers can call him back.
introduction to the first scenario and ask students to He needs access to the internet, so that he can search for jobs online.

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consider the question. Then read the scenario aloud Bill has family in another country. He hopes to save up enough money to get home to visit them. Until he does,
he has to be able to keep in touch with them, by talking to them on the phone and by sending emails. It’s ex-
and ask students to consider the next questions. Have pensive to make long distance calls but if he has a phone number, they can call him.
students share their answers. • What do you think now? Is Bill’s phone a want or a need?

Read aloud the introduction to the second scenario

Scenario 2:
and ask students to consider the question. Then read Martin doesn’t earn very much money, and cars are quite expensive. His old car has broken down and he plans
to buy another one. Is this a want or a need?
the scenario aloud and ask students to consider the Martin lives in the countryside, 10 kilometres from the nearest town. He works as a waiter in a restaurant in
questions after the text. Have students share town, but he doesn’t earn enough money to rent a house close to his job. His shifts at work are 10 hours long,
and he’s often exhausted when he finishes.
their answers. Martin has two daughters, who go to school in the town. The road into town has very few streetlights. There is
no footpath and the cars go by very fast. In the winter, it gets dark at 4pm – before the girls come home from
school. The girls take the bus to and from school, but the bus stop is quite far from their house – they still have
to walk along the busy road for a kilometre. In the winter, Martin picks the girls up from school on his break
from work and drives them home.

• What do you think now? Is Martin’s car a want or a need?

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......................................................................................................... ..........................................................................................

............................................................................................... ....................................................................................................

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Copyright © Ministry of Education – United Arab Emirates

39
Teacher’s Guide

Key Skills (Head, Heart, Hands)

6 Although we all share some basic human needs and wants, we also have individual wants • Imagination
and needs, based on our values and beliefs.
Think about your own wants and needs and fill in the table below. What’s important to you?
• Communication
Why? • Problem solving.
• Multiple perspectives
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My Wants My Needs
• Active listening.
1. 1. • Working independently
• Creativity
Why? Why?
• Participation
• Taking action

2. 2.
Differentiated Learning
Why? Why? • During pair or group work ensure there is a mix
of ability throughout, pairing less confident
students with stronger, more confident
communicators.
3. 3. • Some students may need additional support
when identifying how the various levels of
Why? Why? Maslow’s pyramid connect.

Evaluation/Reflection
For this lesson the AfL activity recommended is called
exit cards. Each student should be given a blank sticky
Copyright © Ministry of Education – United Arab Emirates
Unit 2 Lesson 1 40 note, on which they must write (1. an example of a
basic human need; 2. an example of a ‘want’; 3. one
line to describe Maslow’s hierarchy of needs). When
they have completed this exercise, they stick the
Activity 6 (10 minutes) paper to the wall or the door on their way out of the
classroom. The teacher should collect all the sticky
Confirm key learning points: notes, read through each one and evaluate
• All humans are born equal. They require basic needs to survive and the learning.
develop to reach their full potential.
• The difference between needs and wants can sometimes be blurred
by people. We generally have more ‘wants’ than ‘needs’ – but what is a
‘want’ for me might be a ‘need’ for you.
Ask students to reflect on their own wants and needs. Ask them to complete
the table in their Student Book.
Suggested Answers
Students have to find needs from the Maslow’s Pyramid.
As for their wants, this will be different among them as this is a personal
opinion.

Unit 2 Lesson 1 40
Moral, Social & Cultural Studies Grade 6 | Term 2

Unit 24 Human Needs

Human Needs

Lesson Objectives Lesson 2

Basic Needs Learning Outcomes

Through this lesson, students will explore whether
there is a link between unmet basic human needs and
• Name some basic human needs, and explain
the occurrence of conflict. Through various interactive what they entail and why meeting such needs is
important.
activities, students will develop their critical analytical • Present arguments for or against conflict as a
response to a lack of basic human needs.
skills while also exploring different ways in which
human needs can be neglected. There are great

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opportunities throughout this lesson for students to
Vocabulary
express their own opinions/views on the topic in hand
and this should be encouraged by the teacher. This basic needs conflict

lesson further looks at how conflict can occur due

humanitarian
to the denial of human needs but also how human
needs can be denied because of conflict. The teacher
plays an important role in directing class discussion
1 Look at the following images and answer the question below.
throughout.
Think about the last lesson when you were looking at the basic human needs that must be met for survival.
Take some time to consider what you see happening in each image.
What conditions make these people’s lives a daily struggle as they fight for their basic needs? Share your thoughts
Learning Outcomes with your classmates.

• Name some basic human needs, and explain

what they entail and why meeting such needs is
important.
• Present arguments for or against conflict as a
response to a lack of basic human needs.
1 2

41 Copyright © Ministry of Education – United Arab Emirates

Activity 1 (5 minutes)
Begin by asking students to recall some basic human needs. Write their
answers on the board (for example: food, water, shelter, protection and so
on).
Ask a student to read the introduction to the activity. Explain that people can
be denied basic needs in many different circumstances.
Ask students to look at the images in their Student Book. Ask them to think
about the struggles these people face as their needs are denied.
Suggested Answers
a. It is harder for a person in a wheelchair to get around – they might be
slower than other people and they might be stuck at some point.
b. The blind person can’t see his way. It is difficult for him to move around.
Ask students to share their thoughts. Encourage them to give solutions to
these situations, such as having slopes everywhere for wheelchairs, and
having special pathways for blind people.
41
Teacher’s Guide

The resources humans need

Basic needs for their well being.
Disagreement between two
2 Read the text below and complete the activity as instructed by your teacher.
Conflict or more people or countries,
When we think of people being deprived of their basic needs, we generally think of poor, malnourished people living in
or internal struggle.
poverty in a country within the developing world. However, in reality, a person in any country, in any part of the world,
can be denied their human dignity and basic needs for a number of reasons. Something or someone who
Humanitarian is trying to reduce human
suffering.

Explain the rules

• You will call out a statement (see below).

• Students should decide whether this statement
applies to their character or not. For example,
1 2 “I could go to university”. If they believe their
character has this opportunity in his life, then
they take a giant step forward. If they are unsure
of it, then they take a baby step forward, and
if they know their character will not have the
opportunity to go to university, they remain
where they are.
At the end of this activity, draw the students’ attention
to where each of them is standing. Explain why some
students were able to move further forward than
3 4 others. It is because their needs and wants were met.
Statements
• I have been to primary school
• I can move freely without assistance
• I can speak out in school about things that
affect me
• I could go to university
• I can choose what subjects to study
• I can wear whatever clothes/jewellery I like
Unit 2 Lesson 2 42
Copyright © Ministry of Education – United Arab Emirates
• I can play games/sports or rest every day
• I can live with my parents
• I can meet my friends
• I can go into any shops, restaurants, cinemas I like
Activity 2 (15 minutes) • I have enough to eat and drink
Read aloud the introduction to the activity. Explain that students are going to • I can read whatever I like
get a chance to imagine what life is like for people who are able or unable to • I can go hill walking
meet their basic needs and wants. • I can get a fair wage
• I can travel by bus
Draw the students’ attention to the images in their books. Discuss each
• I can get information when I need it
image, taking into consideration the characters, the country they might be in
• I can go to the doctor when I am sick
and their situation.
• I can get a good job when I am older
Image 1: Mother with handicapped son in a well-developed country • I can join any group/organisation I like
Image 2: Healthy young girl sitting in a luxurious place in a big city • I have a rich culture and heritage
Image 3: Hungry disabled and blind children in Thailand • I live in a clean environment

Image 4: Children living in a tent Differentiated Learning

Divide the class into four group. Allocate one image to each group. Provide additional support to beginners, helping
Direct the students to stand at the back of the classroom in a line (a corridor, them to identify their characters as described on their
sports hall or any open space would also be suitable for this activity). individual role card.
Unit 2 Lesson 2 42
Moral, Social & Cultural Studies Grade 6 | Term 2

Activity 3 (10 minutes) Moral, Social and Cultural Studies | Grade 07 | Term 2

Remind students of the basic need of safety. Ask them 3 Living in a safe place is one of the basic needs that should be met. Read about the safety
to read the text and then have a discussion about it. measures in Abu Dhabi then answer the questions below.
Explain that a safe building means that it is ready to
deal with any accident that might happen. Local municipalities in the UAE are the entities authorised for overseeing building and construction safety in the
country. They implement unified building codes, which deal with construction safety and fire protection among other
issues. The codes aim at improving the construction standards for buildings in the UAE.
Divide students into pairs and ask them to answer the The Abu Dhabi Building Codes is a complete set of comprehensive and coordinated codes dealing with construction
safety, fire protection and other issues. They are aimed at improving the construction standards for buildings in Abu
questions. Then let them share their answers with Dhabi. The codes are applicable to all projects in Abu Dhabi, including all private and commercial projects. Companies

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which are not in compliance with the codes will be subject to penalties and fines.
the class. The Building Code’s requirements for new buildings cover a wide range of aspects – from energy conservation, to light,
ventilation, sanitation, structural strength, stability and maintenance to safety from hazards like fire. They set the
foundation for more cost-effective buildings with greater durability and higher health and safety standards.

Suggested Answers a. How does the Building Code fulfil the basic need of safety?

b. Why does the government of the UAE have penalties and fines for those who do not comply with
these codes?
Differentiated Learning
For Beginners
a. Students will list some of the safety codes’
aspects, from light, ventilation, sanitation,
structural strength, stability and maintenance to
safety from hazards like fire.
For Advanced Students
a. With the safety codes, companies must take into
consideration all safety measures. Fire alarms
must be installed, in case of a fire in the building.
They also should have proper ventilation,
sanitation, and light, which affects the health of
people living in the buildings. The strength of
the building is another important factor, so it is Safe building
strong in the event of any natural disaster.
b. The government of the UAE has penalties
43
because companies should take these codes Copyright © Ministry of Education – United Arab Emirates

very seriously. It is a crime not to abide by

these codes. It is a major responsibility that the
government is taking into consideration, that is,
the safety of the people living in the UAE.

43
Teacher’s Guide

Activity 4 (10 minutes)

Remind students of Maslow’s pyramid. Discuss what
4 Read about social needs then answer the questions that follow.
social needs are and their importance.
We all need time alone every now and then to “take a moment” and gather our thoughts. This is sometimes called “me
time”. However, we soon find ourselves wanting human contact again. Ask students to read the text then divide them into
Humans are social creatures with social needs. We thrive when we are part of a group. In early times, humans gathered
in groups essentially for protection. Cave people for example would not have survived if they had to live on their own.
pairs. Let each pair answer the questions and share
Over time, social needs have evolved into different types of support, including entertainment for each other. Social ties
are important to us.
their answers with the class.
Our first ties are usually with our family. They protect and provide for us when we are vulnerable babies and as we grow.
Within the family unit, we develop our personalities and learn many of our early skills.
As we grow up, we start to form social bonds outside the family. Consider your school friends, for example. You play
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with them and learn from them. You start to develop a personality outside the family unit and become a member of
society. Suggested Answers
These different social groups help you develop your moral character. They provide feedback on your behaviour and
give you a chance to help and support others. When you are part of a group or team, you know you are not alone in the
world. And you can have fun with these people too. Differentiated Learning
a. Who are the members of your family, who are your friends and why are they important For Beginners
to you?
b. How should you maintain good ties with family and friends? a. Students list their family members: mother,
father, siblings, aunts, uncles, cousins… and
friends (Names of their friends)
b. We can maintain good social ties by connecting
with people. We meet them, ask about them and
have fun together.
For Advanced Students
a. Family and friends give us a sense of belonging.
They support us and help us grow. We can also
have fun together. And we learn from each other,
which is important when developing
Social bonds moral character.
b. By being there for people and reaching out to
them when they or we need help.

Copyright © Ministry of Education – United Arab Emirates Unit 2 Lesson 2 44

Unit 2 Lesson 2 44
Moral, Social & Cultural Studies Grade 6 | Term 2

Activity 5 (10 minutes) Moral, Social and Cultural Studies | Grade 07 | Term 2

Again, go back to Maslow’s pyramid and ask students 5 Now read about self-esteem as a need to Then answer the following questions.

to identify self-esteem on the pyramid. Discuss that

self-esteem is not the most basic need, but it is an How do you feel today? Take a moment to check in with yourself. Perhaps you feel happy or excited about the rest of
day. Have you done some good things already today?
important one. Ask students what they understand These questions all relate to your self-esteem. This is simply your opinion of yourself. If you have high self-esteem, you
feel confident about yourself and your strengths. You also feel happy and satisfied. No obstacle scares you. If you have
about self-esteem. Prompt them to answer that it is low self-esteem, on the other hand, you might feel that you’re not able to do much.
It’s important to feel good about ourselves. It’s a basic human need. If we don’t appreciate ourselves, how can we expect
how good we feel about ourselves and how much we others to? When you accomplish something (such as a good result in a school test), allow yourself some time to enjoy

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appreciate what we do. the achievement. You can build your self-esteem by setting yourself reasonable goals and achieving them, such as
completing a school project before it’s due. These small accomplishments all help to strengthen your self-esteem and
build your confidence. As your self-esteem and confidence grow, you can set yourself more challenging goals.
Ask students to reply to the questions in their books. a. Why is self-esteem considered a need?

b. Why do you think it’s important to set reasonable and achievable goals?
Suggested Answers
a. Self-esteem makes us feel good about ourselves.
It satisfies the need of respect for oneself and
from others. It also shows recognition, success
and admiration. All of these emphasize our worth
and make us proud of ourselves.
b. It’s important to set yourself up for success.
Frequent small achievements will give you the
confidence to increase the difficulty of your goals
gradually over time.

High self-esteem makes us happy

45 Copyright © Ministry of Education – United Arab Emirates

45
Teacher’s Guide

Key Skills (Head, Heart, Hands)

• Task focused
6 Your basic needs to Fill in the pyramid below starting at the base with your basic needs.
Then answer the question. • Students reflecting on their own role within the
activity
• Making decisions accordingly
• Synthesising material
• Testing their own ideas
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• Active listening
• Discussion
• Debating
• Managing difference in opinions
• Giving feedback

• Are all your basic needs fulfilled? If no, write a paragraph of what you can do in order to
fulfil them. If yes, write what would you do next? Evaluation/Reflection
......................................................................................................................................................................................... .......... Teacher observation and recording of student
............................................................................................................................................................................... ....................
responses during session.
..................................................................................................................................................................... ..............................

....................................................................................................................................... ............................................................

......................................................................................................... ..........................................................................................

............................................................................................... ....................................................................................................

....................................................................................................................................................................................................

Copyright © Ministry of Education – United Arab Emirates Unit 2 Lesson 2 46

Activity 6 (10 minutes)

Wrap up the lesson about basic needs with the students. Ask them to fill the
pyramid with what they believe are their needs. Then let them answer the
questions.
Answers may vary. Some might have all their needs and others might not.
Encourage students to write what would they do in order to fulfil all their
needs. As for those who have all their needs, suggest that they might want
to help other people fulfil their needs, based on what they have learnt.

Differentiated Learning
For Beginners
Revise with the students what the basic needs are and assist them in filling
their pyramid if need be.
For Advanced Students
Students will do the activity on their own.
Unit 2 Lesson 2 46
Moral, Social & Cultural Studies Grade 7 | Term 2

Unit 2 Human Needs

Lesson Objectives Lesson 3

Is There a Link Learning Outcomes

Through this lesson, students will begin to immerse
themselves into the lives of people who struggle on
Between Unmet
• Name some basic human needs, and explain
a daily basis to have their basic needs met. Students what they entail and why meeting such needs is

Needs and Conflict?

important.
should be strongly encouraged to express their • Present arguments for or against conflict as a
response to a lack of basic human needs.
opinions on the link between unmet basic needs and
the occurrence of conflict. This lesson facilitates the

refugee deny

Required Materials
• Scenario cards 1 Most societies take their responsibilities seriously in terms of preserving the human dignity
of every person. However, in some parts of the world, human dignity is denied for different
• Whiteboard and markers reasons. Can you think of some reasons and write them below?

Learning Outcomes
• Name some basic human needs, and explain
what they entail and why meeting such needs
is important.
• Present arguments for or against conflict as a
response to a lack of basic human needs.

47 Copyright © Ministry of Education – United Arab Emirates

Activity 1 (5 minutes)
Remind students that humans have needs that should not be denied.
Ask a student to read out the introduction to the activity.
Allow students three minutes to think of reasons why human needs might be denied.
Ask them to share their suggestions and write these on the board.
Suggested Answers
• Natural disasters • Conflict
• Famine or drought • Lack of development

47
Teacher’s Guide

2 Do unmet needs lead to conflict? Read the text then answer the following questions.
A person who has been
Refugee forced to leave their country
Many experts believe that conflicts are caused by unmet basic human needs. These human needs include food, water, or home because of conflict
shelter, safety and security, belonging or love, self-esteem and personal fulfilment. When people, either groups or
individuals, feel that their needs are unmet, conflict often occurs.
or disaster.
Simple unmet needs can create simple resolvable conflicts, but when those needs are being threatened, they provoke
conflicts. The more these needs are unmet, the more the conflicts become intense.
People are incapable of living peacefully without the fulfilment of their needs. It is therefore important to address the Refuse to give something to
cause of this lack of fulfilment to avoid or resolve any such conflicts. Deny someone, deprive someone
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a. Why do you think conflicts occur when human needs are not met? of his rights.
b. Read the situations below and fill the table with the unmet need and what conflict it
could cause.

Need Conflict Resolution

b.
1.You are hungry, but your
mother did not have
time to cook lunch today Need Conflict Resolution
Make yourself
2.The storm tore down
Simple, can be aand
your house sandwich
1 Food look for a
easily solved healthy
3.Your father is always
snack in
tired and doesn’t spend the pantry
time with you
Your family gets
4.You cannot sleep well
due to lots of noises in
Threatening, in touch with
the neighbourhood 2 Shelter can lead to the authorities
conflict or the insurance
5.Your friend always company.
ignores your presence
You share your
6.You have been working feelings with
in the same position for
years with no promotion
Could be your father and
3 Recognition simple or discuss with him
threatening opportunities
to spend time
Copyright © Ministry of Education – United Arab Emirates Unit 2 Lesson 3 48
together.
You check the
sources of the
Could be noise and deal
4 Rest simple or with it with
threatening neighbors or
local authorities
Activity 2 (10 minutes)
Share your
Remind students of what conflict means. Discuss with students how unmet feelings with
Could be
needs may lead to conflict. Explain that taking action to request for having your friend and
5 Self esteem simple or
those needs met is important to avoid conflicts. try to eliminate
threatening the reasons for
Suggested Answers this behavior.
a. If basic human needs like security, identity, well-being and self-
determination are not satisfied, people become agitated and frustrated. Request a
Threatening, meeting with
This means that their rights are not met. This in turn leads to conflict. 6 appreciation can lead to your boss to
conflict discuss.

Unit 2 Lesson 3 48
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 3 (10 minutes) 3 Examine the conflict circle and consider the questions that follow.

Explain that when human needs are unmet, there are

consequences. Ask students to consider what these Many people see a connection between conflicts and the denial of human needs. On the one hand, needs can be denied
because of conflict. On the other hand, denial of needs can become a cause of conflict.
might be. Possible answers include poverty, death,
Let’s take a look at the conflict circle to help us understand this concept better.
unrest, or conflict.
Ask a student to read the introduction to the activity.

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Direct students’ attention to the conflict cycle. Explain
how it can be read in a clockwise or anticlockwise
direction. Reiterate how each section of the cycle has
a knock-on effect creating the next section of the cycle
and the cycle continues.
Suggest to the students that the cycle can only be
broken if one section of the cycle is addressed; for
example, if ‘human needs’ are met, ‘aggression
and violence’ won’t exist and therefore cannot be
intensified.
Facilitate a discussion around the questions in the
student book. a. What message do you think this conflict circle is trying to convey?

b. Discuss the following: Conflicts are the result of unmet basic needs or unmet needs are the result
Suggested Answers of conflicts. Justify your answer with examples.

a. It shows that conflicts and unmet needs are

linked. Each can lead to the other, and they can
reinforce each other so that it ends up being a THINK!
cycle. Use the conflict cycle to describe a conflict you read or heard about.

b. Both – it can happen either way.

Ask students to examine the Think exercise. Facilitate
a class discussion on the question. As an optional 49 Copyright © Ministry of Education – United Arab Emirates

homework activity, they could research an example of

the conflict cycle in action.

49
Teacher’s Guide

4 How did the UAE meet the needs of people in Bangladesh? Read the following then answer Activity 4 (10 minutes)
the questions.
Read the opening sentence of the text to the class.
Ask students what humanitarian means. After they
make suggestions, write a definition on the board:
"Humanitarian means something or someone who is
trying to reduce human suffering."
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Have a student read the text aloud or read it aloud

yourself. Ask students to think about the questions
below the text. Pair students to discuss their answers.
Then ask students to share their answers with
Refugees in Bangladesh the class.
Three more airlifts of vital humanitarian supplies for refugees in Bangladesh have been ordered by Sheikh Mohammed Suggested Answers
bin Rashid Al Maktoum, Vice President and Ruler of Dubai. The aid drops are targeting more than 230,000 refugees
that are fleeing persecution in a neighbouring country. They live in dire conditions in camps and makeshift settlements,
where they lack even the most basic necessities, such as food, shelter, water and clothes. Conflicts have triggered the
a. Cooking supplies, toys for young children, school
exodus of about 520,000 people in the past few months. The move is the latest in a series of humanitarian flights from
Dubai. Earlier, Sheikh Mohammed bin Rashid Al Maktoum, Vice President and Ruler of Dubai ordered the creation of
supplies, sleeping bags, towels.
an air bridge to Bangladesh. This has resulted in six airlifts to the Bangladeshi capital Dhaka that have transported 550
metric tons of relief material. b. The men may have been imprisoned or killed.
Food, family tents, tarpaulins, mosquito nets, blankets, solar lanterns, water purification units, medical supplies, and
hygiene kits are just some of the relief items that have been sent to the country. The supplies come from International
Humanitarian City (IHC) stocks of participating aid agencies, including the United Nations High Commissioner for c. We are all part of the human family and we
Refugees, the International Federation of Red Cross and Red Crescent Societies, Médecins Sans Frontières and Emirates
Red Crescent. Last month, the United Nations Secretary General, Antonio Guterres, said the crisis was a “humanitarian
should help each other. We would want someone
nightmare”. “We have received bone-chilling accounts from those who fled – mainly women, children and the elderly”,
he said. IHC was founded in Dubai in 2003. Twelve flights have been sent this year from Dubai to crisis-stricken countries
to help us if we were in need.
around the world.
a. Can you think of other relief items the refugees might need ?
Draw students’ attention to the Think activity. Ask
b. Why do you think those who fled are mainly women, children and the elderly? them to think about the questions. Put students in
c. Why should we provide humanitarian aid to people who are not from our own country? groups and ask them to discuss their answers. Then
have them share their answers with the class.
THINK! Suggested Answers
Imagine you are a refugee. How would you feel if you had to flee your home? How would you feel if your needs
were met by humanitarian workers? What would you hope for the future? I would feel very sad and afraid when I had to leave
Unit 2 Lesson 3
my home. I would miss all my things. I would be glad
50
Copyright © Ministry of Education – United Arab Emirates
when people helped me, but I would still be sad that
I needed help. I would want to be independent. In the
future, I would hope that I could get back to my home,
or build a new life somewhere else.

Differentiated Learning
Advanced students who have finished the prescribed
task early should be encouraged to discuss, within
their groups, how the scenario could lead to conflict.

Unit 2 Lesson 3 50
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 5 (10 minutes) 5 How do we help people with unmet needs? Read the following then do the activity.

Ask students what would they would do if they found

When a person’s social needs aren’t met or their self-esteem is low, it can have a bad impact on them. This is why we
someone sad because of an unmet need. Replies will should be mindful of the needs of others. Consider these two examples.
probably be that they will help him achieve his needs.
Sevan moved from London to a new school in the UAE. She missed her old school, her classmates and even the London
weather. Her new classmates seemed to ignore her and excluded her from their games. One day, Ahmed, one of her new
Ask them to read the text. Have a discussion around classmates, noticed her looking sad and talked to her. Sevan opened up about how lonely she felt. Ahmed was shocked.
Everyone had thought Sevan was unfriendly and didn’t like her new school. After Ahmed told his friends the truth, they
the two stories and how with the help of others,

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all made an effort to get to know Sevan.
people can realize their needs and become happier. Fadia felt very sad. When her friend Maya asked her why, Fadia started crying and explained that she’d failed her exam.
She said she could never do anything right. Maya said she understood Fadia’s disappointment, but she could do lots of
Divide the students into groups of three. Have them things well. She reminded Fadia about the project they’d worked on together the previous term. The teacher had praised
them both. She particularly liked Fadia’s drawings. Fadia smiled. She’d forgotten all about that!
role-play situations where one (a family member or a
Remember, if you see someone struggling with self-esteem issues, reach out to them. Self-esteem is a basic need and
friend) has an unmet need and the other two help him it’s important to support others to achieve it.
get out of his sadness and achieve his needs.
• Role-play a situation with someone who has an unmet need and their friends rally around to

help them.

Differentiated Learning
Depending on your students, choose each one to play
the role according to his skills. Some might be better
at creating a story, others at acting the sad person or
the supporters.

Supporting our friends

51 Copyright © Ministry of Education – United Arab Emirates

51
Teacher’s Guide

6 Your opinion is important as it makes you feel involved in society, you can learn from other After five minutes, ask pairs to share with the class
people’s opinion, and it helps you develop empathy. Complete the following activity. what they learned by discussing the issue and
listening to another person’s opinions.

Conflicts arise as a result of non-response to human needs and inequality. They can be a threat to people and might
cause conflict. But some people say that: “Conflict will continue to exist in a fair and equal world”.’
Key Skills (Head, Heart, Hands)
How much do you know about this? Have a question/ answer exercise with your partner about it; then share your
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opinion with the class. • Moral reasoning

• Communication
• Critical thinking
• Anti-racism
• Solidarity
• Active listening
• Collaboration
• Taking action
• Creativity

Differentiated Learning
• During both pair work and group work, ensure
there is a mix of ability levels within the group.
This provides a richer learning experience for
all involved.
• For Activity 1 it is advised to give the strong
students the more complex scenarios, as they
Copyright © Ministry of Education – United Arab Emirates Unit 2 Lesson 3 52
will have the heightened vocabulary to describe
what’s happening and to describe their
Activity 6 (10 minutes) reaction to it.
Read the introduction to the activity. Make sure students understand the • Some students may need additional support
importance of listening to other people’s opinions. Answer any questions during Activity 3 to identify ways to express their
that students may have. own personal views. Extra prompts from the
Ask students to write their questions about the issue (whether conflicts will teacher may be necessary.
exist in a fair and equal world) in their cloud space.
Next, divide the students into pairs. As far as possible, try to pair students Evaluation/Reflection
who have very different views on the issues (based on the opinions
expressed in the previous activities). Walk around the room and offer “Not clear” is the name of the AFL tool for this lesson.
encouragement and advice. Assist beginners in coming up with questions. At the end of the session, students should be directed
to the “not clear cloud” in their handbook. On this
Suggested Questions cloud, they are to write down one or two points which
• If people’s needs are met, will they want to fight? they don’t fully understand. The teacher and class
will discuss these points at the beginning of the next
• What might cause people to fight even if they have everything they lesson, working together to make them clear
need? (Different cultures, problems communicating or understanding to everyone.
difference)
• What kind of conflicts might be eliminated?

Unit 2 Lesson 3 52
Moral, Social & Cultural Studies Grade 7 | Term 2

Unit 2 Human Needs

Lesson Objectives Lesson 4

Learning Outcomes
Throughout this lesson, students will begin to look at
the action various people and organisations undertake Commitment to the
Value of Human Life
• Demonstrate the need for and commitment to
at a national and international level in order to ensure the fundamental value of each human life.
each and every life is valued in its proper form. This
lesson acts as a foundation block for students to plan
and ultimately take their own action to demonstrate

1 Read this small introduction on the Khalifa Bin Zayed Al Nahyan Foundation and write about
Required Materials the importance of its work.

• Paper with a topic tree on it, similar to the one in

the student book. Many nations and individuals alike choose to ignore the
cries of the needy, while others choose to stand up and
make a conscious effort to provide aid. The Khalifa
• Whiteboard and markers. Bin Zayed Al Nahyan Foundation was set up in July
2007, by his Highness Sheikh Khalifa Bin Zayed Al
Nahyan, President of the United Arab Emirates. The
vision of the foundation is “Pioneering Initiatives for
Welfare” and its strategies are focused on health and
Learning Outcomes education on domestic, regional and global scales.

• Demonstrate the need for and commitment to

• The foundation’s work is important because:
the fundamental value of each human life.

53 Copyright © Ministry of Education – United Arab Emirates

Activity 1 (10 minutes)

Remind students that they considered and expressed their own personal
opinions on a controversial topic during the last class. Encourage them to
continue to express their opinions during this and future lessons too.
Explain that many organisations around the world work to ensure that
human needs are met. Ask students if they have heard of the Khalifa Bin
Zayed Al Nahyan Foundation. Facilitate a short discussion.
Ask students to read the text in their student book, consider the activity
question and share their answers.
Suggested Answers
• Helping people around the world can help to reduce conflict.
• Helping people is the morally correct thing to do.
• Healthcare is a basic human need.
• Education can help people to have better opportunities.

53
Teacher’s Guide

2 Examine the article below about the Khalifa Foundation’s humanitarian work and discuss Giving help of one’s free
with your partner the questions that follow. Charity will, usually giving money to
people in need.
The Khalifa Foundation’s humanitarian work is focused on the concept of good and giving.
The Foundation works in helping the poor and needy to meet their basic needs of food, drink, clothing and housing.
It provides aid to 38 countries around the world including 12 Arab countries, 13 Asian, 4 African countries and 8
Welfare An overall state of
European countries, in addition to Australia.
The Foundation’s strategy is focused on the development of poor communities in the areas of health and education.
happiness and contentment.
According to the Director-General of the Foundation, “the Foundation operates according to a deliberate action plan and
a long-term strategy for the advancement of the poor and needy societies.”
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a. List at least three ways in which the Khalifa Foundation can help the poor and needy to meet their Activity 2 (10 minutes)
basic needs.
Begin by saying that great work is being done by the
authorities of the UAE in relation to humanitarian
adversities. Explain that the Khalifa bin Zayed Al
b. “The Foundation’s strategy is focused on the development of poor communities in the
Nahyan Foundation was set up by H.H Sheikh Khalifa
areas of health and education.” What other areas may be considered for development?
bin Zayed Al Nahyan.
Ask students to read the article about the Foundation.
c. In what way is this Foundation linked to the concept of combating unmet human needs? Ask students to think about the questions below.
Pair students to discuss their responses. As students
discuss, walk around the class answering any
d. How can the Foundation achieve its goals? Suggest three actions. questions they may have about the Foundation.
Suggested Answers
For Beginners
a. They can provide them with food, clothing and
shelter.
b. Building infrastructure like houses or public
buildings, digging wells, responding to crises and
disasters by providing emergency aid.
Copyright © Ministry of Education – United Arab Emirates Unit 2 Lesson 4 54
For Advanced Students
c. It could train teachers in poor countries, establish
hospitals in rural areas, or provide scholarships
for students to go to university.
After 10 minutes, ask students to share their answers
with the class.

Unit 2 Lesson 4 54
Moral, Social & Cultural Studies Grade 7 | Term 2
Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 3 (10 minutes)

3 Read about education as an important need then answer the following questions.
Remind students that people around the globe show
empathy and help needy people resolve
Dubai Cares aims to increase children’s access to quality primary education through integrated programs that eliminate
their problems. the underlying obstacles that prevent children from going to school and learning. This is achieved through building
and renovating schools and classrooms, improving water, sanitation and hygiene in schools, providing school feeding,
Ask students to read the text in their book. Discuss deworming activities, early childhood education, as well as teacher training, curriculum development, literacy and
numeracy.
that sometimes one helps people with one conflict,
Dubai Cares believe that education is an irrevocable asset and an essential right of every child. They uphold this
but it affects other areas in his life, too. Example: belief by delivering integrated evidence-based quality education programs through strategic partnerships to create
if you provide food to a hungry person, this will fill sustainable impact in the lives of underprivileged children globally.

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his hunger, but also will give him more energy to be Education is more than a human right; it is an irrevocable asset, a belief held by the founder of Dubai Cares, His
Highness Sheikh Mohammed Bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai.
active. Divide students into groups and ask them to It was from this belief and the desire to give children – regardless of their gender, nationality, race or religion – the
reply to the questions in their books. opportunity to become positive contributors to society, that His Highness established Dubai Cares on September 19,
2007.
Suggested Answers Since its inception, Dubai Cares has been working towards providing children and young people in developing countries
a. Dubai Cares provides more than education. It with access to quality education through the design and funding of programs that aim to be integrated, impactful,
sustainable and scalable. As a result, the UAE-based global philanthropic organisation has successfully launched
provides the major basic needs: education programs reaching over 16 million beneficiaries in 45 developing countries.

• Basic needs: food, water, secure, hygienic a. What are the needs that Dubai Cares is providing by educating the children?
environment and shelter
......................................................................................................................................................................................... ..........

• Psychological needs: the feeling of ............................................................................................................................................................................... ....................

belonging – the children feel that they are ..................................................................................................................................................................... ..............................

loved and taken care of ........................................................................................................................................................... ........................................

................................................................................................................................................. ..................................................
• Self-fulfilment needs: By providing ....................................................................................................................................... ............................................................
them with education, children are being ............................................................................................................................. ......................................................................
appreciated and encouraged to achieve ................................................................................................................... ................................................................................
higher goals. ......................................................................................................... ..........................................................................................

Differentiated Learning
For Beginners
a. Students will find the basic needs from the text.
55 Copyright © Ministry of Education – United Arab Emirates

For Advanced Students

b. Students will find the psychological needs and
the self-fulfilment needs.

55
Teacher’s Guide

Activity 4 (15 minutes)

4 Read the articles below and then consider the questions that follow.
Explain that many organisations work very hard to
defend human dignity. However, sometimes it is
Sometimes ordinary people become heroes and heroines in the defence of human dignity and basic needs for others.
Being a responsible member of society means caring about the needs of others and finding ways to help them play a full individuals who raise awareness and make an impact.
part in their community. There are many people who devote their lives to campaigning for human dignity and against
injustice. Here are two prominent examples. A single person can have a huge impact on the lives of
many people.
Read the introduction to the activity. Answer any
questions that students may have.
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Ask a student to read aloud the first passage. Then ask

another student to read aloud the second passage.
Facilitate a group discussion around the questions.

Malala Yousafzai Nelson Mandela

Malala Yousafzai was born in Pakistan on 12 July 1997. A South African former president, Nelson Mandela
She became an advocate for girls’ education at an early helped bring an end to apartheid, an institutionalised
age. As a consequence of her public speaking and system of discrimination against black people in South
various blog posts about the importance of education Africa, and became a global advocate for human rights.
for girls, she was issued with a death threat. In October Mandela became involved in the anti-apartheid,
2012, Malala was shot in the head on her way home movement in his early 20s. He directed peaceful protests
from school. She survived and this incident led her to against the South African government and their racist
become more determined than ever to highlight the policies. Mandela was imprisoned for nearly three
importance of female education. In 2014, Malala became decades as his anti-apartheid activities were seen as an
the youngest person ever to be awarded the Nobel attempt to overthrow the government.
Peace Prize. In April 2017, Malala was appointed as a UN Mandela was eventually released from prison in 1990. In
Messenger of Peace to promote girls’ education. She 1993, he was awarded the Nobel Peace Prize and in 1994,
continues to dedicate her own life to the betterment of he became the first black president of South Africa. He
others. stayed in this role until 1999.

Copyright © Ministry of Education – United Arab Emirates Unit 2 Lesson 4 56

Unit 2 Lesson 4 56
Moral, Social & Cultural Studies Grade 7 | Term 2
Moral, Social and Cultural Studies | Grade 07 | Term 2

Suggested Answers
Consider these questions:
a. Malala fought for girls to be educated. Mandela
a. How did these people defend human dignity?
protested against racist policies.
b. What impact do you think they had on other people’s lives?
b. More girls were educated because of Malala’s c. Can you think of any other people who are spokespersons for human dignity?
actions, which meant they could have a better
life. Mandela contributed to the end of apartheid,
which meant black people in South Africa had
more rights and better lives.

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THINK!
c. Sheikh Mohammed bin Rashid, Martin Luther What actions can you take to defend human dignity (in your school; in your community, in your country)?
King, Mahatma Gandhi, Muhammad Yunus.
Ask students to consider the Think question. Facilitate
a discussion around the question. Suggested actions ......................................................................................................................................................................................... ....

they could take include speaking up for people who ..................................................................................................................................................................................... ........

are facing discrimination, giving to , and treating ................................................................................................................................................................................. ............

............................................................................................................................................................................. ................
people equally.
......................................................................................................................................................................... ....................
Emphasise that anybody from any walk of life can ..................................................................................................................................................................... ........................
make a difference in the world. Point out to students ................................................................................................................................................................. ............................
that no matter how small or insignificant they may or ............................................................................................................................................................. ................................

may not feel in the world, it could be their actions that ......................................................................................................................................................... ....................................

end up having a positive, lasting impact on millions of ..................................................................................................................................................... ........................................

other people’s lives. ..............................................................................................................................................................................................

57 Copyright © Ministry of Education – United Arab Emirates

57
Teacher’s Guide

• They should write their strategy in the middle

5 In many parts of the world, people are suffering today as victims of conflicts and unmet
(the trunk) of the tree.
basic needs. Imagine you are planning on making an impact on these people’s lives. Use the
problem tree below to plan your strategy, which can later be used to • They should write their action based on this
take action. strategy at the top (the leaves) of the tree.
As the groups work on their problem tree, walk
around the room answering questions and offering
encouragement.
After five minutes, ask each group to present its
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Action Action
strategy tree.
Emphasise that when ideas become action, real
change can take place. This will be the focus of the
Action Action next lesson.

Strategy Key Skills (Head, Heart, Hands)

• Enquiry
• Deliberation
Issue • Managing oneself
• Active listening
• Multiple perspectives
The Problem Tree • Dealing with complexity
• Participation
• Taking action

Differentiated Learning
Copyright © Ministry of Education – United Arab Emirates Unit 2 Lesson 4 58 • During group work ensure there is a mix of ability
throughout, pairing less confident students with
stronger, more confident communicators.
• Less able students may need additional support
Activity 5 (15 minutes) during activities 1 and 3 in order to prompt their
Remind students of the huge effect that one person can have by simply deciding to thought processes and get them engaged fully,
take action. Remember, as seen in the previous activity, one person can make a both within their groups and with the activity.
huge difference.
Ask the students to take a few moments to reflect on the areas or people in the world Evaluation/Reflection
that are suffering and need support.
Activity 3 provides students with the opportunity to
Divide students into groups. Give each group a sheet of paper with a problem tree on use the information they have been looking at over
it, similar to the one in the student book. the previous four lessons. Allowing them the space
Explain that each group is going to select a problem related to unmet needs, and and time within their groups to discuss and explore
devise a strategy to address this problem in some way. Suggested problems to address ways of combating poverty is a useful assessment of
include the refugee crisis, homelessness, poverty or famine. learning tool. Groups should be provided with large
poster paper as the teacher can take these up at the
Explain how to complete the problem tree: end of the lesson and evaluate them prior to the
• They should write the issue they are addressing at the bottom (the roots) of next lesson.
the tree.
Unit 2 Lesson 4 58
Moral, Social & Cultural Studies Grade 7 | Term 2

Unit 2 Human Needs

Lesson Objectives Lesson 5

Take Action Now! Learning Outcomes

The final lesson will be used to consolidate
understanding of this unit in a proactive and
• Demonstrate the need for and the commitment
productive manner. The students will plan an action to the fundamental value of each human life.
project which must be based on the topics covered
throughout the unit. With continued guidance from
the teacher they are to decide what type of action they Vocabulary

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will conduct and plan accordingly. This lesson provides action planning
students with a good opportunity to demonstrate
their understanding of the unit while also developing
important life skills.

1 Consider this quote and express what it means to you.

Required Materials ‘‘One person can make a difference, and everyone should try.”
John F. Kennedy
• A3 sized paper
• Drawing materials

Learning Outcomes
• Demonstrate the need for and commitment to
the fundamental value of each human life.

Note To Teacher
Before starting this lesson, please read activities 3,
4 and 5. You need to get permission from the school John F. Kennedy
principal regarding the activity of the next session. 59 Copyright © Ministry of Education – United Arab Emirates

It will be a session where the students set up stands

in the school to collect donations for needy children.
You might have to get a permission from the school to Activity 1 (5 minutes)
do this activity. Also, you might need to talk to nearby Read out the introduction to the activity.
NGOs who will take the students’ donations and
distribute them to needy children (Maybe refugees, Write John. F. Kennedy’s quote on the board and ask students to reflect on it.
orphans...) They should write their thoughts in the student book.
Ask students to share their thoughts.
Suggested Answers
Help students understand that each one of us can make a difference;
everyone can help someone. Everyone can have a little input and it will be
helpful to someone else or to the community around them. The important
thing is to try to do so.
We should all try to take actions in our society. It is a responsibility on all
members of society to try to make a difference. Trying to make a difference
shows that you recognise the need for and commitment to the fundamental
value of each human life.

59
Teacher’s Guide

2 Read about the letterman’s jacket and then answer the questions that follow.
Something done by a person
Action or a thing.
Mitch and Abby were two students growing up in Indiana, USA. Abby was a star athlete on the basketball team and a
great student; almost everyone considered Abby a friend. Mitch typically walked through the hallways with his head
down and always heard about his disability instead of his abilities. Mitch and Abby never crossed paths, that is, until
Special Olympics partnered with the Indiana School Athletics Association and expanded Unified Sports across the state.
Establishing the steps to
Planning
Through Unified Sports, Abby and Mitch connected and started to build a friendship based on mutual respect and carry out an action.
understanding. Quickly, Mitch and Abby became best friends, but it still frustrated Abby that Mitch wasn’t seen as a
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‘normal’ athlete like the rest of their peers. Across the United States, when a student plays on a sports team they receive
a ‘letterman’s jacket’. Mitch and the rest of the students who participated in Unified Sports did not receive a letterman’s
jacket but Abby and Mitch knew they could make a difference. They both petitioned the school board and, after multiple
presentations, they were successful! Now, all students who participated in Unified Sports in the county would receive a
letterman’s jacket.

Mitch and Abby now walk the hallways with their heads held high and proudly wear their jackets as a symbol of their
friendship and perseverance. Together these two students saw a need and set out to change the reality for thousands of
students in their town.

Letterman’s Jacket

a. What kind of people were Mitch and Abby? What qualities did they have?

b. Why was it important to Abby that Mitch had a letterman’s jacket?

c. How can Unified Sports help people understand each other better?

Copyright © Ministry of Education – United Arab Emirates Unit 2 Lesson 5 60

Activity 2 (10 minutes)

Explain to students that they are going to read about two students who
took action to make a change. Ask students if they have heard of the Special
Olympics. Explain that the Special Olympics is a competition for athletes
with intellectual disabilities. Then explain to students that Unified Sports is
a programme that brings together Special Olympics athletes and partners
without intellectual disabilities.
Read the text aloud or have a student read it. Ask students to consider the
questions. Pair students to discuss their answers. Then have students share
their answers with the class.
Suggested Answers
a. They were very determined. They persevered even though it was
difficult. They worked together to make change.
b. A letterman’s jacket was a symbol of success. Abby thought that Mitch’s
success should be recognised.
c. It can help people to understand that everyone is capable of achieving
great things, whatever their advantages or disadvantages.

Unit 2 Lesson 5 60
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 3 (10 minutes) 3 How can you help?

Tell the students that in this activity and in activities

Think of the needy and underprivileged children. How many of them have unmet basic needs? With little
4 and 5, they will be preparing a project. They will resources, how can we help in this matter? What donation can you make in the name of your class?
execute the project in activity 6, which will be the
next session. With your classmates, think about a project you can do and fill in the following:

Remind students of the basic needs that each

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Our project: ……………………………………………..
individual has the right to have. Ask them to think D-Day: ……………………………………………………..
of the needy and underprivileged children who lack Place: ………………………………………………………
many of their needs. Tell them that they are going to
make a donation in the name of their class to one of
the refugee camps through the closest NGO to
their school.
Brainstorm with the students what donation they can
make. An example is to prepare a Book & Sweater Day.
They will ask all the people in the school, students
and staff, to donate either a sweater or a book (it
could be a colouring book with crayons). All should be
for children of 2-7 years old. Then, in the next session,
they will take the donations and give them to the
NGO they chose. Give the project a name, say: Book &
Sweater Day.
Discuss the idea with the students. Be open
to suggestions.

61 Copyright © Ministry of Education – United Arab Emirates

61
Teacher’s Guide

4 The plan! Activity 4 (10 minutes)

Now that you have decided on your project, plan your tasks with your group for today and until the project D-Day. Now divide the students into six groups. Each group
Fill in the table below with the tasks you need to do according to your group role. will have a role and tasks to do today and other tasks
to do from today until D-Day.
Explain to students the tasks of each role. Ask them
to write in their books the group role, who is in their
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group and their tasks.

Group role and • Role: ……………………………….……….….. The groups and the tasks will be: (check table below).
members: • Members: ……………………………………………………..

Differentiated Learning
Tasks today
• ………………………..............………….……….…..
• ………………………..............………….……….…..
• ………………………..............………….……….…..
• ………………………..............………….……….….. Make sure to divide students according to their
skills. For example, the ones who draw well will
be in the Designers group, the ones who are good
Tasks until day
• ………………………..............………….……….…..
• ………………………..............………….……….…..
• ………………………..............………….……….….. photographers will be in the Recorders group.
• ………………………..............………….……….…..

Copyright © Ministry of Education – United Arab Emirates Unit 2 Lesson 5 62

Responsibilities during the week and on the event

Group Role Tasks Today day
Make a list of close NGOs
1 Researchers Arrange the delivery of the donations to the NGOs
Get the permission from the school principal
Designers & Design the posters for the event
2 Get people to the event, encourage people to donate
Advertisers Make people aware of the action
Make a list of the people to invite, prepare lists of
3 Surveyors Fill in the list of donations and count them
donations
Organise venue, tables, bags or boxes to pack the
4 Organisers Make a list of tables, bags or boxes needed donations
5 Recorders Take photos and videos where necessary Take photos and videos where necessary
Work closely with each group to consolidate all Work closely with each group to consolidate all
Consolidators the information collected to create worthwhile and the information collected to create worthwhile and
6 meaningful results which showcase the success of meaningful results which showcase the success of the
the action action

Unit 2 Lesson 5 62
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 5 (15 minutes) 5 Start the execution of the project.

This is the time where the groups will start executing

With your group, start executing the tasks you have to do. Each group will do the list of tasks written in the
their tasks. Each group, according to its role will do the previous activity. Ask your teacher for help at any time you need to.
tasks assigned to them in activity 4. Stay close to the
students to help them in anything they need.

63 Copyright © Ministry of Education – United Arab Emirates

63
Teacher’s Guide

6 D-Day! Key Skills (Head, Heart, Hands)

Are you ready? It is D-Day! Prepare the venue, tables and chairs. Make sure all your documents are ready.
• Communication
Each group will do the tasks assigned to it. At the end of this activity, you will proudly take the donations to the
association you chose and send them to the children. • Imagination
Don’t forget to thank whoever helped you complete your project.
• Deliberation
• Critical thinking
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• Solidarity
• Respect
• Empathy
• Teamwork
• Research
• Decision Making

Differentiated Learning
Some groups may need additional support in
identifying the type of action they should commit to.
Executing our project
The teacher should prompt groups that are struggling
with questions in relation to what the group are trying
to achieve through their action project.

Evaluation/Reflection
The assessment for learning tool for this lesson
Unit 2 Lesson 5
Copyright © Ministry of Education – United Arab Emirates 64
takes place during the final activity. As students
formulate a poster outlining their plan of action this
Activity 6 (30 minutes) will demonstrate an all-round understanding of the
unit and individual task. It will become evident as
Help students execute their tasks. They will be collecting the donations,
each group presents their ideas, and as the teacher
writing down what they received and putting them in bags or boxes. Arrange
circulates amongst the groups to address any areas of
a time to go with the students to the association they chose in order to
concern which may need additional
donate their share.
explanation/attention.
Move around encouraging them by praising their good and thoughtful
actions.

Unit 2 Lesson 5 64
Moral, Social & Cultural Studies Grade 7 | Term 2

Domain Social

Unit 3
Domain: Moral
Developments
in South Asia
Unit 3:

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Developments in
South Asia
Lesson 1 The Geography of South Asia
Lesson 2 Ancient Civilizations of South Asia
Lesson 3 Ancient India - Mauryan to Gupta Empires
Lesson 4 Arrival of Islamic Civilization in India and the Delhi
Sultanate
Lesson 5 Origins of Science in South Asia
Lesson 6 British in India
Lesson 7 Economy and Cities of South Asia

What actions can you take to defend human dignity?

65 Copyright © Ministry of Education – United Arab Emirates

65
Teacher’s Guide

Welcome to your course on social studies of South

Asia. This term, you’ll explore the geography,
civilizations and people of South Asia and that
portion referred to as the Indian subcontinent.
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Copyright © Ministry of Education – United Arab Emirates 66

Unit 3 66
Moral, Social & Cultural Studies Grade 7 | Term 2

Unit 3 Developments in South Asia

Lesson 1
Student Learning Outcomes (SLOs)
MSC.2.2.02.024 Analyzes geographical characteristics The Geography of Learning Outcomes:
South Asia
• By the end of the lesson, students will learn
of a place (e.g., natural, about the land, people and geography of South
environmental, physical, human) Asia and the Indian Subcontinent

MSC.2.3.01.014 Discusses factors that influenced the

of resources)
ganges Plain punjab
MSC.2.2.01.021 Investigates how human activity is
affected by geographic factors himalayan Mountains hindu Kush Mountains

MSC.2.3.02.015 Investigates ways people have

adapted and altered the physical indian subcontinent karakorum Mountains

environment
deccan Plateau malabar Coast
MSC.2.3.02.014 Discusses factors that influenced the
growth of population centers (e.g., sindhu
location, transportation, distribution
of resources).

Lesson Objective
By the end of the lesson, students will :
learn about the land, people and geography of South
Asia and the Indian Subcontinent.

Key Vocabulary 67 Copyright © Ministry of Education – United Arab Emirates

• Indus River Mountains

• Ganges River • Indian subcontinent
• Ganges Plain • Karakorum
Mountains
• Punjab
• Deccan Plateau
• Himalayan
Mountains • Malabar Coast
• Hindu Kush • Sindhu

Materials/Resources/Technology
The Equal Earth Physical Map is a free downloadable
freeware map with good detail and resolution http://
equal-earth.com/physical/
It is zoomable and can be reused in any number of
ways by teachers for projection in the classroom or
placing in PowerPoints or other presentation files.
67
Teacher’s Guide
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WARM UP:
.What is the Indian subcontinent? List as many geographic features as you can

Name a
mountain Lesson Description with SLO Tags and Notes
range These lessons are designed to allow students to
Name a Name a familiarize themselves with the geographic and climatic
desert major river differences in South Asia, from the mountainous
countries of the North and the tropical climatic
GEOGRAPHIC conditions of the South.
FEATURES
OF INDIAN MSC.2.2.02.024
SUBCONTINENT
Name a Name MSC.2.3.01.014
large island one of the MSC.2.2.01.021
Name plains
MSC.2.3.02.015
a coastal
area MSC.2.3.02.014

Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 1 68

Unit 3 Lesson 1 68
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

1 Geography of Indian sub-Continent

During the invasion of Alexander the Great in around 332 BCE the Greeks named the region Indos, in reference to the
Indus River. So, the modern word India is word borrowed from the ancient Greeks. The physical geography of the Indian
subcontinent includes four types of landscapes. There are two major mountain ranges, plains, and coastlines.

In the far North there is the chain of mountains that include the Hindu Kush, the Karakorum and the Himalaya
mountains. The world’s highest peaks are found in these mountains, including Mount Everest. The mountains have
glaciers that feed the major rivers systems. Water from the water systems flow into Indus River then into the Arabian
Sea to the West and the Ganges River into the Bay of Bengal to the East.
There are important passes or places that allowed human travel through this difficult terrain. The Gomal and Khyber
Passes in the north-west were used by invaders over many centuries to enter the Indus River valleys and the India
plateaus. Other passes through the Chitral Valley and through the Karakorum Mountains allowed communication and
trade with Central Asia over the valuable Silk Road or routes.

The Indus River flows down from the Indian Himalyas through Kashmir and into the Punjab region where we find rich
agricultural lands before passing into the Arabian Sea. Some of the earliest civilizations and cities were established
along the plains of the rivers of the Indus River valleys.
A second geographic feature are the great Ganges Plains. In the plains of the Indus and Ganges Rivers as well as the
Brahmaputra River there are concentrations of farms and people.
A third geographic feature is the Vindhya Mountain range that lies to south of the river plains. It separates the north
from the south of the Indian subcontinent. On the other side of the mountains is the great Deccan plateau. It is a drier
land that is dependent on seasonal rains during the monsoon season. The annual monsoons come from winds off the
Indian Ocean and are the only rains. There are rivers that bring water from the Vindhya but with much less water flow
than those of the great northern rivers.
Because of the limited supply of water in the South, agriculture in the southern peninsula depends greatly on systems
of irrigation. Volcanic rock of the Deccan plateau in the South was used to build temples and other structures. In the far
south, along the lusher Malabar and Coromandel coasts, the Kerala and Tamil peoples thrived and developed their own
languages.
The fourth feature of the subcontinent is its coastlines. Ancient shipping trade routes were developed to the Arabian
Gulf and the African coasts in one direction and to Southeast Asia in the other. Eventually, European fleets entered the
Indian Ocean from the 16th century onward.

69 Copyright © Ministry of Education – United Arab Emirates

69
Teacher’s Guide

Activity 1
Activity 1: Map Reading

Write down five physical geography features you can see on the map: rivers, mountains, valleys, coasts, etc. Use the
Write down five physical geography features you
map the beginning of the lesson. recognize: rivers, mountains, valleys, coasts, etc.

1.
• Variable answers possible
Write down five physical geography features that
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2.
are new to you but look interesting! We’ll help
you find out more about them.
3.
• Variable answers possible
4.

Write down five physical geography features that are new to you.

Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 1 70

Unit 3 Lesson 1 70
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 2: Map Reading

Find and list the names of six different rivers on the map at the beginning of the lesson.

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3

Activity 2
6
Activity 2:
Activity 3: Concept Check
Find and list the names of six different rivers on
the map above. Answer the questions about the text.

• Variable answers may be possible. Students Where did the word “India” come from?
will need to zoom in. They may find among What is the world’s highest mountain peak?
others: Ganges, Indus, Brahmaputra, Narmada,
Which mountain range is it located in?
Mahanadi, Cauvery, Godavari, Krishna, and
Which mountain passes were used by invaders into the region?
others.
What separates the north from the south of the subcontinent?
What kind of rock can be found on the Deccan Plateau?

Activity 3 Which area was used by ancient sea traders?

Find the four geographic regional types discussed in

the text above on the map in Figure 1. When you find
them list another name of a river or feature that is that
71
region. Copyright © Ministry of Education – United Arab Emirates

Geographic Type or Name of nearby geographic

Region feature or place
1. The Northern High Alpine features, with glaciers and
Mountains mountain valleys and passes

2. Ganges Plain Alluvial plain set between several major rivers

Vindhaya Mountains
High drier plain in central India
and Deccan Plateau
Variable conditions with harbours and local
Coastal areas climatic variance
OTHER ANSWERS POSSIBLE

71
Teacher’s Guide

2 The Monsoon Seasons

Every year between April and September, the Indian subcontinent receives a large amount of wind carrying warm
tropical rain known as the monsoons. The monsoons come from the Indian Ocean currents and wind patterns that move
warm, moist air from the southwest Indian Ocean toward countries like India, Sri Lanka, Bangladesh, and Myanmar.
The country of Bangladesh is one of the countries most affected by the monsoons. It is a low lying coastal land where
severe flooding occurs in years when the monsoon rains are excessive. Every year farmers and villagers prepare for the
monsoons. In years when the monsoons did not come, the areas experienced drought.

The area experiences winter monsoons which are dry winds that blow down from the northeast region of the Himalayan
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Mountains. These winds do not bring much rain so the winter is known as the dry or drier season.
The winter monsoon winds and summer monsoon winds blow in opposite directions. This enabled traditional sailboats
and merchant boats to use these winds on their journeys from the Arabian Gulf to India to the Eastern Shores of Africa.
During the next monsoon season, as the winds shifted, they could sail back the other direction.

Activity 4: Graph Activity

The chart shows rainfall in 2016. In July over 590 millimetres of rain caused floods in Bangladesh. Compare this to the
average monthly rainfall here in the UAE in the same year.

Average Monthly Rainfall in millimeters

Bangladesh and the UAE 2016

800
600
400
200
0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Bangladesh United Arab Emirates

Chart of Precipitation (Rainfall) Source of data World Bank

Climate Change Portal

Compare the rainfall of Bangladesh (blue) and the UAE (red).

z In which month does Bangaledesh have the most rainfall?

z In which month does the UAE have the most rainfall?
z Which country has the most rainfall overall the year?
z Which months does the UAE have more rainfall than Bangladesh?

Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 1 72

Unit 3 Lesson 1 72
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 5: Describing Photos

Write a description of each photo of the Ganges River and Indus River using keywords in the list.

mountains rivers valley glaciers

narrow gorge or
delta plain tributary flatlands

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canyon

Himalaya Ganges River Punjab Region Delta Region in

Mountains Plains Valleys the Sindh

Write a description of geographical features

found in the upper course of the Ganges River.

The Ganges River in the Himalayan

Mountains.

73 Copyright © Ministry of Education – United Arab Emirates

73
Teacher’s Guide

Write a description of geographical features

found in the middle course of the Ganges River
as it emerges from the Himalayas.
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The Ganges River emerges from the

Himalaya Mountains .

Write a description of some features of the river

found here at the city of Varanasi along the
Ganges River Plain.

Varanasi, on the Ganges.

Write a description of some features of the river

found here at the city of Varanasi along the
Ganges River Plain.

Ganges Delta in West Bengal.

Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 1 74

Unit 3 Lesson 1 74
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Write a description of some features of the

source of the Indus River.

Write a description of some features of

Indus River as it passes through Karakorum,
Pakistan.

Indus River and valley at Karakorum,

Pakistan

Write a description of some features of Indus

River delta.

View of the Indus River Delta

75 Copyright © Ministry of Education – United Arab Emirates

75
Teacher’s Guide

Activity 6: Identifying Features of the South Formative Assessment Opportunities

Choose one of the photographs and write a description of the land and geographic features, (vegetation, landforms,
water, etc.) that you see. Write two to three sentences. Activities 3 and 4 allow students to reflect on the
varied geography and natural resources of the Indian
Subcontinent.
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Remedial Opportunities
Fill in the blanks in the sentences below with the
key words shown:
• Winter monsoons
• Summer monsoons

Vijayanagara, Hampi, Karnataka, India.

• mm
• Precipitation
• millimetres
• M&M

In Bangladesh, the most rainfall

occurs during the season known as
the _Summer Monsoons____.
Tea Plantation near Nuwara Eliya, in Sri Lanka.
The drier months in Bangladesh
occur during the season known as
the __Winter Monsoons______.
Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 1 76
Rainfall is measured in _ millimetres
____. The abbreviation for the
measurement units of rainfall is __
mm_____. A scientific term for rainfall
is __precipitation___.

Extension Opportunities
Students may be encouraged to explore the National
Geographic and Google Map resources to explore the
region further.

Unit 3 Lesson 1 76
Moral, Social & Cultural Studies Grade 7 | Term 2

Unit 3 Developments in South Asia

Lesson 2
Student Learning Outcomes (SLOs)
N/A Ancient Civiliza- Learning Outcomes:
tions of South
• By the end of the lesson, students will learn
about one of the earliest civilizations: the

Asia
Harappan city states that were built along the
Indus River
Lesson Objective

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By the end of the lesson, students will :
learn about one of the earliest civilizations: the Vocabulary
Harappan city states that were built along the Indus mohenjo-Daro harappan Civilization
River .
indus River

Key Vocabulary
• Mohenjo-Daro
• Harappan Civilization
• Indus River

Materials/Resources/Technology
The World Heritage website for Mohenjo-Daro is
recommended along with its multimedia and short
videos. https://whc.unesco.org/en/list/138/

77 Copyright © Ministry of Education – United Arab Emirates

77
Teacher’s Guide
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Warm up: Brainstorm

Why do you think that some of the earliest civilizations in the world arose along the Indus River of the South Asian
subcontinent?

Lesson Description with SLO Tags and Notes

The lesson allows students to study the early
development of urban culture and civilization and
human adaptation to the environmental conditions and
resources of the Indus River valley. Changing conditions
and shifting coastlines and river channels probably
contributed to the relative abandonment of the site.

Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 2 78

Unit 3 Lesson 2 78
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

1 Indian Prehistory

The study of Indian history based on archaeological evidence dates to around 7000 BCE when evidence of settled
agriculture on the northern river plains and deltas appears. The earliest sites of settlement appear at Mehrgahr and
other sites on upper tributaries of the Indus River and date from around 7000-4700 BCE.
Early settlements formed when people started growing grains in the deltas. Eventually the sophisticated urban centers
of the Harappan civilization developed from the 3rd millennium BCE. The cities of Harappa and Mohenjo Daro were
discovered through extensive archaeological work in the 1920s. This is around the same time that Howard Carter was
uncovering the tombs of Tutenkhamen at Luxor in Egypt.

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The cities were unique for their social organization and innovations in water systems with large open public baths and
individual wells for houses. Collectively, the urban cities of the lower Indus are called the Harappan Civilization (2600-
1700 BCE). The cities seem to have been abandoned due to lack of rainfall or a changing climate.

2 Harappan Civilization c. 2600-1700 BC

The Harappan Civilization, also called the Indus Civilization, was a cluster of urban and agricultural areas that spread
along the major river valleys of the Indus River. The archaeological discoveries at Mahrgarh and Mohenjo Daro are located
in modern Pakistan and Northwest India.
These cities exhibit considerable evidence of urban planning and cooperative civic life. Environmental changes including
the build-up of silts and deposits and changing courses of the river that made a number of these cities obsolete or
unsustainable.

Activity 1: Compare and Contrast

Activity 1 Compare and contrast the images of two separate early Harappan cities.

Why do you think that some of the earliest

civilizations in the world arose along the Indus
River of the South Asian subcontinent?
• Variable answers possible
Answer the following questions about the location
and planning of Dholavira, which is located in
India.
.Map of the Harappan Cities
Q Do the buildings appear to be made of brick The first two photograph are of the ruins of the city of Dholavira, in Gujarat near the Indus River in India. The other
or stone? photographs are of Mohenjo-Daro, another Harappan era city that is located within the modern country of Pakistan.

ۘ 1. Brick 79 Copyright © Ministry of Education – United Arab Emirates

2. Stone
Q What does the rectangular layout of buildings
in the photo on the left suggest?

ۘ1.andA regular plan of laying out the city

its buildings

2.irregular
There is no real plan. It looks

79
Teacher’s Guide

3 Dholavira
Compare and contrast the images of two separate early Harappan cities.
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The ancient city of Dholavira, near Kutch, Gujarat, India Ancient City of Dholavira in Gujarat, India
Compare the remains of the two cities. What do the buildings appear to be made of brick or stone? What does the
rectangular layout of buildings in the photo on the left suggest?

Q What does the use of brick masonry suggest

about the durability of the buildings?
Baked bricks are either sun
baked or oven baked allowed
What does the use of brick masonry suggest about the durability of the buildings?
for compacted and more
sturdy bricks with remarkable
.endurance over time

Q What do the images above suggest about how

Mohenjo- built around 2600 BCE, flourished till 1900 BCE Streets and houses of Mohenjo Daro
the city was constructed? Are there streets
or passages between buildings ? Write one to
two sentences describing what you see.

Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 2 80

Urban planning was taking
place. There was street
planning with planned routes
.and paths

Unit 3 Lesson 2 80
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

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What do the images suggest about how the city was constructed? Are there streets or passages between buildings?
Write one to two sentences describing what you see.

Activity 2: Make a Hypothesis

A hypothesis is a theory based on evidence that tries to explain the cause or reason for an event or scientific
phenomenon.
Make a hypothesis about the structures in each of the pictures. What you think each one was used for? Note that the
structures are below ground level.

.Mohenjo Daro

81 Copyright © Ministry of Education – United Arab Emirates

81
Teacher’s Guide

What do you think the sunken structure is?

.Mohenjo Daro

What do you think the sunken structure is?

Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 2 82

Unit 3 Lesson 2 82
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 3
Fill in the gaps of each sentence with words from
the list above.

texts called _Vedas__ were important What do you think the sunken structure is?

spiritual and ritual texts that were

read by a small group of literate
society called __Brahmins____. During
the pre-Mauryan period, the __
Buddha__ was the inspiration for a
new religion named after him that
was called _Buddhism_____. In around 4 The Vedic Age (1700-600 BCE)

331 BCE, ___Alexander the Great____ A group of people arrived in India around 1700 BCE who influenced the cultural development in the Indian subcontinent
through 600 BCE. This is called the Vedic Age. During this period, a specialized class of people called Brahmins came to
power. Brahmins were literate and became interpreters of a series of written texts. The texts, called Vedas, were the basis
led an attack against the _Persian of their religion, social structure, and political system.
During this period, the economy was based on farming. Some landowners became wealthy from surplus from agriculture
Empire___. products and while others specialized in making iron products. There wealthy landowners established competing
kingdoms leading to disputes and civil wars.

Formative Assessment Opportunities

Activities 3 A hypothesis is a theory based on evidence
that tries to explain the cause or reason for an event
or scientific phenomenon. For example, medical 83 Copyright © Ministry of Education – United Arab Emirates

professionals in the 1940s hypothesized that smoking

causes lung cancer. After decades of research the
evidence proved the hypothesis was correct.
Q Look at the image above and make a
hypothesis about what you think the
structure in the foreground was for. Note that
it is below ground level. Discuss with your
friends and write a hypothesis that explains
what this sunken structure might be!

The sunken area was likely used as a

pool for swimming or bathing.
Q Look at the image above and make a
hypothesis about what you think the
structure in the foreground was for. Note that
it is below ground level. Discuss with your
friends and write a hypothesis that explains
what this sunken structure might be!

83
Teacher’s Guide

5 Pre-Mauryan Era (600 BC - 321 BCE)

In this period, India continued to develop as a system of small kingdoms. Northern and northwest India were vulnerable
to pressures of supporting or resisting foreign empires. At the end of this period, Alexander the Great’s army invaded. He
ruled over parts of Asia between 331 BCE and 323 BCE, then he went on to conquer parts of Central Asia before invading
India in 326 BCE. Alexander was defeated in India and was forced to withdraw entirely. He died of disease in 323 BCE at
the age of 32.

Activity 3: Concept Check

Fill in the gaps of each sentence with words from the list.

z During the Vedic Age a specialized class called gained power Students may recognize the round
because they could read. The texts were called which formed the
basis of their social and political system. formed depression of brick as a
z Alexander the Great’s army invaded in 326 BCE where his army was well
.

Activity 4: Compare and Contrast

Q 3. Look at the image above and make
a hypothesis about what you think the
Compare a contrast events in the Vedic Age and the Pre-Mauryan era. List the main events and describe challenges in
each.
structure in the foreground was for. Note
that it is below ground level. Discuss with
your friends and write a hypothesis that
explains what this sunken structure might
be!

Students may or may not

recognize the channels as used for
runoff of water or wastewater

Remedial Opportunities
Students may review the maps and take their time
Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 2 84
with examining the photos of the archaeological
sites. The intended use of the buildings are not
readily apparent from the photos, so students may
be encouraged here to guess and discuss with their
classmates.

Extension Opportunities
Ask students to explore the World Heritage
website for Mohenjo-Daro https://whc.unesco.org/
en/list/138/
Students may compare it to archaeological sites in
the UAE, including Mleiha
.

Unit 3 Lesson 2 84
Moral, Social & Cultural Studies Grade 7 | Term 2

Unit 3 Developments in South Asia

Lesson 3
Student Learning Outcomes (SLOs)
MSC.2.3.01.013 Analyses the interaction between Ancient India - Learning Outcomes:
Mauryan to Gupta
• By the end of the lesson, students will learn
the environment and the population, about the development of early Indian society.

Empires
and understands the mutual impact
between these two factors

location, transportation, distribution

Mauryan Empire Stupa
of resources)
MSC.2.3.01.015 Describes how different economic Vedas Vedic Literature

systems answer the basic economic

questions on what to produce, how to
produce, and for whom to produce
MSC.2.3.02.014 Investigates how the use of
technology has impacted the
environment locally and globally
MSC.2.3.02.015 Investigates ways people have
adapted and altered the physical
environment

Lesson Objective
By the end of the lesson, students will :
demonstrate an awareness of moral principles 85 Copyright © Ministry of Education – United Arab Emirates

to assist them in ethical reasoning and decision-

making based on fairness, tolerance, and human
centeredness.

Key Vocabulary
• Buddhism
• Ashoka
• Chandragupta,
• Mauryan Empire

Materials/Resources/Technology
The Metropolitan Museum Heilbronn Timeline of the structure. https://www.khanacademy.org/humanities/
World Art is also useful. https://www.metmuseum. ap-art-history/introduction-cultures-religions-apah/
org/toah/chronology/ buddhism-apah/a/the-stupa#:~:text=At%20its%20
simplest%2C%20a%20stupa,energy%20of%20the%20
The Khan Academy website on Buddhist Stupas may Buddha%20himself.
help students appreciate the form and symbolism of
85
Teacher’s Guide
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WARM UP:
CLASS DISCUSSION
Lesson Description with SLO Tags and Notes
ߊ What is tolerance? How can tolerance make a country stronger?
The lesson activities introduce the development of
˩ Write a brief summary of the discussion:
Buddhist and Hindu culture in the Indian subcontinent
and beyond
MSC.2.3.01.013
MSC.2.3.01.014
MSC.2.3.01.015
MSC.2.3.02.014
The activities on the teachings of moral obligations by
the Buddha provide a foundation for moral education
that will be complemented by later lessons and
activities in the next lessons of the spread of Islam in
India.
Moral Education: Standard 8
Name some physical places, geographical features,
rivers and cities in Pakistan, India or other South
Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 3 86
Asian countries that you already know.
• Variable Answers possible

Unit 3 Lesson 3 86
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

1 Mauryan Empire (321 BCE - 184 BCE)

The Mauryan Empire became the most powerful empire of South Asia and was a rival to Roman power at the same
period. The term “Mauryan” is derived from the name of the empire’s founder, Chandragupta Maurya who ruled from
around 321-297 BCE.
His grandson, Ashoka (r. 269-232 BCE) consolidated power and promoted the aggressive expansion of his kingdom into
the empire through the use of missionaries and merchants. At this time people were allowed to privately own land.
Ashoka was known for his tolerance of different religions in India. Ashoka ordered pillars of stone to be built throughout
his empire. The pillars became tokens or symbols of his power. During this period and later, stupas or round monument
temples were also built.

Activity 1: Intrepreting Images

Activity 1 What impression were the builders of the tall pillar shown in the picture, known as Ashoka’s pillar, trying to make on
visitors or others who saw the pillar?
What impression would the symbol of the tall
pillars, known as Ashoka’s pillar have on visitors
or others who saw them?
• Variable Answers Possible: but observation of
the power and geographical spread of the empire
are apparent
Why does the shape of the dome of the stupa mark
it as an important site.
• Before Buddhism great teachers were buried in
and the mound of earth covered them over. The
domed shape of the stupa represents a person 87 Copyright © Ministry of Education – United Arab Emirates

seated in meditation.

87
Teacher’s Guide

How does the shape of the round stupa with dome differ from the pillar? What impression do you think the builders
were trying to make? How does that contrast to the impression of the pillar?
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2 Post-Mauryan Period (185 BCE - 320 CE)

After the collapse of the Mauryan Empire in about 185 BCE, the region was again split into small kingdoms. In this
period the southern region, along with Tamil literature, became prominent.
In the Ganges region the Shunga dynasty was a local dynasty who encountered a great rivalry with the Kharavela
dynasty. In Northwest India, Greek governors dominated the border regions of Bactria (modern day Afghanistan) and
influenced the region until they were removed around the 1st century BCE. During this period Central Asia came under
influence of the Kushans, a trans-Asiatic empire that was situated between the newly emerging regions and trade
routes.
Around 320 CE, the Gupta Empire was created when power was consolidated by its third ruler, Chandragupta I. The
Gupta rulers adopted rule by kings who were heads of large landholding and wealthy families. This system was possible
because of the power shift during the Mauryan period which allowed local landlords and elites to claim titles and power
as local princes.
The Gupta Empire was a period of social transition. Later dynasties in the north built large temples such as the Kajuraho
temple complexes in Madhya between 950 and 1050 CE.

3 Gupta Empire (320-550 CE)

The Gupta Empire is associated with the consolidation of power of its third ruler, Chandragupta I who expanded his
power in around 320 AD. The Gupta rulers consolidated power around large landholding and wealthy families. Their
decentralization of government structures in the Mauryan period allowed local landlords and elites to claim titles and
power as local princes.

Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 3 88

Unit 3 Lesson 3 88
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 2 Activity 2: Concept Check

Which of the following may be said about the What was the Gupta Empire that ruled from around 320-550 CE known for?
Gupta Empire that ruled from around 320-550 CE?
a. wealth and family was not valued.
Circle your choice. b. government structures were centralized and strong.
c. local landlords and elites claimed power as local princes.

Itgaining
was a period when Buddhism was Who was the founder of the Mauryan Empire (321 BCE - 184 BCE)?

ۘItgaining
was a period when Hinduism was
influence 4
c. local landlords and elites.

Chandella Dynasty (950-1050 CE)

influence
It was a period when Islam was gaining During the Chandella Dynasty stone structures were built between 950 and 1050 CE. The Kajuraho temple complexes in
Madhya Pradesh are among the largest with sculptures.

The most famous leader of the Mauryan Empire

(321 BC - 184 BC) was which of the following?

Chandragupta
ۘAshoka
Alexander the Great
Ruins of the ancient Buddhist monastery Mahavihara , Khajuraho Monuments built during the Chandella
which was also a leading teaching institution under the Dynasty
Gupta Empire
The invasion of India by the Greeks, who were led
by Alexander the Great, occurred during which 5 Indian Literature and Historical Epics
period of Indian history? Pre-Mauryan period Epics from the Indian subcontinent are among the most developed in length of narrative. One example, the

Pre-Mauryan
Mahãbharãta, is a historical epic of conquest and battle written in the Sanskrit language and writing system. Veda and
Vedic literature dates to the end of the BCE period.
Era (600 BC - 321 BC)
ۘMauryan Period (321 BC to 184 BC)
Post Mauryan Period (185 BC - 320 AD)
The following text is an excerpt of Kautilya’s, 89 Copyright © Ministry of Education – United Arab Emirates

Arthashastra, which is credited with being written

during the Gupta Empire. Some of the philosophy and
lessons contained in the book are thought to reflect
the Gupta Emperor Chandragupta I’s strategy and
philosophy.
Book II, “The Duties of Government Superintendents”
CHAPTER I. FORMATION OF VILLAGES. (page 60)
Either by inducing foreigners to immigrate or
by causing the thickly-populated
centres of his own kingdom to send forth the There shall be set up fortresses of different
excessive population, the king may construct sizes for every 800 villages, 400 villages 200,
villages either on new sites or on old ruins. villages, and every ten villages. There shall be
Villages shall consist of at least one hundred constructed in the extremities of the kingdom
families, but no more than five hundred forts manned by boundary-guards whose duty
families of agricultural people of súdra shall be
caste…
to guard the entrances into the kingdom. The
Boundaries shall be denoted by a river, a interior of the kingdom shall be watched by
mountain, forests, bulbous plants , caves, trap-keepers, archers, hunters and wild tribes.
artificial buildings, or by trees…
89
Teacher’s Guide

Activity 3: Reading a Primary Text

The text is an excerpt of Kautilya’s Arthashastra, thought to be written during the Gupta Empire. Some of the
philosophy and lessons contained in the book reflect the Gupta Emperor Chandragupta I’s strategy and philosophy.
Activity 4
Read the text and underline the phrases that give instructions.

Excerpt from Book II, The Duties of Government Superintendents, Chapter I. Formation of Villages During the Delhi Sultanate and the Vijayanagara
Either by inducing foreigners to immigrate or by causing the thickly-populated centres of his own kingdom to send forth
Empire, in which region was Hindu Civilization
the excessive population, the king may construct villages either on new sites or on old ruins. Villages shall consist of at maintaining its institutions and its own architecture?
All rights reserved. No part of this bage 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.

least a one hundred families, but no more than five-hundred families of agricultural people…

The
Boundaries shall be denoted by a river, a mountain, forests, bulbous plants, caves, artificial buildings, or by trees…
There shall be set up fortresses of different sizes for every 800 villages, 400 villages 200, villages, and every ten
villages. There shall be constructed in the extremities of the kingdom forts manned by boundary-guards whose duty
North
ۘThe South
shall be to guard the entrances into the kingdom. The interior of the kingdom shall be watched by trap- keepers,
archers, hunters and wild tribes.

Activity 4: Interpreting Text

Answer the questions about the Gupta period reading text.

According to the text, how should the territory be expanded? Who was to live in the new lands?

Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 3 90

Unit 3 Lesson 3 90
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

How were these new lands to be protected? Why do you think the borders required special attention?

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6 The Vijayanagara Empire in the South of India (1346-1646)
The Vijayanagara Empire: was an Empire in the South of India and a rival to the Delhi Sultanate in the North. The
Sultanate’s influence over the central and southern Indian provinces was weaker, where other groups held power. This
included the success of the Vijayanagara Empire that emerged in Southern India in 1346 and lasted until the military
defeat at Talikota in 1565. The Vijayanagara continued in local power until about 1646.

Activity 5: Moral Education

Write a reflection on how tolerance for different faiths and people from other lands was an important aspect of the
development of civilization in India.

91 Copyright © Ministry of Education – United Arab Emirates

91
Teacher’s Guide

Formative Assessment Opportunities

Write a reflection on how tolerance for different
All rights reserved. No part of this bage 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.

faiths and people from other lands was an

Activity 6: Reflection important aspect of the development of civilization
in India.
Why is tolerance of different cultures important in the world today, especially in the UAE?

Remedial Opportunities
Q Ashoka’s Pillar was a symbol of which of
the following!

Italong
was a pillar brought from China
the Silk Route to mark the
Han Dynasty
ۘ The Buddhist Mauryan Emperor
Ashoka’s empire in around 269232-
BCE
The Hindu based Vijayanagara
Empire’s influence

Extension Opportunities
Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 3 92 The Khan Academy website on Buddhist Stupas
may help students appreciate the form and
symbolism of the structure. https://www.
khanacademy.org/humanities/ap-art-history/
introduction-cultures-religions-apah/buddhism-
apah/a/the-stupa#:~:text=At%20its%20
simplest%2C%20a%20stupa,energy%20of%20
the%20Buddha%20himself..

Unit 3 Lesson 3 92
Moral, Social & Cultural Studies Grade 7 | Term 2

Unit 3 Developments in South Asia

Lesson 4
Student Learning Outcomes (SLOs)
MSC.2.3.01.013 Analyses the interaction between Arrival of Islamic Learning Outcomes:
Civilization in
• By the end of the lesson, students will learn
the environment and the population, about the formal arrival of Islamic Civilization

India and the Delhi

and understands the mutual impact into India with the establishment of the Delhi
Sultanate
between these two factors
Sultanate

All rights reserved. No part of this bage 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.
MSC.2.3.01.014 Discusses factors that influenced the
growth of population centers (e.g.,
location, transportation, distribution Vocabulary
of resources)
Delhi Sultanate Qutb Minar
MSC.2.3.01.015 Describes how different economic
systems answer the basic economic
Ashoka’s Pillar Islamic Architecture
questions on what to produce, how to
produce, and for whom to produce
MSC.2.3.02.014 Investigates how the use of
technology has impacted the
environment locally and globally
MSC.2.3.02.015 Investigates ways people have
adapted and altered the physical
environment
MSC.1.1.02.033 Demonstrate the need for and a
commitment to the fundamental
value of each human life

Lesson Objective
93
By the end of the lesson, students will : Copyright © Ministry of Education – United Arab Emirates

learn about the formal arrival of Islamic Civilization

into India with the establishment of the Delhi
Sultanate.

Key Vocabulary Materials/Resources/Technology

• Delhi Sultanate Archnet is a comprehensive guide to Islamic architecture and civilization/
• Qutb Minar, The Timeline to Islamic Art and History is an excellent resource for
• Ashoka’s Pillar, teachers and students alike. https://archnet.org/timelines/48

• Islamic Architecture, On the Qutb Minar see: https://archnet.org/sites/2542

• Mughal Empire, On the Delhi Sultanate https://archnet.org/timelines/48/period/

Sultanate/year/1200
• Taj Mahal, Agra
On the Mughal Empire see https://archnet.org/timelines/48/period/
• Babur Mughal/year/1528
• Akbar On the Red fort see: https://archnet.org/sites/2158
• Shah Jahan On the Taj Mahal see: https://whc.unesco.org/en/list/252/
93
Teacher’s Guide
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Warm up: Discussion

How can studying the architecture of a civilization give you clues about how the people in the civilization lived?

Lesson Description with SLO Tags and Notes

The lesson activities introduce the development of
Islamic culture in the Indian subcontinent and beyond
MSC.2.3.01.013
MSC.2.3.01.014
MSC.2.3.01.015
MSC.2.3.02.014
MSC.2.3.02.015
MSC.1.1.02.033
The activities on the teachings of moral obligations
found in Islam and Islamic civilization in India.
Moral Education: Standard 8
• Variable Answers possible

Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 4 94

Unit 3 Lesson 4 94
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

1 Islamic Civilization in India 1200-1500 CE

The Delhi Sultanate was established in 1206 CE with the Muslim conquest of Northern India. It was not the first part of
India to be ruled by Muslims. Parts of the far Northwestern coastal area had been brought under Muslim control around
712 CE.
During the first dynasty, Iltutmish (r. 1210-1236) managed to hold out against the Mongol Invasion leaving troops on
India’s northern border in the Panjab. After his death, Iltutmish’s daughter, Raziyyat, ruled from around 1236-1239.
A later ruler of Northern India, Qutb-ud-din, authorized the construction of a major mosque complex in Delhi, the capital
of his new state. The Qutb Minar was distinguished by its towering decorative minaret.
The iron pillar or Ashoka’s pillar, so-named after the famous emperor of India of the 3rd century BCE was left near

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the mosque. This is an example of how a symbols of power and ideology were absorbed and repositioned in a central
position of later structures.

Corner Detail of Qutb Minar complex Ashoka’s Iron Pillar at the Qutb Minar complex.

The Qutb Minar at the Qutb Minar Mosque Detail of Islamic calligraphy on the minaret of the
Complex Qutb Minar.

95 Copyright © Ministry of Education – United Arab Emirates

95
Teacher’s Guide

2 The Vijayanagara Empire in the South of India (1346-1646)

The Sultanate’s influence over the central and southern Indian provinces was weaker where other groups held power.
The Vijayanagara Empire emerged in Southern India in 1346 and lasted until the military defeat at Talikota in 1565. The
Vijayanagara continued to have local power until about 1646.

Activity 1
Activity 1: Concept Check
Who was Qutb-ud-din Aibak and where did he
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Answer the questions.

come from? Select the best answer below.

a. What did Qutb-ud-din authorize the construction of in Northern India? ۘHeestablished

came from Afghanistan and was
the Delhi Sultanate
Hethecame from Syria and established
Tughluq Dynasty
Hethewas from Mongolia and established
Timurid Dynasty
a. Who managed to hold out against the Mongol Invasion of Asia?
During the period of the Delhi Sultanate in which
region was Islamic Civilization prospering? Circle
the choice A or B.

ۘThe North

a. Who ruled Northern India from about 1236-1239?

The South
Review the images above and write why you think
the Qutb Minar has the following influences and
building elements in it?
Why do you think Qutb-ud-Din decided to place his
great Minar structure near the Ashoka Iron Pillar?
Unit 3 Lesson 4
Copyright © Ministry of Education – United Arab Emirates 96
Does this indicate that he was aware of Islam’s
arrival and his dynasty’s power as a successor to
Ashoka?
• Variable answers possible. Students may recall
the function of the Buddhist emperor’s pillars
from the previous lesson.

Unit 3 Lesson 4 96
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 1: Concept Check

a. When was the Delhi Sultanate established?

a. What was Ashoka’s Pillar a symbol of?

a. Where did the Vijayanagara Empire emerge?

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Activity 2: Intrepreting Images
Activity 2
Review the images in the text and write why you think the Qutb Minar has the elements of earlier periods in it. Why do
Why do you think Qutb-ud-Din’s architects you think Qutb-ud-Din decided to place his great Minar structure near the Ashoka Iron Pillar?

incorporated remnants from Hindu temples into

the columns of the courtyard that surround the
mosque area?
Students may note the blend of Buddhist,
Hindu and Muslim influences in the
architecture as the new Muslim state is
created by the Delhi Sultanate

Activity 3: Critical Thinking

What do the different styles of architecture during this period suggest about the differences between the North and the
South?
Activity 3
• Variable Answers possible

97 Copyright © Ministry of Education – United Arab Emirates

97
Teacher’s Guide

3 Mughal Empire

The Mughal base of power originated in the Punjab region. The first Mughal Emperor who sought to conquer and
expand power was Zahir-ud-Din Muhammad also known as Babur, or the Tiger. Babur was a distant descendant of
Ghengis Khan the Mongol conqueror.
By 1505 his armies captured Delhi and Agra and held the major centers of power in Northern India. From there he
expanded and established an empire between 1525 -- 1550.
Humayun and Sher Shah were sons of Babur. In 1556, an accident occurred when Humayun, a keen astronomer, tripped
and fell to his death from the steps of one of the observatories. His son, 13 year old Akbar, succeeded him and moved
quickly from the Punjab to take power in Delhi.
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The young Akbar had to mobilize his troops rapidly. After a series of battles with his loyal troops, he took Delhi. He was
known to sometimes slip out of the palace in ordinary clothes so he could mix with the ordinary citizens in the bazaars
and markets of the city.
He identified with the mixture of cultures in India and tried to establish a policy of tolerance and peace among the
divisions of Indian society. Akbar built a new capital outside of Delhi at Agra, where the immense Red Fort was
constructed.
The Mughal Empire ruled from Northern India. It held influence and power in regions now known as Pakistan and India.
The Fort of Lahore and the gardens of Lahore were built during the Mughal period.
The Mughal Empire is recognized by its most famous architectural building, the Taj Mahal. The Mughal Empire created
institutions and a bureaucracy to maintain the empire as it traded with the neighbouring land-based empires such as the
Ottoman Empire and the Ming Dynasty. After the British entered India, the last Moghul emperor maintained a position
until 1857.

3 Mughal Architecture

Akbar’s Red Fort at Agra is one of the most symbolic and representative of Mughal architecture. It is a functioning
palace fort that retains the symbolism of a grand scale building that demonstrates the power of the empire. It is highly
functional as a defensive structure that could house and centrally control his army and other important bureaucracies of
the government.
The most famous of the Mughal period buildings is the Taj Mahal built out of white marble with precious stones and
gold inlays. The structure was started in 1631 and completed years later. The Taj Mahal was built as the final resting
place for the ruler Shah Jahan’s wife, Mumtaz Mahal, who died during childbirth. The Taj Mahal faces the river and had
enormous gardens that can be visited today.

Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 4 98

Unit 3 Lesson 4 98
Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 4 Activity 4: Concept Check

What would be the first thing you would want to Answer the questions.
know or do if you were to assume power of an a. Where did the Mughal power base originate?

empire at age 13? Most of you are about that age b. Who was Babur?
now!
c. Who was Akbar?
• Variable Answers possible

Activity 5 e. What building was built entirely of white marble?

Akbar’s Red Fort at Agra is one of the most symbolic

Activity 5: Intrepreting Pictures
and representative of Mughal architecture. It is a
functioning palace fort that retains the symbolism of Use the pictures to answer the questions.

a grand scale building that demonstrates the power of Red Fort and Agra Fort Taj Mahal

the empire. It is also highly functional as a defensive

structure that could house and centrally control
his army and other important bureaucracies of the
government.
Red Fort in Delhi, Mughal Architecture Reflecting pool at the Taj Mahal
The most famous of the Mughal period buildings is
the mausoleum mosque built out of white marble. It
was started in 1631 when Shah Jahan’s favourite wife,
Mumtaz Mahal, died while giving childbirth. It was
completed in just three years and instantly recognized Detail of the Entrance to Taj Majal
Agra Fort -Mughal Empire
as one of the masterpieces of world architecture. No
expense was spared. Enormous sums were spent to
decorate the mosque in precious jewels, and gold
inlay. The enormous gardens that one can visit today
were also built, and the Taj Mahal faces the river. Shah Interior of Agra Fort Lattice screen and interior of the Taj Mahal

Jahan, it is said intended to build a second structure

mausoleum, but that project was never realized.

How does the form, shape and use of red
sandstone in the Mughal forts on the left column
indicate a military and administrative purpose to
the buildings?

The high walls and towers are

defensive structures
How does the form, layout and use of white
marble at the Taj Mahal shown in the right column
suggest a commemorative building as a place of
rest or prayer?

Marble is considered to be a
smooth and cooler stone when one
presses one’s hand to it. The floral
inlays of precious materials and
the accompanying gardens and
reflective pools are meant to allow
calm and tranquillity.

99
Teacher’s Guide

a. How do the form, shape and use of red sandstone in the Mughal forts on the left column indicate a

military and administrative purpose to the buildings?

Formative Assessment Opportunities

Activities 2 – 5 allow students to reflect on the
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use of symbolism in the new architecture of Delhi

Sultanate or the Mughal Empire.

Remedial Opportunities
Q The leaders of the Mughal Empire
a. How do the form, layout and use of white marble at the Taj Mahal shown in the right column

suggest a commemorative building as a place of rest or peace?

originally came from which region?

a. Afghanistan
b.c. Central
The Punjab
ۘ Asia
Q Several other empires co-existed during
the Mughal period of rule. These included
which of the following?

ۘa. Ottoman and Safavid Empires

b. Han Dynasty and Empire in China
c. Hellenistic and Ghurid Empires
Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 4 100 Q The Mughal Emperor who built the Taj
Mahal was

a.b. Babur
c. Shaj
Akbar
ۘ Jahan
Extension Opportunities
Archnet is a comprehensive guide to Islamic
architecture and civilization. The Timeline to
Islamic Art and History is an excellent resource for
teachers and students alike. https://archnet.org/
timelines/48..

Unit 3 Lesson 4 100

Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 5: What do You Think?

a. Which ruler mentioned in the lesson assumed power at age 13?

b. What would do you do if you became an emperor at your age?

101
Teacher’s Guide

Notes

Formative Assessment Opportunities

faiths and people from other lands was an

important aspect of the development of civilization
in India.

Remedial Opportunities
Q Ashoka’s Pillar was a symbol of which of
the following!

Extension Opportunities
Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 4 102 The Khan Academy website on Buddhist Stupas
may help students appreciate the form and
symbolism of the structure. https://www.
khanacademy.org/humanities/ap-art-history/
introduction-cultures-religions-apah/buddhism-
apah/a/the-stupa#:~:text=At%20its%20
simplest%2C%20a%20stupa,energy%20of%20
the%20Buddha%20himself..

Unit 3 Lesson 4 102

Moral, Social & Cultural Studies Grade 7 | Term 2

Unit 3 Developments in South Asia

Lesson 5
Student Learning Outcomes (SLOs)
MSC.2.3.01.013 Analyses the interaction between the Origins of Science in Learning Outcomes:
South Asia
• By the end of the lesson, students will learn
environment and the population, about the influence of Indian mathematics and
and understands the mutual impact science in the pre-modern period.

between these two factors

All rights reserved. No part of this bage 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.
MSC.2.3.01.014 Discusses factors that influenced the
growth of population centers (e.g.,
location, transportation, distribution Vocabulary
of resources)
indian arithmetic circumference
MSC.2.3.01.015 Describes how different economic
systems answer the basic economic
al-Biruni lahore Fort and Gardens
questions on what to produce, how to
produce, and for whom to produce
MSC.2.3.02.014 Investigates how the use of
technology has impacted the
environment locally and globally
MSC.2.3.02.015 Investigates ways people have
adapted and altered the physical
environment
MSC.1.1.02.033 Demonstrate the need for and a
commitment to the fundamental
value of each human life
Moral Education: Standard 8
Students will demonstrate an awareness of moral
principles to assist them in ethical reasoning and 103 Copyright © Ministry of Education – United Arab Emirates

decision-making based on fairness, tolerance, and

human centeredness

Lesson Objective
By the end of the lesson, students will :
the influence of Indian mathematics and science in the
pre-modern period.

Materials/Resources/Technology
Key Vocabulary
For the Jantar Mantar Observatory see, https://whc.unesco.org/en/
• Indian arithmetic list/1338/
• circumference The Life of Al-Biruni and the place of science in India may be further
• Al-Biruni examined at the Muslim Heritage website that has pages on the “Golden
Age” of science https://muslimheritage.com/
• Lahore Fort and GardensTaj Mahal
A copy of Al-Biruni’s book on India is downloadable or readable online
• Agra at the Open Library / Internet Archive https://archive.org/stream/
alberunisindiaac01biru#page/n5/mode/2up
103
Teacher’s Guide
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Brainstorm
Do you know which advancements in science and math came from early India?

Lesson Description with SLO Tags and Notes

The lesson activities continue the development of
Islamic culture in the Indian subcontinent and beyond
MSC.2.3.01.013
MSC.2.3.01.014
MSC.2.3.01.015
MSC.2.3.02.014
MSC.2.3.02.015
MSC.1.1.02.033
The activities on the teachings of moral obligations
found in Islam and Islamic civilization in India.

Unit 3 Lesson 5 104

Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

1 Al-Biruni and Indian Mathematics

Some pharmacies in the UAE are named for Ibn Sina. He was a physician, poet and scientist. In a book about his life,
Ibn Sina states that he was tutored in mathematics by an Indian teacher in the Indian manner. This meant that Indian
systems of calculation and numeric notation were advanced for the time. Indian style mathematicians used the number
system with zero and had a decimal system similar to the one we use now.
Abu Rayhan Al-Biruni (973-1048 C.E.) was a polymath scholar, scientist, mathematician and historian and sociologist that
lived during the same period of Ibn Sina. He was born in what is now Uzbekistan. Al-Biruni wrote in detail about India at
the time and its people including important social and economic systems.
Al-Biruni wrote extensive notes on Indian mathematics and science as he found it in the 11th century. He wrote

All rights reserved. No part of this bage 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.
about using fractions. He wrote about a system of measuring and estimating the size of the earth using principles of
trigonometry and careful observation. In the system he described, the height of a mountain and the angle of point to
the horizon on the sea were used to calculate of circumference of the earth to within an accuracy of 1%.

Activity 1 Activity 1: Concept Check

a. What was Ibn Sina remembered for?

Al-Biruni wrote extensive notes on Indian mathematics
and science as he found it in the 11th century. Read
here excerpts from Al-Biruni on what he refers to as
Hindu science and mathematics. For each statement
write a short reflection or rewrite the general principle
he is describing that we use today. a. What was special about the number system used by Ibn Sina?

“According to the religious traditions of the

Hindus, the earth on which we live is round
and surrounded by a sea.” (Al-Biruni, p. 233)
• Variable answers possible
a. What did Al-Biruni write about?

In his description of India, Al-Biruni spends time on the

Indian method of using fractions. He was particularly
interested in this as he later developed a system of
measuring and estimating the size of the earth, using
principles of trigonometry and careful observation.
Al-Biruni, measured the height of a mountain and the 105 Copyright © Ministry of Education – United Arab Emirates

angle of point to the horizon on the sea to calculate

the circumference of the earth to within an accuracy
of 1%.
Why was this important to our knowledge of the
earth and for navigation?
• Variable answers possible

105
Teacher’s Guide

a. What did he measure and calculate?

a. Why were his calculations important to our knowledge of the earth and for navigation?
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Activity 2: Intrepreting Concepts

Al-Biruni wrote about science, mathematics, and physics in the Indian subcontinent in the 11th century. Read about
some of the concepts he described and answer the questions.

a. He stated that the people understood that earth is round and surrounded by a sea. How was that

concept useful to people at the time?

a. He stated that the people understood the phases of the tides by the rising and setting of the moon,

although they did not understand the physical cause of them. How was that concept useful to

people at the time?

Unit 3 Lesson 5 106

Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 3 a. He described an understanding of decimals, fractions, and the concept of zero. How was that

concept useful to people at the time?

Write why observation of the night stars and their
positions may help astronomers and navigators
find their way when at sea.
• Variable answers possible.

Activity 4 1

According to Al-Biruni, Hindu scientists were aware The Great Observatory at Jantar Mantar was built in the early
18th century. It included 20 fixed structures that served as
of the effect of the moon upon the ebb and flow of stations to observe specific objects or positions in the night
sky. Although telescopes were not developed yet in this part
the oceans. What is the term we use to describe of the world, the observatory allowed people to made precise
this ebb and flow? observations about movements in the sky. The observations
were used in mathematical calculations and in astronomy.

a.b. The phases of the moon

ۘtides)The tides (with high tides and low
Observatory at Jantar Mantar

Activity 3: Astronomy and Observatories

a. How does observing the night stars and their positions help navigators find their way at sea?

c. The eclipse
According to Al-Biruni, Indian Hindu scientists
were keen observers of which of the following
astronomical phenomena?

ۘa. The eclipse of the sun and moon

b. The axis of the earth
c. The rotation of the earth
What does Al-Biruni’s observations about seasonal
107
rainfall suggest about interest in the science of Copyright © Ministry of Education – United Arab Emirates

weather?
• Al-Biruni is describing the seasonal monsoons

Who does Al-Biruni credit with the invention of

paper?

a.b. The people of India

ۘ The Chinese
c. The Arabs

107
Teacher’s Guide

2 Fresh Water, Fountains and Baths

The Shalimar Gardens complex in Lahore, Pakistan was built during the Mughal period. It featured a constant supply of
flowing fresh water that also fed the hammams, or baths, of the residents of the palace complex. These fountains are
also found at the Lahore Fort and built in the Mughal Period before British rule.
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Fountains and flowing water at the Shalimar Gardens in Lahore Fort fountains.
Lahore, Pakistan.

Activity 4: Critical Thinking

Explain briefly how the gardens, fountains, and baths built during the Mughal period were a sign of public health and
Formative Assessment Opportunities
cleanliness?
Activity 1 allows reflection on the role of
mathematics and scientific observation as a
method of science
Activity 6: Fresh Water and Public Health offers a
reflection on the responsibilities of public health
planning and cooperation. This allows an extension
of the moral development lesson objectives.
View the architectural features of the gardens
and fountains in Lahore, Pakistan, built during
the Mughal period in the 16th to 17th centuries.
Explain briefly in the space below why fountains,
gardens and baths are a sign of public health and
cleanliness.
Copyright © Ministry of Education – United Arab Emirates Unit 3 Lesson 5 108

Remedial Opportunities
Allow students to review the photos and go to
these websites to learn more about the Jantar
Mantar Observatory at the World Heritage website
https://whc.unesco.org/en/list/1338/

Extension Opportunities
The Life of Al-Biruni and the place of science in
India may be further examined at the Muslim
Heritage website that has pages on the “Golden
Age” of science https://muslimheritage.com/

Unit 3 Lesson 5 108

Moral, Social & Cultural Studies Grade 7 | Term 2

Unit 3 Developments in South Asia

Lesson 6

British in India Learning Outcomes

• by the end of the lesson, students will describe
the British Empire’s role in India up to 1947.
Student Learning Outcomes (SLOs)

All rights reserved. No part of this bage 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.
MSC.2.1.02.017 Applies concepts of chronology, Vocabulary
casualty, and conflict to identify
british empire indian Rebellion of 1857
patterns of historical change
MSC.2.1.02.019 Identifies and examines long term calcutta east India Company
changes and recurring patterns in
world history the british raj rajput Princes

MSC.2.1.02.018 Formulates questions about a

historical topic in the UAE, gathers and sikh faith and people

organizes information from various

primary and secondary sources,
assesses the sources for credibility
and bias; proposes possible answers
and writes a thesis statement;
uses sources to draw conclusions
and support the thesis; presents
supported findings, and cites sources
MSC.3.2.02.011 Explains how different types of
governments acquire, use and justify
power
MSC.2.4.02.020 Describes global patterns of resource
distribution and use
109 Copyright © Ministry of Education – United Arab Emirates

MSC.2.4.01.021 Evaluates how resources or lack

of resources affect the economic Lesson Objective
development of the nation and region By the end of the lesson, students will :
MSC.2.4.01.020 Explains why nations often restrict learn about the modern countries of India, Pakistan, Bangladesh and Sri
trade by using quotas, tariffs, and Lanka since independence.
non-tariffs barriers
MSC.2.4.01.023 Explains barriers to trade and how
those barriers influence trade among Key Vocabulary
nations • Independence
MSC.2.4.02.020 Describes global patterns of resource • British Partition of India
distribution and use
• Pakistan
MSC.2.4.02.021 Analyzes current economic issues
using a variety of information • India
resources • Bangladesh
MSC.2.4.02.022 Identifies economic connections • Sri Lanka (Ceylon)
between a local community and the
neighboring countries
109
Teacher’s Guide
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List countries that use English as one of the official languages of the country. Do you know why?

Countries where
English is one
of the official
languages Materials/Resources/Technology
The Observatory of Economic Complexity (OEC) at MIT is
recommended for students to study trade and economic
statistics https://oec.world/
The Dollar Street database from Gapminder World
allows students to explore different levels of ordinary
housing around the world, including South Asian
families and their housing.
https://www.gapminder.org/dollar-street/

Copyright © Ministry of Education – United Arab Emirates Unit 4 Lesson 6 110 Lesson Description with SLO Tags and Notes
Students study the development of modern countries in
South Asia as well as important key figures in some of
these nations following the Partition of 1947

Unit 3 Lesson 6 110

Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

1 The British in India 1757 - 1947

In 1600, the English East India Company received a royal charter

to take control of Great Britain’s merchant trade and activity in
the Indian Ocean and Asian regions. In the 1650s the English East
India Company operated in the area of the Bay of Bengal, where it
established a port city at Calcutta on India’s East Coast.
Over the next century, the East India Company grew as it took over

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the trade. The Mughal Empires were allowed to continue trading in
granary to store grain built by the British East
Bengal through agreements with the British until the 1680s. When
Mughal shipping and merchant traders competed with British fleets
they started being attacked.
Other European countries established trading forts on both the East Coast and West Coast of India by 1740. Mughal
rulers made concessions to allow them to gain control of the port cities. Rivalry between the French and British traders
created divisions among the Indian rulers. The British were forced to leave Calcutta in 1756. In response, the British navy
recaptured Calcutta and occupied it in 1757, beginning the formal occupation and control of India.
From Calcutta the British forced their way North to take control over Bengal at the northern tip of the Bay of Bengal. By
1856 the British had gained control of territories from the Panjab and across the north, and most of the coastal regions
of India.
In 1857, the British created a permanent colonial administration
based from their capital at Calcutta. Thousands of British soldiers
and colonial administrators made their careers by service in India.
Because the Rajput princes supported the British in 1857, they
were allowed to have control over their local areas for nearly a
century. This period is known as the British Raj.

.Chittor Fort, one of the hill forts of the Rajput Princes

111
Teacher’s Guide

From 1880 to 1930, many Indians wanted to have the British out of their country. Mahatma Gandhi (1869-1948) was an
Indian lawyer who led people to think about fairness in society. He raised awareness of the situation of very poor people
in India. He and others helped put pressure that eventually pushed the British out of India. In 1947 the independent
states of India and Pakistan were formed.
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Rashtrapati was the former home of the British Viceroy’s Since 1947, Rashtrapati Bhavan is the official home of
House in New Delhi the President of India

Activity 1: Concept Check

Answer the questions.

Which company received a British royal charter to control trade in India?

What was the port city that was the base of British operations?

What event led to the formal occupation of India by the British?

Who was a famous person who organized people to help push the British out of India?

Unit 3 Lesson 6 112

Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 1
Activity 2: Gap Fill
_Mahatma Gandhi___ led a Fill in the blanks from the words below to complete the sentences.

nationalist movement that sought Bengal Kolkat (Calcutta) East India Company monopoly salt tax Mahatma Gandhi
independence for India. The last Rajput Princes British Raj Indian Rebellion
In the 1600s, Great Britain granted rights to a charter company known as the to conduct its
British Viceroy of India was __Earl merchant trade and interests in India. The company built a port city called on the Bay of

Mountbatten____. In 1947 the first Bengal. From there the East India Company grew in power 1756. The following year the British returned to Calcutta and

All rights reserved. No part of this bage 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.
began to take over control of the region. British rewarded the
leader of Pakistan was _Muhammad in Northern India because they had the British in India. The granting of privileges to these princes is the start of
the period known as the . A lawyer named helped raise awareness of
Ali Jinnah_______ and the first leader of the situation of poor people in India. He helped organize people to force the British out of India.

India was _Jawaharlal Nehru______. 2 The Partition of India in 1947

The first woman pxrime minister of Modern India and Pakistan are two countries created in 1947 when British India was partitioned into two countries. The
India was ___Indira Gandhi___________. partition of British India was ordered and planned by the last Viceroy Earl Mountbatten.
The borders for the two new countries created a problem for
The first woman president of both new countries because people with the same values,
beliefs, and culture were separated from each other. At the same
Sri Lanka was _____ Chandrika time, people who had different values, beliefs, and cultures were
Kumaratunga. grouped together.
The partition caused an immediate crisis as many families were
divided and the minority populations felt pressured to move to
the country where their culture was a majority.
Partition museum
About 14 million people relocated across the borders. Both India
and Pakistan were established in 1947. In 1971 East Pakistan became Bangladesh.
The first Prime Minister of India was Jawaharlal Nehru who served from 1947 until his death in 1964. Indira Ghandi
was India’s Prime Minister from 1966 to 1977, and from 1980- 1984 until her death. She was the daughter of Jawaharlal
Nehru, the country’s first Prime Minister. Muhammad Ali Jinnah served as Pakistan’s first Governor-General.
Previously called Ceylon, Sri Lanka became an independent state in 1972. Chandrika Kumaratunga, the first woman head
of state, served as Sri Lanka’s President from 1994 to 2005.

113
Teacher’s Guide

Activity 3: Concept Check

Who ordered the partition of India?

Describe the problem that the partition caused.

When did the following countries become independent states?

India
Pakistan
Bangladesh
Sri Lanka

What was the relationship between Jawaharlal Nehru and Indira Ghandi?

Unit 3 Lesson 6 114

Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 4: Matching
Match the pictures and names with leadership position held. Use the text to help you.

The first Prime Minister of India.

The first Governor General of India.

Indian Postage Stamp

Served as Pakistan’s first Governor-

General.

Activity 5 Indira Ghandi

Make a bar chart or pie chart that uses the statistics

Product Value in $US Billions

Refined Petroleum 30.2
Diamonds 26.58
Packaged Medicines 13.2
Jewellery 8.66
Rice 7.05
As of 2017 India’s top imports are:

Product In $US billion

Crude Petroleum 74.78
Gold 39
Diamonds 20.78
Coal Briquettes 19.48
Petroleum Gas 12.28
115
Teacher’s Guide

Activity 5: Gap Fill

Fill in the gaps in the sentences below with the correct name or words from the list below:

Indira Gandhi Jawaharlal Nehru Chandrika Kumaratunga Earl Mountbatten

Muhammad Ali Jinnah
The last British Viceroy of India was .
In 1947 the first leader of Pakistan was .
Formative Assessment Opportunities
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The first leader of India was .

The first woman prime minister of India was . Activity 3 will allow students to review the names
The first woman president of Sri Lanka was . of the different countries and to practice renaming
the countries on the blank map.

Remedial Opportunities
The Observatory of Economic Complexity (OEC) at
MIT is recommended for students to study trade
and economic statistics https://oec.world/

Extension Opportunities
The Dollar Street database from Gapminder
World allows students to explore different levels
of ordinary housing around the world, including
South Asian families and their housing.
https://www.gapminder.org/dollar-street/

Unit 3 Lesson 6 116

Moral, Social & Cultural Studies Grade 7 | Term 2

Unit 3 Developments in South Asia

Lesson 7

Economy and Cities Learning Outcomes

of South Asia
• By the end of the lesson, students will learn
about the economy of the modern countries of
South Asia and some of its principal cities
Lesson Objective

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By the end of the lesson, students will : Vocabulary
learn about the economy of the modern countries of exports imports
South Asia and some of its principal cities.
world trade economic development

Key Vocabulary dhaka new Delhi

• exports
colombo islamabad
• imports
• world trade
• economic development
• Dhaka
• New Delhi
• Colombo
• Islamabad

117
Teacher’s Guide
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Warm up: Brainstorm

What do the countries in South Asia produce? List as many products and services as you can.

PRODUCTS SERVICES

Materials/Resources/Technology
Charts for imports and exports may be found at the
Observatory of Economic Complexity (OEC) MIT website:
Table of Exports from Pakistan
http://oec.world/p23n49
Bangladesh Exports
http://oec.world/55mn35
Exports of Sri Lanka http://oec.world/hu08r
Imports of Sri Lanka
Copyright © Ministry of Education – United Arab Emirates Unit 4 Lesson 7 118 http://oec.world/xf3yev

Lesson Description with SLO Tags and Notes

Students study and analyse trade patterns, and discuss
the concept of a balance of trade with net imports or net
exports. They also study and compare the competitive
advantage or specialization of different countries of
South Asia.

Unit 3 Lesson 6 118

Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Activity 1

What is the major economic activity in the modern countries of South Asia?

Review the chart below of Pakistan’s major exports. Exports are products and services that are produced in one country
and sold to other countries around the world.

What Does Pakistan Export 2017 What does Bangladesh Export 2017
Value $24.8 Billion Value $39.2 Billion

4.80%

6.90%

60%
11%

91%
Textiles Vegetable Products
Animals and Animal Products Foodstuffs
Textiles Footwear and Headwear
Mineral Products Metals
Animal Products Other
Chemical Products Plastics and Rubber
Other

Activity 2: Table of Exports from Pakistan Bangladesh Exports

Compare the charts above about each country’s Activity 2

Exports and answer the questions below
Compare the charts above about each country’s exports and answer the questions below.
Which country has least diversity in its
Which country has least diversity in its exports? Check the box with the correct answer.
exports? Check the box with the correct answer

Pakistan Pakistan

ۘBangladesh
Bangladesh

Which country has a higher value in the total of its exports? Check the box with the correct answer.

Which country has a higher value in the total Pakistan

of its exports? Check the box with the correct Bangladesh
answer

ۘBangladesh
Which country produces more food products
for export? Check the box with the correct
answer.

ۘPakistan
Bangladesh

119
Teacher’s Guide

Which country produces more food products for export? Check the box with the correct answer.

Pakistan

Bangladesh

Activity 3
Summarize Sri Lanka’s trade in exports and imports.
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What does Sri Lanka Export? 2017 What does Sri Lanka Import 2017
Value $12 Billion Value: $21 Billion
2.60% 2.50%
1.90% 3.70%
10% 7%
5.10% 17%
2.40%
4% 5.20%
47% 15%
5% 5.80%
8.60% 6.80% 13%
11%
7.90%
18%
Mineral Products Machines Textiles
Transportation Metals Chemical Products
Textiles Vegetable Products Plastics and Rubber
Vegetable Products Plas tics and Rubbers Precious Metals
Machines Foodstuffs Precious Metals
Foodstuffs Paper Goods Other
Mineral Products Animal Products Other

Exports of Sri Lanka Imports of Sri Lanka

Activity 3:
“In 2017 Sri Lanka imported $21.1B… During the last five years, the imports of Sri Lanka have increased at an annualized Does Sri Lanka export more or import more in
rate of 3.3%, from $17.7B in 2012 to $21.1B in 2017. The most recent imports are led by Refined Petroleum which terms of US$? Check your answer
represent 9.8% of the total imports of Sri Lanka, followed by Gold, which account for 4.45%.” Source Observation of
Economic Complexity

Answer the following questions: Sriin US$Lanka’s exports are worth more
ۘSriin US$Lanka’s imports are worth more
Does Sri Lanka export more or import more in terms of US dollars? Check your answer.

Sri Lanka’s exports are worth more in US dollars.

Sri Lanka’s imports are worth more in US dollars.`

Unit 3 Lesson 6 120

Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

All rights reserved. No part of this bage 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.
Activity 4: Map Review
Activity 4
Study the map above. Find and list the capital cities for each of the countries of South Asia and the Indian
Study the map above. Find and list the capital cities Subcontinent. (Look for the cities marked by a star!)
for each of the countries of South Asia and the Indian Country Name of Capital City
Subcontinent. (Look for the cities marked by a star!)
Bangladesh

Bhutan

Name of Nepal
Country
Capital City Pakistan

Afghanistan
Bangladesh Dhakka
Sri Lanka
Bhutan Thimphu India

Nepal Kathmandu Activity 5

Pakistan Islamabad Choose a city (ancient or modern) from the list below and research it online. (Your teacher may provide you with
suggested sources). Make some notes below about the population, history, and other important facts about the city.
Afghanistan Kabul
121 Copyright © Ministry of Education – United Arab Emirates

Sri Lanka Kandy

India New Delhi

121
Teacher’s Guide

Mohenjo-Daro,
Harappan period, Archaeological Ruins at Mohenjo-Daro
Pakistan

Fort and Gardens at Lahore (Mughal

Lahore, Pakistan (Architecture during Shah Jahan

UNESCO website on Kathmandu (useful

Kathmandu, Nepal to study post-earthquake recovery since

2015)

Vijeyanagara Group of Monuments at Hampi

complex at Hampi, (Vijeyanagara Empire in Southern India
India of the 14th century)

Qutb Minar and Monuments

Delhi, India Red Fort Complex, near Delhi (Mughal

and British periods)

A former capital city of the Mughal

Empire before it moved to Delhi, it is the
site of Agra Fort
Agra, India

The Taj Mahal

Victorian Art Deco and Gothic

Ensembles of Mumbai

Mumbai (Bombay)
Chatrapati Shivaji Terminus (formerly
India
(Victoria Terminus

Unit 3 Lesson 6 122

Moral, Social & Cultural Studies Grade 7 | Term 2

Moral, Social and Cultural Studies | Grade 07 | Term 2

Temple of the Sacred Tooth, Kandy, Sri Lanka Dhaka, capital of Bangladesh

Karchi, Pakistan is the country’s largest city and

Kolkata, India
its main port city.

123
Teacher’s Guide

Activity 6
Review the photographs and resources above and list your top three choices for a possible project at the end of class
and make some notes about your choices.

City Name Notes

Formative Assessment Opportunities

Choose a city (ancient or modern) from the list

below and research it online. (Your teacher may
provide you with suggested sources). Make some
notes below about the population, history, and
other important facts about the city.
Choices include: Mohenjo-Daro, Vijeyangara,
Kathmandu, Mumbai, Kandy and other cities..

Remedial Opportunities
Activity 6: Review the photographs and resources
above and list your top three choices for a possible
project at the end of class and make some notes
about your choices.

City Name Notes

Variable answers possible

Extension Opportunities
Allow students to explore the balance of trade and
major products produced and traded by various
countries by using the Observatory of Economic
Complexity online database. https://oec.world/

Unit 3 Lesson 6 124

Glossary

Action: Something done by a person or a thing.

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

Ambulance: A vehicle that takes the sick and injured to and from hospital.

Arbitrator: A person who has been appointed to resolve a dispute.

Awareness: Know what things are, their causes and their consequences.

Basic Needs: The resources humans need for their well being.

Benevolence: Kindness to others.

Care: The provision of what is necessary for the health, welfare, maintenance, and
protection of someone or something.

Charity: Giving help of one’s free will, usually giving money to people in need.

Community service: The provision of a service to a particular community, which may

be our own community or another. This is often in response to a specific need usually
determined by those who perform it.

Confidentiality: The act of keeping something secret.

Conflict: Disagreement between two or more people or countries, or internal struggle.

Consequence: The result of actions or evolving situations.

125
Consumer: Buyer or customer.

Contagious Diseases: Diseases transmitted by different carriers (by touch, by air, ...)
From one body to another.

Crime: An illegal act that is against the law.

Criminal: A person who has committed a crime.

Cyberbullying: The use of technology to harass, threaten,embarrass, or target

another person.

Danger: A situation where people, objects or their misuse, could cause negative
results such as harm, injury or threat to life.

Debate: A formal discussion on a certain matter, it usually ends by voting.

Demand: How much a product is needed or wanted by the consumers.

Deny: Refuse to give something to someone, deprive someone of his rights.

Dependancy: Financial support and aid.

Dignity: The value of a person, that means they are deserving of respect.

Discrimination: Thoughts and actions that show bigotry and disrespect towards
people of a different social class, religious, economic or ethnic group.

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

everyone according to their own needs.

Duties: The tasks and moral obligations that must be performed by an individual
according to his or her role and responsibilities in the community.

Emotional Response: A reaction triggered by emotions.

Empathy: An individual’s ability to sympathise with others’ feelings and understand

their suffering by putting himself or herself in their position for few moments, and
then to respond to this feeling appropriately to relieve their suffering.

Environment: The surroundings a person lives in.

126
Equality: Treating people in such a way that the outcome for each person can be
the same.

Ethics: Ethics or morals are directly related to all aspects of life. A man’s actions
reflect his morals. Morals are the basic principles of any society. We all live within a
society that needs to be regulated by a set of defined rules in order to remain strong
and sound.

Factual: Something that is based on or involves facts.

Fairness: Justice, giving people their rights.

Family tree: A chart clarifying kinship relations between family members.

Fire: The light, heat and flame produced by burning.

First Aid: Assistance given to a sick or injured person until full medical treatment is
available.

Generosity: Being generous; giving material, emotional and moral support while
expecting nothing in return.

Global Community: When the people or nations of the world are seen as being closely
connected by modern telecommunications including social media.

Globalisation: Economic activities occurring around the world as opposed to being

limited to one country or region.

Grooming: The process in which an older person forms an inappropriate emotional

connection with a younger person.

Happiness: Feelings of joy, satisfaction and reassurance.

Hub: A centre.

Humanitarian: Something or someone who is trying to reduce human suffering.

Humanity: Human race/people.

Identity: A set of attributes that distinguish a person or group from others. Identity
can take the form of national, religious, linguistic, racial, historical, civil, cultural and
other identities.

127
Influence: Having an effect on someone or something. It could also be the effect itself.

Interconnected: Not isolated or standalone; being dependent on and affecting

one another.

Irresponsible: Showing lack of care for consequences.

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.

Kindness to parents: Maximum level of empathy, obedience and loyalty to parents.

Leisure: Time spent on activities that are not work or duties.

Malaria: A deadly disease caused by parasites, which can be transmitted among

humans through insect bites.

Malnutrition: The term refers to insufficient, excessive or unbalanced consumption of

food leading to different food disorders according to their nutritional components. In
other words, malnutrition is the increase or decrease of a meal.

Mediator: Someone who tries to get those involved in disagreements and conflicts to
settle their differences.

Migration: Movement of people from one country to another for various reasons.

Modesty: Commitment to values and acts that do not reflect any vanity or arrogance
towards others.

Modification: The process in which something is changed or adapted.

Moral Duty: The individual’s sense of duty towards others or towards society, without
being compelled by laws or obligations. People often feel that it is their duty to help
the needy and the poor, or to advise against lying. Therefore, one of the most
important characteristics of moral duty is the desire to do it, freely and responsibly.

Moral Rules: A set of principles agreed upon in society aimed at achieving higher
morals in the community, such as helping the poor and advising against lying.

Morals: A man’s actions reflect his morals. Morals are the basic principles of any
society.

128
Moral values: Moral ideals and principles such as patience, courage, sincerity,
honesty and altruism.

Multiculturalism: A state of mix of different cultures.

Multilateral: An action or decision taken by three or more groups, or countries

involved in a situation.

Opinion: A belief or way of thinking about something.

People of determination: An honorary designation for “People With Special Needs”,

instead of the term “People With Disabilities” which is frowned upon, that aims to
highlight their abilities and skills, making them active members in all social sectors
and capable of accomplishing tasks and being productive within a friendly
environment.

Planning: Establishing the steps to carry out an action.

Popular Heritage: Combines all the characteristics that distinguish a human group. It
includes knowledge, beliefs, values, arts, morals, laws, customs, language and other
aspects forming the basic factors combining such groups.

Positive growth: A person’s physical and mental growth in a proper, healthy and
decent way, taking advantage of learning and skill developing opportunities.

Positive relationship: Developing effective and clear communication with others and
understanding them well.

Prevention: Protection against diseases, especially infectious diseases.

Quote: A statement that is part of what a person said or wrote, reused by

another person.

Rational Response: A reaction resulting from thinking and analyzing.

Recovery: Return to a normal state of health.

Refugee: A person who has been forced to leave their country or home because of
conflict or disaster.

129
Respect for others: To communicate and talk with others politely, treat others the
way that you would like to be treated and accept all differences (in terms of gender,
age, race, religion, social class, etc.).

Responsibility: Performing tasks, participation, cooperation and assisting others in

the family, school and community. In addition, accepting the consequences of
mistakes i.e. recognition of, apology for and withdraw of the committed mistake and
work to find solutions to the problems resulting from it.

Right: A firm and certain duty. An interest which authorises its owner to take
necessary actions to achieve this interest. A certain value established to be due to a
particular person by virtue of law. What the legislator gives equally to all individuals
and must be respected. Achieving a common interest as decided by the law. An
entitlement to something recognised and protected by law. What an individual can
apply within the framework of the so-called legal legitimacy.

Risk: A chance of danger or loss.

Role: The sum of rights and responsibilities required by the individual’s position
within a group or a community.

Safety: Freedom from the occurrence or risk of injury, danger, or loss.

Self-esteem: Confidence in one’s self or abilities, self respect.

Self-respect: Self-acceptance and self-preservation; appreciating the positive

qualities and skills that you have.

Social Media: A platform or place where individuals and communities share

information and connect using computers. Smart phones, tablets etc.

Social Media Protection: A mechanism or plan that can be followed for effective
security and shielding from possible risks associated with using social media.

Social Responsibility: The responsibility of individuals and community groups for

benefit of society as a whole, such as protecting citizens, securing their rights and
safeguarding the homeland. e.g. Environmental Responsibility is to protect the
environment and ensure living in a clean environment - Cultural Responsibility is to
spread culture of supporting our homeland and fostering the sense of belonging.

Social values: The desirable characteristics or qualities of a community defined by

the existing culture, such as tolerance, rights and power. Social values help to
maintain social order and stability in society.

130
Special Olympics: An international organisation which provides people with
intellectual disabilities with a program that allows them to enjoy playing sports.

Stalking: The act of following or watching someone over time in a manner that can be
disturbing or threatening.

Strategic location: A location that provides advantages.

Supply: The amount of a certain product offered in the market.

Survival: Continuing to live in spite of hardships.

Sustainability: The ability of a given system to remain productive indefinitely.

Sympathy: Being prepared to help others, alleviate their suffering and let them know
that there are people who are willing to stand by their side.

Tolerance: Appreciating diversity and showing respect to others without

discrimination based on race, religion, age or gender.

Unilateral: An action or decision taken by one of the parties involved in a situation.

Unmonitored: Something that is not closely observed.

Victim: A person harmed, injured, or killed as a result of a crime accident or other

event or action.

Virtual: Simulating reality.

Virus: A code that can be transmitted to a device and corrupt all its system.

Volunteer work: A tool used to advance societies, especially nowadays, as this work
is becoming increasingly important because governments can no longer meet all
people’s needs. Anyone can participate in voluntary work. It is not exclusive to anyone,
and it links the interests of volunteers to the interests of other individuals in
the community.

Welfare: An overall state of happiness and contentment.

Well-being: Enjoying comfort, health and happiness.

131
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

132
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 & Applied Literacy

Vocational Qualification Schooling Academic Stream Stream

Vocational Education and

Development Centre

133
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)

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

134

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1442- 1443 A.H. /2021- 2022

Lesson 2 What Factors Have Enabled Globalisation? � � � � � � � � � � � � � 9

Lesson 3 Globalisation and The UAE� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 15

Lesson 4 Advantages and Disadvantages of Globalisation� 21

Lesson 5 The Individual in a Globalised World � � � � � � � � � � � � � � � � � � � � � � � 27

Unit 2: Human Needs

Lesson 3 Is There a Link between Unmet Needs

Lesson 4 Commitment to the Value of Human Life� � � � � � � � � � � � � 53

Lesson 5 Take Action Now! � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 59

Lesson 2 Ancient Civilizations of South Asia � � � � � � � � � � � � � � � 77

Lesson 3 Ancient India - Mauryan to

Lesson 5 Origins of Science in South Asia � � � � � � � � � � � � � � � � � � � � 103

Lesson 6 British in India� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 109

Lesson 7 Economy and Cities of South Asia � � � � � � � � � � � � � � � � � 117

Domain: Moral Unit 1

Unit 1: Trade, Travel and

gy has led to changes for both the individual and

Copyright © Ministry of Education – United Arab Emirates 2

some of the issues it raises and how it affects

Activity 1 (10 minutes)

a sentence about globalisation.

• I think globalisation is exciting because we

Economic acti vities

Activity 3 (10 minutes)

endangered natural or cultural objects as b. Cultural homogenisation

tourism impacts local, regional, and global

Activity 4 (10 minutes)

of how we are connected to different groups

We are connected to other people in the UAE

We are connected to other people all over

Activity 5 (10 minutes)

Activity 6 (15 minutes)

Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 1 8

as the European Union, the Cooperation Council

Required Materials multilateral unilateral

Learning Outcomes 1 Take a Stand on Globalisation

• Understand the concept of a sustainable

global economy, and the challenges it faces.

Read out the statements one by one.

Someone who tries to

Activity 2 (10 minutes)

11 Copyright © Ministry of Education – United Arab Emirates

a. Expansion of markets, increased competition,

b. What do you think are the disadvantages of trade blocs?

Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 2 12

Moral, Social and Cultural Studies | Grade 08 | Term 2

13 Copyright © Ministry of Education – United Arab Emirates

The three pillars are:

activities: Education- health- elderly people.

Environment: Endangered species- solar energy.

Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 2 14

In this lesson, students will learn about the

hub strategic location

Required Materials mgration multiculturalism

Activity 1 (10 minutes)

Instruct students to look at the image. Suggest

that promotes the UAE to possible tourists.

2 The UAE is becoming the hub of the world Hub A centre.

A state of mix of different

Activity 2 (10 minutes)

2. Port of Abu Dhabi

Copyright © Ministry of Education – United Arab Emirates Unit 1 Lesson 3 16

Allow 10 minutes for the students to read the text,

Suggested Answers ROAD SYSTEM

has brought to the UAE.

17 Copyright © Ministry of Education – United Arab Emirates

Activity 3 (10 minutes)

Activity 5 (15 minutes)

Introduce the subject of multiculturalism.

Suggested Answers: 1. Education

than a normal tourist. 4. Skilled Migrant Labour

19 Copyright © Ministry of Education – United Arab Emirates

Lesson Objective Lesson 4

Learning Outcomes Vocabulary

• Understand the concept of ‘globalisation,” consumer supply

Lesson 2 What Factors Have Enabled Globalisation? � � � � � � � � � � � � � 9

Lesson 3 Globalisation and The UAE� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 15

Lesson 4 Advantages and Disadvantages of Globalisation� 21

Lesson 5 The Individual in a Globalised World � � � � � � � � � � � � � � � � � � � � � � � 27

Lesson 3 Is There a Link between Unmet Needs

Lesson 4 Commitment to the Value of Human Life� � � � � � � � � � � � � 53

Lesson 5 Take Action Now! � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 59

Lesson 2 Ancient Civilizations of South Asia � � � � � � � � � � � � � � � 77

Lesson 5 Origins of Science in South Asia � � � � � � � � � � � � � � � � � � � � 103

Lesson 6 British in India� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 109

Lesson 7 Economy and Cities of South Asia � � � � � � � � � � � � � � � � � 117