2

Grade
08
2021-2022

3
SOCIAL AND
CULTURAL
STUDIES
MORAL,
Moral, Social and Cultural Studies Student Book Grade 8 1442- 1443 A.H. /2021- 2022

1
 Moral, Social
and Cultural Studies

Student Book
Grade 8

Term 1

First Edition
1442- 1443 A.H. /2021- 2022
Certified óª
The materials in this óªà©e Ü
book are certified by the
Ministry of Education º«∏©àdGh
 Table of Contents
Unit 1: Ethics in the Context of Communities

Lesson 1 Definition of Community ������������������������������������������������������������������������������ 3

Lesson 2 The Role of our Communities ������������������������������������������������������������� 9

Lesson 3 The Form of our Communities ��������������������������������������������������������� 15

Lesson 4 Guaranteeing the Safety of Communities ���������������� 21

Lesson 5 Communities and Social Groups in the UAE ��������� 27

Unit 2: Valuing Diversity

Lesson 1 Understanding Diversity and Equality ������������������������������ 35

Lesson 2 How Tolerant Are You? ��������������������������������������������������������������������������������������� 41

Lesson 3 Can I See beyond Appearances? ����������������������������������������������������� 47

Lesson 4 Being ‘Different’ Is not so Bad ��������������������������������������������������������� 53

Lesson 5 Celebrating Great Attitudes ����������������������������������������������������������������� 59

Unit 3: African Civilizations

Lesson 1 Land and Resources of Africa ������������������������������������������������������������� 67

Lesson 2 Ancient African Civilizations ������������������������������������������������������������ 83

Lesson 3 Traditional African Art ���������������������������������������������������������������������������������� 95

Lesson 4 West African Islamic Civilizations ���������������������������������������� 107

Lesson 5 Africa from Colonialism to Independence �������������� 119

Domain Moral

Unit 1

Ethics in the Context

of Communities

Lesson 1 Definition of Community

Lesson 2 The Role of our Communities

Lesson 3 The Form of our Communities

Lesson 4 Guaranteeing the Safety of Communities

Lesson 5 Communities and Social Groups in the UAE

What is a Community? Are there different

groups within the Community?
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 What are the factors that affect the formation of the personality
of the individual?

What are the factors that affect the building of community culture?

What is meant with social cohesion? How can societies achieve it?

What is meant by global citizen? What is the role of the country in teaching the
principles of global citizenship?

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Unit 1 Ethics in the Context of
Communities

Lesson 1

Definition Learning Outcomes:

• Clarify the meaning of community and the
of Community importance of belonging to the community or
at least one group.
• Describe the main types of communities and
groups in the UAE.
• Provide a description of at least one group
that students belong to, and identify some
of the common values and duties shared by
members of this group.
Vocabulary
community society

belonging

1 Write down the types of groups you recognise in the following images and the nature of the
relationships between their members.

Relationships: Relationships:

Relationships: Relationships:

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Relationships: Relationships:

Relationships: Relationships:

a. Think about what you learned about different groups and relationships in the first section on this
activity. Then, write down in the boxes below the names of some of the groups that you belong
to. Next, identify the type of relationship between you and each of them and then, write down the
name of the largest of these groups.

The name of the largest group: ......................................................................................

Me

Copyright © Ministry of Education – United Arab Emirates

Unit esson 4
 Moral, Social & Cultural Studies | Grade 08 | Term 1

2 Read a text on the concept of community and its components. Then, discuss the points that
follow.

The basic component of any community is the individual. A community is a number of individuals living in one area and
interacting among themselves with a shared culture, profession, political system, or faith. Three elements characterise a
community and distinguish it from other communities: individuals, area and relationships.

However, being in a community is not unique to human beings. Some animal groups also rely on their communities to
improve their chances of survival. Moreover, animal communities display behaviours such as collective care for the young,
cooperation to find food and collective defence of their territory.

A group is a social unit consisting of at least three people connected by relationships based on fulfilling material and
moral needs. Groups may form a community connected by language, culture, political, social systems and common goals.

There are two types of groups: primary groups and secondary groups. Primary groups are considered groups of belonging
because the individual belongs to them automatically. These groups are united by very strong emotional relationships,
such as those between family members.

Secondary groups are those that individuals join voluntarily. They are called reference groups, such as schools and
volunteer institutions. Relationships between members of these groups are often less emotional because they are
rational and governed by rules. Also, it is worth mentioning that membership of a secondary group is usually temporary.
You belong to your school, your football team, your sports club or the orchestra where you play a musical instrument for
a certain period.

a. Write some examples of human values that govern the relationships between group
members and contribute to the continuity of the group.

b. From the text, identify some of the benefits that an individual gains from belonging to the
community group.

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3 What are the most important reasons why an individual belongs to a group? Read the article
on the concept of social belonging by German sociologist George Simmel. Then, discuss the
points that follow.

The concept of social belonging is one of the main concepts that determines an individual's relationship with the group
at all times and places. Humans are social beings, who live together and depend on one another materially and morally.
Therefore, the essence of the individual's relationship with others lies in his or her need for support.

The importance of belonging on a social level is emphasised. Without belonging, the group loses the cohesion that
depends on the extent to which it can fulfil the needs of its members. As long as the group fulfils the individual's needs,
it can influence the individual's ideas and behaviour through the benefits he or she obtains by belonging to it, which are
as follows:

- Individuals can fulfill personal and social desires that they cannot normally fulfil on their own.

- Individuals have a sense of security and calm within a group that they accept and which accepts them.

- Individuals adopt the standards and values of the group to which they belong, which requires identifying with its
behaviour.

- Individuals acquire the cultural heritage that enables them to interact positively with members of their community.

a. Choose a group that you belong to. Describe to your classmates the benefits you get from
belonging to this group.
b. Can individuals react to a crisis they are going through in their primary group in the same
way that they would react to a crisis within a secondary group? Discuss and support your

opinion with explanatory examples.

c. Identify the educational means provided by the Emirati community to help promote
community belonging.

Copyright © Ministry of Education – United Arab Emirates

Unit esson 6
 Moral, Social & Cultural Studies | Grade 08 | Term 1

4 Historical events may occur in a country and change its social structure. Read the text about
changes to the social structure in the UAE. Then, discuss the points that follow.

The discovery of oil in the UAE community led to several fundamental changes to all of its community systems and
relationships. Kinships, which relied on the extended family or tribe and used to determine the status and position
of a person, have changed. Moreover, new variables have emerged to become the main determinants of a person's
status and position. The most prominent of these variables are education, the emergence of the nuclear family and the
change to many values and roles within the family. Furthermore, openness to the outside world has led to fundamental
changes in the roles and status of family members. New social segments appeared in the UAE community, which were
not present before the discovery of oil. This is because the presence of the modern state and the development of its
management institutions have led to a massive increase in the number of employees. Because of a scarcity of local
labour, the state needed foreign workers who flowed into various departments and sectors.

These new foreign workers from different nationalities (more than 200 nationalities) have played an important role in
the development of community and the diversity of culture and values.

a. Research the Industrial Revolution and its impact on European social structures.

5 Not only does the social structure of a community change, but its scope may also change as
the community expands. Read the quoted text adapted from the National Archives of the
UAE. Then, discuss the points that follow.

The late Sheikh Zayed (may God have mercy upon him) emphasised the importance of the federation when he became
ruler of Abu Dhabi on 6 August 1966. He said: "In harmony and in some sort of federation, we could follow the example
of other developing countries." The importance of the federation and the need to work in cooperation with the other
Emirates have been the pillars of his mandate. Despite his full awareness that the Union was a modern concept for the
region, he had a firm conviction that it could be established, based on the mutual ties between the different Emirates and
the history and the heritage they have shared for centuries. Sheikh Zayed worked on translating his principles and ideas
about federation, cooperation and mutual support into action. This was achieved by allocating a large part of Abu Dhabi’s
income from oil to the Trucial States Development Fund before the establishment of the UAE as a federation.

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 a. Define your duties towards your country in terms of your role in each of the following
groups: family, school and neighbourhood.
b. With one of your classmates, think about reasons that may increase an individual's sense
of belonging to a community.

6 Bearing in mind the texts you have read and the information you have acquired, write a ten-
line paragraph outlining the impact of development on the growing number of groups to
which individuals belong. Pay particular attention to the impact of social media.

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Copyright © Ministry of Education – United Arab Emirates

Unit esson 8
Unit 1 Ethics in the Context of Communities

Lesson 2

The Role of Our Learning Outcomes:

• Clarify the meaning of the word “community”
Communities and the importance of belonging to a community
or at least a group.
• Provide a description for at least one group that
the students belong to and identifying some of
the values and duties shared by the members of
that group.

Vocabulary
people of determination social identity

secondary groups

1 Who am I? Fill in the card below and then, tell your classmates your answers
to the last four elements.

My name

My gender

My age

My family

My school

The emirate where I live

My city/village/neighbourhood

My favourite hobbies

My nationality

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2 Read this text about social identity. And then, discuss the points that follow.

In her book “Social Identity: Knowing Yourself, Leading Others” (2009), Kelly Hannum, researcher and assistant in the
Global Leadership and Diversity Project, said that social identity consists of personal elements that usually come from the
groups that a person belongs to, whether the groups are related to age, gender (male or female), nationality, race, tribe,
religion or social and economic status. Your social identity can determine the way you deal with others. In addition, the
social identity of the people around you influences their perception of you and others, as well as the way they deal with
you and others.

Consequently, social identity can be thought of as the individual’s perception of his or her identity, starting from the
groups that he or she is a member of.

a E press your opinion a out the follo ing statement Social identity is al ays a source

of pride and honour

3 The family is a society that influences the child’s education, refines the child’s personality
and makes him or her the person he or she becomes as an adult. Read the text from the book
“A Cup of Coffee: The Emirates in the Memory of its Children, Part 3”. And then, discuss the
points that follow regarding how the groups and environment that a child belongs to can
influence his or her education and upbringing.

Copyright © Ministry of Education – United Arab Emirates

Unit esson 10
 Moral, Social & Cultural Studies | Grade 08 | Term 1
... We highlight here the ways in which parents take care of their children, starting from direct supervision and taking
children to groups, to paying careful attention to their behaviour and their movements outside the home.

Since early childhood, children inherit customs, traditions, concepts, arts, and experiences. For example, some children
make a game of making small sailing boats of different forms, names, sizes and colours, using cuttings of metal sheets
or of palm trees, along with other materials. These children go to the seaside in all emirates, especially in the summer,
organising races for their boats and playing traditional sea games inspired by their ancestors.

In this context, let’s consider the Omani oasis of Khasab, which many mothers and their children in the past visited in the
summer months, especially those from Dubai and Abu Dhabi. They went there on small sailing boats to spend the summer
settling there as the men were away on seasonal diving trips. In that atmosphere of farms and mountains, children spent
the afternoon each day making small boats and playing sea games.

a. Fill the table with old-fashioned and newer games.

old games new games

b. How do you organize your time while playing electronic games? What would happen if you did not belong
to any digital community? Explain your answer.

c. On the map, show the location of Khasab.

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4 The role of education does not depend only on the family and school, especially in cases of
people of determination. Read the summary of Loretta Claiborne’s life story and an overview
of Timothy Shriver’s book on the Special Olympics to discover the role that voluntary
associations can play in education.

Loretta Claiborne was born in 1953 in Pennsylvania. She was the middle daughter in a poor family of seven children raised
by a single mother. She was born partially blind and suffered from an intellectual disability. She did not speak or walk until
she was four years old.

During her childhood years, Claiborne endured bullying and harassment from the children around her because of her
differences. As a result of often having to run away from her bullies, she discovered the pleasure of running. She was then,
introduced to the Special Olympics by the social specialist Janet McFarland. The Special Olympics were founded by Ms
Eunice Kennedy Shriver, sister of former US President John F. Kennedy. The organisation started “Camp Shriver” designed
to provide young people with intellectual disabilities the opportunity to integrate with athletes without intellectual
disabilities in an environment that develops their social interaction and motor skills.

Claiborne went on to cross the finish line in 26 marathons. She was also twice ranked among the top 100 women at the
Boston Marathon. She has received many medals and awards for her achievements in sport.

Running was not the only activity Claiborne was engaged in; she achieved the fourth-level black belt in karate, mastered
four languages including American Sign Language, and received two honorary doctorates from two universities in the
United States. Consequently, she became the most highly decorated person with intellectual disability in the world.

a. rite a out three UAE athletes ho participated in the Special lympics

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Unit esson 12
 Moral, Social & Cultural Studies | Grade 08 | Term 1

5 No matter how great the individual’s achievements are in his or her society, some goals can
be achieved only through group work.
The following two texts provide striking examples of the role of society in achieving goals
that are in the common interest, through voluntary action in the United Arab Emirates.

Text 1: Water is the Bedouin Dream

Sheikh Zayed bin Sultan, (may God have mercy upon him), recognised the importance of agriculture for the city of Al
Ain. However, the scarcity of water was a major obstacle, and he saw with his wisdom that water should be available
for everyone. In the past, fresh water from the falaj system was divided by people that controlled it, and he decided to
give up the share of the ruling family. When people saw what he had done, they were moved by his good deed. So, they
decided to follow his example so that water could be available for all and for free. Then, Sheikh Zayed gathered the
tribesmen, and asked them to help him dig new expansions of the falaj system, including Falaj Al Sarooj, and to help
maintain others, such as Falaj Al Mutaredh. This falaj had remained intact since the days of his grandfather, Sheikh Zayed
bin Khalifa (may God have mercy upon him). People joined in, and helped him complete the work, and water became
freely available for everyone. The aspirations of Sheikh Zayed were high, but the resources were limited. Nevertheless,
he spent his money repairing the falaj system, buying water pumps and bringing in agricultural experts, and Al Ain city
grew and developed.

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 Text 2: A Campaign to Clean the Land

One afternoon in February 2012, crowds began to arrive at Al Khatem from all over Abu Dhabi. This was in a response
to a call by His Highness Sheikh Abdullah bin Zayed Al Nahyan, Minister of Foreign Affairs. This gathering was a way for
people to show their belief in the importance of volunteering and their commitment to community participation.

His Highness launched this campaign in order to raise awareness among the land-goers of the importance of preserving
the cleanliness of the environment in the country. His Highness praised the great role of the participants in the success
of this campaign. As well as instilling a culture of volunteering, the campaign highlighted how to preserve a clean
environment through voluntary participation by cleaning the desert areas of waste left behind by camping. Moreover,
the campaign called for raising awareness of the importance of preserving the UAE natural environment.

a. Analyse and compare the alues and the moti es that led the residents of Al Ain to help

Shei h ayed may God ha e mercy upon him to start digging in the city and those that
prompted the people to participate in a cleaning campaign
Research a out olunteering fields in the UAE and identify the field that you feel fits
your interests Design and outline a oluntary campaign that addresses a pro lem in this
field

6 Choose a group that you belong to and write a ten-line paragraph about the reasons why
you belong to this group, how you belong to it, the rules that you comply with inside it, your
roles and duties towards it, and the role this group plays for you and the society.

Copyright © Ministry of Education – United Arab Emirates

Unit esson 14
Unit 1 Ethics in the Context of Communities

Lesson 3

Learning Outcomes:
The Form of our • Explain what a community is, and why being
a member of at least one community or social
Communities group is important
• Describe at least one community or social group
to which a student belongs, specifying some of
the common values and duties that each member
in that community or social group is supposed to
abide by

Vocabulary
responsibility nationalism

1 Proverbs reflect the culture of the people. What cultural aspects of Hawaii and the UAE do
the following proverbs reflect?

They say in Hawaii: We say in the UAE: He who wants to be at the front
No skill required in catching shrimps. of the ship must tolerate the splashes of the water.

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2 Read about the marine environment in the UAE and Africa. Then, complete the activity that follows.

The Role of the Sea in the UAE

The sea has played an active and vital role in the history and development of the UAE. It has also had a significant social,
cultural and economic influence. Everyone in the UAE who lived along the coast was involved in marine activities- whether
diving, pearling, fishing or sailing to neighbouring countries for trade. Since ancient times, the people of the UAE have had
close ties to the sea, which has given them a deep attachment to coastal life.

Ali bin Matar Al-Shamsi, an 80-year-old sea captain, has spent his entire life around the sea. “Emiratis have a strong
relationship with the sea. It is a relationship with historical and cultural dimensions. One cannot overstate how much Emiratis
are part of the sea. This symbiotic relationship between Emiratis and the sea can be seen in many aspects of Emiratis’ lives.
We are united with the sea and in thrall to its absolute beauty. This connection has produced many social, cultural and
creative traditions, customs and ceremonies,” says Al-Shamsi.

Al-Shamsi continues, “Maritime professions are old. And they are deeply rooted in the culture of coastal populations.
These people practice these professions with great passion and determination. These activities require a certain amount of
experience, as well as a great deal of bravery and patience. Divers or fishermen must have these qualities in order to be able
to earn a living while coping with extremely hot weather. For Emiratis, diving is an epic, eternal story and an endless journey
to discover the deepest secrets of the sea.”

A fish market in the UAE

Copyright © Ministry of Education – United Arab Emirates

Unit esson 16
 Moral, Social & Cultural Studies | Grade 08 | Term 1

The Role of the Sea in African Countries

For coastal populations across West Africa, the ocean is a way of life. It is also a major source of income and nutrition,
especially for the poor. In countries such as Mauritania, Senegal, Guinea, Guinea-Bissau, Ghana, Liberia and Sierra Leone,
the Atlantic Ocean provides a vast habitat for a rich variety of marine biodiversity. The fishing industry brings about $4.9
billion annually to this region, increasing gross national incomes, supporting private incomes and providing food security
for fishing communities.

“In Africa, fisheries provide 10 million jobs for local communities,” says Gamal Al-Saghir, Director of the African Sustainable
Development Sector at the World Bank. As management systems improve, these fisheries could generate at least $2 billion
extra each year. As well as mineral wealth and other non-renewable resources, this could make a constant contribution to
economic growth across the region.

A fishing boat in Senegal

a. Conduct research on the lifestyles of people in the coastal areas of the UAE and Africa.
Focus in particular on the characteristics of each coast, the practices followed by each

community and challenges they face. Then, compare and contrast their respective situa-
tions.

The African countries along the Atlantic Ocean

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 b. Fill in the table below with details of marine employment in the UAE and Africa.

UAE Africa

3 Read about the Document of Conduct and Ethics of the Emirati Citizen. Then, complete the
activity that follows.

The document of Conduct and Ethics of the Emirati citizen was approved by the Cabinet in Union House on 27 November
2012. The document aims at bringing up a new Emirati generation that is aware of its responsibilities and duties towards
its nation, family and community. This document comprises the most important characteristics, manners, values and skills
which Emirati citizen should be distinguished with.

A citizen, who is loyal to the

nation, observes laws and seeks
to achieve the advancement and
prosperity of the nation
A citizen, who seeks to provide
an honorable life to its family
Nation and is aware of its
responsibilities towards
members of community
Family and
Nation A citizen, who is enriched
with good ethics, favorable
General manners and seeks to assert
their individuality
Ethics
and Conducts

a. Create a short story or a feature film about the basic Emirati values that are passed down from
one generation to another.
b. Conduct research on the unique values and behaviours of Chinese people. Compare your
findings with the predominant values and behaviours of Emirati people.

Copyright © Ministry of Education – United Arab Emirates

Unit esson 18
 Moral, Social & Cultural Studies | Grade 08 | Term 1

4 Read “UAE Vision 2021”, which demonstrates the required qualities of a responsible and
reliable Emirati citizen. Then, complete the activity that follows.
Emiratis have the required confidence and sense of responsibility to shape their future at a steady pace and with a high
entrepreneurial spirit. They also actively participate in the process of building their nation, armed with noble moral values,
promoting a sense of accomplishment and self-fulfilment.

We want Emiratis to move forward with confidence so that they can create a promising future for themselves and their
homeland. Moreover, each ambitious Emirati citizen is deeply committed to his national duties, and through such firm
commitment personal success grows along with moral responsibility. Emiratis promote this noble and socially responsible
dimension of their behaviours through greater and more effective social participation. Therefore, a successful Emirati
should be aware of his responsibilities towards others, and share his successes with other members of society. Those
who do good to others express their deep commitment to serve the country and make a good example. They also gain the
appreciation of their society and enjoy feelings of self-satisfaction.

a. Why should people begin themselves in practicing values and being responsible? What particular
value would you like to practise?
b. What responsibility do you generally take on when your family is away or during special occasions?

5 Read the text about the Dubai Forum, which paid special attention to the issue of global
citizenship. Then, complete the activity that follows.

Attended by over 2,000 delegates from public, private and social sectors, the Forum focused on the theme “How to make
real global citizens”. The Director-General recalled that UNESCO, a partner of the Forum, had fought hard for global
citizenship education to be featured as a target in Sustainable Development Goal 4, encompassing “a holistic vision of why
education cannot wait”.

During another discussion session with Camfed’s Lucy Lake, former Greek Prime Minister George Papandreou and
Rebecca Winthrop from Brookings, the Director-General defended education as an answer to the rise of populism.
This calls for educational transformation through universal access to quality education with equity and inclusion as
yardsticks, in addition to a fresh focus on content that fosters new values and skills for new times. “We need education
that both provides relevant skills for the markets of today and tomorrow and education that promotes critical thinking,
understanding between cultures, which strengthens democratic values and the resilience of societies and the planet
based on new forms of global citizenship,” she added.

Opening the Forum, Mr Sunny Varkey, founder and chairman of the Varkey Foundation, affirmed that education should
help children from every country, culture and faith learn that there is more that unites than divides and provide the
inspiration and tools to make a positive imprint on the lives of others.

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a. Define the role of the UAE in enforcing the initiative launched by UNESCO for Global Citizenship
Education.
b. Develop a draft project at your school that promotes global citizenship based on the key conceptual
dimensions identified by UNESCO in consultation with experts from all over the world.

The Key Concepts of Education for Global Citizenship and Education for Sustainable Development

Learners acquire more knowledge as well as the skills of critical thinking

Cognitive Skills and understanding of global issues and the interdependence of different
states and peoples.

Learners feel a sense of belonging to a common human background, in

which they share values, responsibilities and rights.
Emotional and Social Skills
Learners show empathy and solidarity with others and respect
differences and diversities.

Learners act effectively and responsibly in local, national and global

Behavioural Skills
contexts in order to build a more peaceful and viable world.

Source: UNESCO prepared a schedule on the basis of the information provided by experts from around the world in the
field of education for global citizenship and education for sustainable development, as per the Technical Consultation on
Global Citizenship Education held in Seoul in 2013, and the UNESCO First Forum on Education for Global Citizenship held in
Bangkok in 2013.

Copyright © Ministry of Education – United Arab Emirates

Unit esson 20
Unit 1 Ethics in the Context of Communities

Lesson 4

Guaranteeing Learning Outcomes:

• Indicate the meaning of social cohesion
the Safety of and the importance of this value for the
communities to which the students belong
Communities • Discuss the importance of fostering social
cohesion within the groups to which the
students belong first and then, in the wider
community of the United Arab Emirates

Vocabulary

belonging national service

marginalisation social cohesion

1 Read about the main pillar of the UAE vision. Then, discuss the definition of social cohesion.

The UAE Vision 2021 National Agenda strives to preserve a cohesive society proud of its identity and sense of belonging.
Thus, it promotes an inclusive environment that integrates all segments of society while preserving the UAE’s unique
culture, heritage and traditions, and reinforces social
and family cohesion.

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 a. Draw a circle around the statements that express the meaning of social cohesion.

mutual dependence between individuals broken relationships linking individuals to general standards
and values

social isolation and feeling threatened unity of individuals within the group deterioration of individual values

b. Define “social cohesion.”

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2 Having learned the meaning of social cohesion, read about its importance for community
growth. Then, complete the activity that follows.

A cohesive society provides the basis on which to prepare people to face the risks of life and to promote the confidence of individuals
in their neighbours and governmental institutions. It also encourages people to work for a brighter future for themselves and their
families. Social cohesion is the endeavour to reach a greater comprehensiveness, to increase the participation of citizens in social work
and create opportunities for promotion.

How can governments promote social cohesion? The structural

transformation of economies resulting from their integration into the
world economy offers unprecedented opportunities for a variety of
policies to promote social cohesion.

Moreover, social cohesion requires group participation and active

co-operation of all actors in society—the government, the business
sector and civil society—to undertake collective group work. Professor
Guten said: “Social cohesion is the end, but also a useful means, and it
is so difficult to sustain long-term growth and move forward without
social cohesion.” OECD

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Unit esson 22
 Moral, Social & Cultural Studies | Grade 08 | Term 1

a. Look for the United Nations Development Programme (UNDP) and highlight its importance for
the growth of the world and UAE communities.
b. Suggest three procedures that contribute to individual cohesion within the community to sustain
economic growth within the UAE.
c. Write a speech about the importance of social cohesion and belonging to appropriate groups.
Discuss a groups that you are part of and express your feelings at being part of it. Deliver the
speech to your classmates.

3 Read the following article about social cohesion in the United Arab Emirates through the
2021 Vision, Then, discuss the points that follow.

Strong social relations represent the central pillars of a vibrant society. As well as providing an essential safety net against social
exclusion, communities are the collective space where children reach out beyond their families and take their first steps into society.
In tightly bonded neighbourhoods, young people develop their Emirati identity, learn respect for others and develop steadily into
fully engaged citizens. Emiratis will contribute to the vigorous social scene that provides the lifeblood of every community. By the
same token, Emirati communities will embrace the vulnerable to ensure that everyone is integrated in an inclusive society. Grass-
roots initiatives, charitable work and volunteering will nurture a common spirit of social awareness and responsibility. Beyond their
communities, Emiratis must actively express and reinforce their solidarity as a nation of citizens. Mutual trust and understanding form
the basic fabric of our society. This shared identity empowers us to co-operate, exchange information and learn from each other in a
way that enriches everyone.

Solidarity is the basic ingredient that allows Emirati society to function in harmony, enhancing the well-being of all. Reaching out
further still, dialogue with other nationalities will further strengthen, the social fabric of the UAE. A spirit of respect and consideration
among our many cultural groups is essential for the preservation of productive and harmonious coexistence. It will enhance our
tradition of mutual understanding throughout society.

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23
 a. Social relations provide an essential safety net against social exclusion. Define the
meaning of social exclusion in family and school, and analyse its negative impact on the
community.
b. Identify three ways to maintain social relations with an elderly man, a schoolmate of
different nationality and a neighbour.
c. After reading the launch of the UAE Federation project, define the date of establishment
and the target achieved at the level of UAE development.

4 How do international organisations develop the concept of social cohesion? Read about the
initiative of Generations For Peace (GFP) and UNICEF in Jordan. Then, discuss the points that
follow.

Generations For Peace (GFP: a non-profit organisation seeking to promote a culture of peace, established in Jordan in 2007) has received
additional funds from the United Nations Children’s Fund (UNICEF) to expand one of its programmes in co-operation with young
volunteer leaders to enhance their social cohesion, their ability to a adapt and to limit the potential of violence in host communities.

The programme has had an impressive, positive impact across ten communities over the past year. UNICEF, in order to supplement such
success, has increased its support in expanding the programme to include 16 communities this year.

Robert Jenkins, UNICEF representative in Jordan said:

“In Jordanian society, which hosts a huge number of refugees, these youth-led activities promote social cohesion, resilience, successful
participation and involvement in the community and reliance on support networks while facing significant challenges.”

Omar Al-Haraky, one of the volunteers in training said: “I should be an active player in the society. If there’s anything I can do, I will offer
it. We all have to ensure that our society is a safe place, and that’s why I have volunteered for the programme.”

Copyright © Ministry of Education – United Arab Emirates

Unit esson 24
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Al Mafraq refugee camp in Jordan

The Emblem of National Service in the UAE

a. In your opinion, why is this initiative important for society? Define the targeted category and how
they got help.
b. In a country like the United Arab Emirates, based on multiculturalism due to the large number of
nationalities living in its territory, educational plans contribute to social integration. Name some
social classes that need educational plans in order to be protected from social exclusion. Suggest
programmes that would contribute to that.
c. Conduct research on an initiative launched by an international or Emirati organisation to enhance
social cohesion. Then, present your research.

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25
5 National Service in the UAE is an example of social cohesion. Read about the volunteering of
young men and women in the seventh batch. Then, discuss the points that follow.

On April 24, 2017, the training centres of the armed forces welcomed the youth of the homeland from the seventh batch of national
service, including male employees and fresh graduates.

During the period of national service, conscripts will be subject to an integrated training programme, developed according to best
practices. This programme meets the requirements of the General Command of the UAE Armed Forces to upgrade its programme’s
training system and develop it with high-level approaches to ensure achievement of the desired objectives.

During this period, they will also partake in various military and field exercises, physical fitness exercises, and many national and
security lectures by specialised trainers to promote national values.

The participants in this batch have expressed their joy and happiness in performing the duty of serving the homeland and providing
their service in response to the call of the nation. They added that it is an honour for them to be in this batch of national and reserve
service in the country, and they wish to acquire all the skills that offer them so many positives in their lives. They are very excited to join
the conscription centre assigned to them, and for some time they have been ready and keen to pass this training course. They always
encourage other young people to join national service because it is an honour for all citizens to participate in national duty.

a. Define the importance of military service and the role played by the youth. Analyse its importance
for social cohesion, the country and all citizens.
b. Conduct research on UAE National and Reserve Service Law. Then, compare it with national
service in Germany, Greece and Finland in terms of the objective of the law, targeted categories of
youth and duration of service.

6 Write down what you have concluded about the importance of social cohesion to ensure the
interest, progress and prosperity of the nation.

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Unit esson 26
Unit 1 Ethics in the Context of Communities

Lesson 5

Learning Outcomes:
Communities and • Explain the meaning of community and the
importance of being a member of a community (or a

Social Groups in the group, at least).

• Mention the types of communities and main groups

UAE
within UAE.
• Indicate the meaning of social cohesion and
the importance of this value to the students’
communities.
• Discuss the importance of fostering social cohesion
within the groups to which the students belong first
and then, within the wider community of the United
Arab Emirates.

Vocabulary
intolerance tolerance

How can social cohesion be achieved under the umbrella of diversity?

1 In the previous lesson, we learnt the

meaning of social cohesion. Read the
words of Sheikh Zayed bin Sultan Al
Nahyan (may God have mercy upon
him). Then, discuss the importance
of human beings to communities and
cohesion.

“The human is the basis of any civilised process. Our interest

in man is necessary because he is the pivot of every tangible
progress, regardless of the buildings, establishments, schools
and hospitals... or crossing bridges, building monuments; these
all remain hollow entities, with no spirit... unable to stand out and
continue; as man is the spirit of everything. Man has the ability
through its art and potential to maintain and develop all these
The late Sheikh Zayed bin Sultan Al Nahyan (1918–2004) was the
facilities and grow with it.” president of the United Arab Emirates, ruler of Abu
Dhabi and founder of the United Arab Emirates

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27
2 Let’s look at the achievements of Sheikh Zayed (may God have mercy upon him) in building social
cohesion within the UAE in the face of great diversity. Read the text below. Then, complete the
exercise that follows.

The late Sheikh Zayed, may God have mercy on his soul, recognised the importance of promoting internal harmony and social
and national cohesion among the people of his country. He was renowned for interacting with his people, which meant meeting
and socializing with the local community. In the late 1920s and 1930s, Sheikh Zayed spent time among the Bedouin people
so that he could understand the hardships of their life and discuss with them how to overcome their challenges. Through his
experience, he acquired many traits, which, combined with the endurance and patience he picked up from the Bedouin that
gave him great insight and wisdom. After His Highness became ruler of Abu Dhabi, he acted quickly to establish closer ties
with his brothers in the other Emirates. He had great faith and trust in his idea of unity.

On December 2, 1971, the rulers announced the establishment of the United Arab Emirates. In recognition of his efforts,
leadership and wisdom, the rulers of the Emirates elected Sheikh Zayed to be the first president of the country, a position that
earned him the title ‘The Founding Father’.

a. How do you think the citizens from different tribes felt when the United Arab Emirates was
declared?
b. Explain the vision of Sheikh Zayed and discuss the importance of federation to foster social cohesion
within the UAE.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________
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_____________________________________________________________________________

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_____________________________________________________________________________

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Unit esson 28
 Moral, Social & Cultural Studies | Grade 08 | Term 1

3 Tolerance is an important part of promoting social cohesion and accepting

multiculturalism. Read the article. Then, complete the activity that follows.

The United Nations is committed to supporting tolerance through the promotion of mutual understanding between cultures
and peoples. This forms the basis of the Charter of the United Nations, as well as the Universal Declaration of Human Rights,
which are now more important than ever, especially in this era of violent extremism and widening conflicts characterised
by a fundamental disregard for human life. In 1996, the UN General Assembly invited UN member states to observe the
International Day for Tolerance on November 16, with appropriate activities directed towards both educational establishments
and the wider public.

Cape Town, South Africa, 1982: two children from different races developed a friendship in the era of apartheid where black
South Africans were denied the most basic rights, including political rights . © The United Nations

In the United Arab Emirates:

Her Excellency Sheikha Lubna Al Qasimi, Minister of State for Tolerance, has stated that the aim of the National Tolerance
Programme is an Emirati society that values tolerance and multiculturalism, while also rejecting discrimination, hatred and
intolerance in thoughts, education and behaviour within the community through national programmes in partnership with
various local, regional and international bodies. The general values of the programme are focused on respect for religious and
cultural diversity, dialogue and coexistence, integrity and transparency, effective communication, innovation and initiative.

a. Conduct research on the UAE Charter of Tolerance and Coexistence and Peace. Discuss its aims.
Suggest ways in which tolerance can be applied to our behaviour at the level of family, school and
youth groups.

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29
 b. Talk about an initiative carried out by one individual or group towards another individual or group that
shows tolerance.
c. Within your group, discuss the importance of celebrating the Day of Tolerance. Then, organise
a Day of Tolerance in your school. Agree on the activities you will undertake.

4 Read about the concept of sub-community, which exists within a society. Then,
complete the activity that follows.

The culture of a society is the sum of the customs and traditions adopted by that society. And that culture is the product of
all the cultures and legacies within each sub-community. Each sub-community consists of a number of neighbourhoods, with
each neighbourhood divided into a number of streets, each street consisting of several buildings, where each building has a
number of apartments housing many families, and each family comprising of individuals that each have their own direction.
Therefore, we can say that society overall comprises of several overlapping sub-communities that form the whole society.
So, society consists of sub-communities, with each sub-community having its own values, customs, traditions, legacies and
trends. This is called sub-culture. At the same time, each sub-culture is divided into other smaller sub-cultures, reaching
eventually the culture of the individual. Through the culture of the individual, it can be seen that the legacies, values and
traditions within this culture are part of the general culture of society.

a. A neighborhood is considered part of the sub-community. Carry out a study to identify whether your
neighborhood is comprised of people of the same nationality or of several different nationalities.
Provide an example of a culture you have acquired from a / e.g. neighbourhood / place of residence—
where you live, and describe an occasion when you practise these acquired customs, practices or
behaviours.
b. In what ways could several sub-cultures impact upon social cohesion? Analyse the pros and
cons that arise from it, and write them in the table below..
c. Compare the traditions of the United Arab Emirates with those of some other countries of your choice.
Focus on the holidays and festivals of these different communities.

pros cons

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Unit esson 30
 Moral, Social & Cultural Studies | Grade 08 | Term 1

5 How has the social class system in ancient China affected the architecture? Read
the text. Then, discuss the points that follow.

Confucius is the common name, outside China, for the

famous Chinese philosopher Kung Fu-tse. Confucius
was born in 551 BCE and died in 479 BCE in Lu province
(currently known as Shandong province). It was a very
chaotic time for Chinese society. The supreme political
goal of Confucius was to return society to its integrity and
honesty, and to build a clear hierarchy of social classes. The
influence of Confucius on China’s architecture seems clear,
starting from public houses to the emperor’s palace. The
establishment of public houses, called “siheyuan”, known as
Chinese quadrangles, adheres to the Confucian principles
and rules of dealing with relations, which emphasise strict
differences between the inside and outside, the high and
the humble, and male and female.

The hierarchical social class system in China led to a

strict system of regulations and architectural systems. All
establishments were subject to the construction rules and
principles that set apparent distinctions of social position
and status, and included systems for all aspects of the
building, its dimensions, the shape of the floor, ceiling
and decorations. Violation of these construction systems
was a crime punishable by death in some cases. The art Confucius was a Chinese philosopher,
of architecture has become one of the most important famous for adhering to the moral and
symbols of class-based feudal systems. social traditions of China.

a. The architecture of some cities reminds us of how urban planning is used as a tool for social division
or as evidence of social cohesion. Look for examples from all over the world to demonstrate this
point.
b. Family and school are among the components of the community. Draw a hierarchical structure for
your extended family starting with the first grandfather to the grandchildren, corresponding to a
structure of your school, specifying the duties of each person according to the rank they occupy,
explaining the impact of commitment to duties in social cohesion in the family and school.
c. In modern countries, the head of the state, either a president or a constitutional king, is still at the top
of the hierarchy. Name three Arab and foreign countries headed by a king and another three headed
by a president.

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31
6 Jérôme Ferrari, a French writer, lives in Abu Dhabi, and works as a professor of
civilisational and cultural diversity that is formed by hundreds of nationalities
within the UAE. “The clear mix between Arabic and foreign culture and the
flexibility that prevails in the dealings between different nationalities might
exceed in its importance all efforts exerted by the international community to
bring out a greater convergence of civilisations.”

Jérôme Ferrari, a French writer who lives in Abu Dhabi, works as a professor of civilisational and cultural diversity that is
formed by hundreds of nationalities within the UAE. What is the importance of social cohesion to preserve Emirati culture
despite the interaction and cultural diversity within the country?

7 Read the following project. Then, with your group, complete

the activity that follows.

Lots of refugee children suffer from difficult conditions in the countries to which they have been displaced. These children have been
displaced due to conflict in their homeland, forcing them and their families to leave their schools and their homes. They need psychological
support to help them heal from the trauma of the conflict. They also need education to ensure they do not fall behind other children around
the world.

a. Conduct research with your classmates on the following:

Conditions of refugee children
The role of UNICEF and UNHCR in providing support
The role of UAE NGOs in helping them
b. With your classmates, choose a project aimed at
providing educational support for refugee children.
Follow the steps of project setup and preparation.
c. Collect donations that will be used to provide refugee
children with the educational resources they require,
such as school books, stationery, school bags and
clothes. Picture of a child in a refugee camp
d. Make contact with relevant NGOs in UAE to provide
them with the funds you have raised.
e. Write a report or make a film that explains your responsibility to others and documents your
experience. Present the report or show the film to the class.

Copyright © Ministry of Education – United Arab Emirates

Unit esson 32
DOMAIN Moral

Unit 2
Valuing Diversity

Lesson 1 Understanding Diversity and Equality

Lesson 2 How Tolerant Are You?
Lesson 3 Can I See Beyond Appearances?
Lesson 4 Being ‘Different’ Is Not So Bad
Lesson 5 Celebrating Great Attitudes

Are we understanding, accepting and educated about diversity in our

local, national and global community?
How can we be tolerant?

33 Copyright © Ministry of Education – United Arab Emirates

 Why should we be open to diversity and equality?
Are you understanding and tolerant of others?
Where do we see bias in everyday life?
Can your opinions be manipulated or shaped by the media?
What would a world with no discrimination look like?
What steps can we take to try to eliminate discrimination?

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Unit 2 Valuing Diversity

Lesson 1

Understanding Learning Outcomes

Diversity and
• Demonstrate understanding of diversity and
equality in the UAE, and articulate the benefits of
diversity.
Equality
Vocabulary

diversity equality

1 Read this text and express in your own words the meaning of the two words in
the bubbles.
There are almost 7.5 billion people in the world. And we’re all different!
We all look different, act differently, and have different beliefs, values, cultures, and different ideas of right and wrong.
We all have different tastes in clothing, food, music and so on.
Imagine a world where we all were the same… it would become monotonous.
The United Arab Emirates is a host to a multi-cultural population from around the world. To ensure that we live in a
peaceful and prosperous world, we must respect diversity and equality.

But what do these words mean?

Diversity is

Equality is

35 Copyright © Ministry of Education – United Arab Emirates

2 Read the text about diversity and answer the questions below.

We are all diverse. None of us are the same. Indeed, life

would be rather monotonous if we were all the same.
Imagine if all your classmates looked the same as you do
and liked the same things that you did. Life would perhaps
seem simpler, but it would also get monotonous very quickly.
Diversity, or difference, brings a richness to life.
Many societies are diverse today. Travel is much easier now
than it was even a generation ago. The Internet has, in many
ways, turned the world into a global village. People can
easily learn about opportunities in other countries, and they
are able to travel to those countries in search of work or A tray of mixed dry fruit
security or simply just a fresh start.

In the same way the various ingredients contribute to the rich taste of a meal, various cultures can add exciting new
flavours to a society. Consider the benefits that a diverse society experiences. People are able to interact with people
from other cultures; they might not otherwise have had any contact with these people. This interaction between people
gives everyone a chance to learn new ideas and consider perspectives. A diverse society also has access to a wide range
of skills and knowledge from people from different cultures. And don’t forget the artistic heritage of each culture.
People can learn the stories, songs and poems from other cultures. By being exposed to all these differences, we also
learn what makes us unique. By learning about other cultures, we can learn about, and share, our own culture too.

Of course, diversity also brings its challenges. Where there is difference, there is potential for conflict too. Some people
respect difference, but others fear it and seek to suppress those who are different. This can lead to various kinds of
prejudice. Also, where there are difference languages and cultures and customs, misunderstandings and disagreements
can arise.

However, with a committed effort, people can work together to ensure that difference is respected and everyone is
working together for the common good. After all, we are all human and we have to share this planet together, despite
our many differences.

Questions for Discussion

a. What would life be like in a society that is not diverse, do you think?

b. n hat ays can our differences in uence the learning en ironment

c. ‘However, with a committed effort, people can work together to ensure that difference is
respected and everyone is working together for the common good.’ Would you agree with this
statement? Why?

d. Do you believe that encouraging people to talk about their differences would lead to greater
mutual respect between people?

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 Moral, Social & Cultural Studies | Grade 08 | Term 1

3 Now you need to think outside of the classroom. Read the text below and then, think about
your own community at home.

The UAE is a very diverse country, with people from different cultures and nationalities living side by side. This
multicultural vibe creates a fantastic opportunity to bring people together to share and learn about each
other’s cultures.
Many groups were formed with the aim of having residents come together on a shared platform of tolerance and
understanding, and appreciate one another’s culture.
The groups organize a wide range of events and gatherings that help exploring mainly the culture and heritage of the
UAE but also those of their own countries. They also organize trips to the desert, outings to art shows, cooking classes
and other interesting activities.

Think about your own community.

a. In what ways do you see diversity around you?

b. Sometimes, communities of a particular cultural or national background live in enclaves within a

larger community. What are the possible advantages and/or disadvantages of this?

c. Write at least one other question below that you could ask to help you to think about the diversity
of your community.

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4 The world we live in is a big place, let’s take this a step further and look at the diversity of
the United Arab Emirates. Answer the questions below.

Did you know that the UAE is a very diverse society,

and many people who live here come from different
countries? A large number of Arabs from other
countries live in the UAE, as do people from south
Asia (such as Indians and Afghanis) and south-east
Asia (such as Filipinos and Vietnamese). Many
westerners (Europeans and Americans) have also
made the UAE their home. These people have come
here for many reasons but primarily because of
the job opportunities that the UAE offers across
all economic sectors. Thanks to the promotion of
tolerance by the UAE government and the welcoming
attitude of its people, the UAE is considered a great example of a society that is both diverse and unified. This makes
it an attractive place for people looking to relocate, as does the blend of Emirati culture with eastern and western
cultures, which has resulted in the rich and vibrant society we have today.

a. Does being multicultural make us diverse?

b. o does this in uence life in the UAE

KEY FACT
The radius of the Earth is 6,371 km.

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 Moral, Social & Cultural Studies | Grade 08 | Term 1

5 Read the text below and complete the activity that follows.

It has been already 3 years since I moved to study in the UK and one question I get that I always find confusing to
answer is “where are you from?”. The UK is very diverse in many cities with people from all over the world that
sometimes I think the question simply means what UK city I am from. I get this question a lot because my accent
sounds different at times.
I sometimes want to answer I am a citizen of the world to cut the story short! My father is Emirati and my mother
is Canadian with Asian roots. I was born in Canada and lived there until I was six. But my father moved a lot as an
ambassador so we moved with him and the longest period I spent back home in the UAE was during my high school
years. I hope that once I am back to the UAE, after I finish my studies, I will reconnect with many people from all the
countries I can call home who reside with us in the UAE. The UAE is my home and where I come from. It is also home
for many people from around the world who share my story!

a. The UAE is my home

hat ma es the UAE your home Discuss ith your partner

39 Copyright © Ministry of Education – United Arab Emirates

6 Read this information about the Universal Declaration of Human Rights and answer the
following question.

The UDHR was adopted in 1948 to try to ensure that all people are treated equally and with dignity and respect in order
to promote an equal society. The UDHR affirms that everyone is entitled to equal opportunities, regardless of:
• race
• gender
• disability
• age
• beliefs and Values
• ethnicity

In groups, find examples of ensuring equality in each of the categories mentioned in the declaration. Share your
examples with the rest of the class.

TAKE ACTION
In our schools and community we can bring more awareness, be more considerate of others, accept difference
and try not to discriminate. We must demonstrate these values in our everyday lives.

Copyright © Ministry of Education – United Arab Emirates Unit esson 40

Unit 2 Valuing Diversity

Lesson 2

How Tolerant Learning Outcomes

Are You?
• Demonstrate appreciation of personal
tolerance, and understanding of the causes and
issues surrounding intolerance.
• Understand the cycle of bias and discrimination
and how it can be overcome.

Vocabulary

tolerance prejudice

1 Do you know the meaning of the words in the table? Think of an example of each that you
have heard or read about.

Term Meaning Example

diversity

tolerance

prejudice

discrimination

41 Copyright © Ministry of Education – United Arab Emirates

2 Read the text and answer the questions that follow.

I recently visited a beautiful garden. All the seeds which had been sown are watered and tended until they grow into
beautiful flowers. Although the flowers are beautiful, they are also all very different. Some have colourful leaves, some
have green leaves, some are big, some are small, and they are all different colours, blue, red, yellow, purple, white
and pink. The seeds that the flowers grew from originated in many different parts of the world and grew in different
ways. The flowers are individual. They are unique, and yet they grow in unison, together creating a place of reflection,
peace and harmony. They are a magnificent spectacle. The flowers, however, are not only enjoyed by myself and the
many visitors from all around the world, who come to marvel at their beauty. The garden is also visited by a plethora
of species from the animal kingdom. Bees and wasps are never far from the garden, while butterflies such as the Lime
Butterfly or the Plain Tiger can often be seen floating around the flower beds. The cicadas and crickets are not seen
so much as heard. Then, there are the caterpillars who feed on the beautiful plants and flowers of the garden. The list
of species that inhabit or frequent the garden is endless. And yet, all are essential in maintaining the equilibrium that
allows the garden to continue to provide its magnificent spectacle for many years to come.

a. What do you think this text is about? Discuss with your partner.
b. Consider the extract “all are essential in maintaining the equilibrium that allows the garden to
continue to pro ide its magnificent spectacle
With this extract in mind, what similarities exist between nature and the society that we
live in?

A diverse range of garden flowers

KEY FACT
Did you know that nearly three quarters of all the known living things in the world are insects?

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 Moral, Social & Cultural Studies | Grade 08 | Term 1

3 Read the text below and answer the following questions.

When people talk of prejudice, discrimination, and intolerance, certain groups of people – people of determination,
economic refugees, elderly people, etc. – spring to mind. However, anyone can experience feelings of exclusion.
Allow me to tell you my story.
It wasn’t an easy decision. I had a wide circle of friends, a family I cared for, the familiarity of my own surroundings. I
had a sense of belonging – I was part of this community. I had everything. Except a job.
The pressure to leave my comfortable life and try to establish a career elsewhere was growing and, feeling that there
were no longer any options open to me, I took the plunge and packed my bags. “I have qualifications,” I thought. “I’ll
have no trouble getting employment.”
However, on arrival in the country I had chosen to make my home, I discovered what it feels like not to be one of ‘us’. I
had become one of ‘them’. Someone who does not belong. My qualifications did not guarantee me a career in my new
country. Eventually, I did get a job but I never had a career. Simple things, like going to the bank or supermarket, were
not simple. The language barrier was one thing, but the body language was just as bad. Gestures I had considered
polite were suddenly perceived as rude and the opposite was also true.
I tried hard to fit in. I did. I organised a celebration for my child’s first birthday. She invited all her classmates and,
to their credit, they came... with their parents. However, the food I prepared went uneaten. You see, I had cooked a
selection of national dishes from my own country.
Even after several years, I never became one of ‘us’. I earned a living. My children grew up. They are happy. But I was
always one of ‘them’.

a. What emotions do you think the writer experienced before she had to leave her own country?

b. Analyse the words ‘us’ and ‘them’ in paragraph 4.

c. If you are to immigrate to a different country, how would you plan your integration in the
new culture?

To make people
suffer because
of race, gender
or religion
Persecution

To treat people
Discrimination unfairly because
of race, gender
or religion

To prejudge people unjustly because

of race, gender or religion
Prejudice

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4 Sometimes we expect that everyone should be, act, look and dress the same. We get
uncomfortable when people are different. Read the scenario below and answer the
questions that follow.

Tom: Hey, who ate the last piece of the pizza? Andy, was it
you? It must have been Andy!
Andy: No, wasn’t me… I think it was Jim.
Tom: We don’t believe you – Jim’s really skinny, and you’re
always hungry, aren’t you, Andy?
Andy: Haha – I guess so, Tom.
(Andy’s thoughts: I don’t like it when Tom laughs at me, but
I can’t say that. It’s better to laugh along, so they don’t know
how bad I feel. I suppose I do eat too much. I’m ashamed of
how I look.)
Jim: Anyway, we’re going swimming now, so see you
later, Andy. Being different should not mean a person feels isolated
Andy: Wait, I can come too. from society.
Tom: Are you sure? We figured you wouldn’t want to come –
you won’t be able to keep up. You’ll just be puffing along behind us like our own tame whale! Hey, that might be funny
– go ahead, come if you want to.
Andy’s feelings: I can swim really well. I bet I’m faster than Tom is. But I don’t want them to laugh at me. Everyone else
thinks Tom is right, I know they do. It’s better if I just go home. I can swim by myself some time. I don’t really need them
to be my friends anyway. I don’t need anybody.
Andy: No, that’s OK, Tom. I suppose I’ll just see you all at school tomorrow. Bye, then.
[ANDY LEAVES}
Jim: I think you upset Andy, Tom. We wouldn’t have minded if he wanted to come.
Tom: Who, me? No, I was just kidding. Everyone laughed, didn’t they? Andy’s OK – he knows how to take a joke. He’d have
said something about it otherwise, wouldn’t he?
Jim: If you say so…

a. Think about a time you felt like an outsider. How did this make you feel? What did you think about
other people?

b. Now think of a time you treated someone like an outsider. Why did you behave this way? How do
you think that person felt?

c. How can we help people who feel like outsiders?

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 Moral, Social & Cultural Studies | Grade 08 | Term 1

5 Read the text below and complete the activities that follows.

“You throw like a girl,” says the speaker in a TEDx talk she gave to an attentive audience in a crowded auditorium. She
was narrating a childhood story of how a student had shouted that very statement at a classmate while playing softball.
The speaker, in fourth grade at the time, thought that sounded pretty great.
“Nice. That is awesome,” she recalled thinking. “Throwing like a girl. That is a job well done.”
It was only later that she would realise the phrase was meant as an insult. “It was not my earliest or hardest lesson in
gender stereotyping. But it was a good one,” she says.
Originally from the Netherlands and born to parents who were both diplomats, the speaker, who is an author, spent
much of her childhood travelling, and grew up in 12 different countries. It meant she was no stranger to making friends
across borders. Also that she developed interests that were quite varied - from theatre and dance to football.
“When I was a child, we were living in Senegal in West Africa and my best friend at the time was an American girl named
Caity,” the author explains during a recent interview. “Caity was an amazing football player and would play the game
during break. I remember the boys telling us we couldn’t play one day - and it was enough for us to want to play every
recess. We just didn’t want them to tell us what we could and couldn’t do.”
a. Deduce a definition of the ord stereotype
A stereotype is:

b. Intolerance often leads to common stereotypes. Listen to your teacher’s instructions to complete
the walking debate activity about common stereotypes.

A poster like this can help you think

45 Copyright © Ministry of Education – United Arab Emirates

6 Complete the following activity.

You are going to create a diverse community!

Your teacher will give you four sheets of paper.
Draw a different person on each sheet. Think about hair colour, eye
colour, clothing, job, ethnic background, general appearance, social
group (try to have four different social groups).
On the back of each sheet, write a short paragraph saying who this
person is, where they are from and how they may be discriminated
against or what prejudice may exist about them.

Be creative

_______________________________________________________________________________________________________

______________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

______________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

Copyright © Ministry of Education – United Arab Emirates Unit esson 46

Unit
Unit 2 Valuing Diversity
Valuing diversity

Lesson 3

Can I See Beyond Learning Outcomes

Appearances? • Understand the cycle of bias and discrimination
and how it can be overcome.

Vocabulary

stereotype bas

1 Complete the group activity to better understand how discrimination can make you feel.
In order to be more tolerant, we need to understand bias, discrimination and prejudice. These attitudes can be
destructive.
How may the individuals in the image be discriminated against? Why?

47 Copyright © Ministry of Education – United Arab Emirates

2 Read the text below and answer the questions that follow.

“Don’t judge until you know them!” These words always

resonated in her mind after each trip abroad, even after visiting
the 28th nation.
“Travelling across the world taught me that what we have
heard and what we experience are always poles apart,” said one
Emirati professional, in an interview.
Interestingly, she said, people tend to make prejudiced
comments about people of all nations across the globe. The
superpower US or the developing Asian nations, whose people
constitute the majority of the UAE population, are not spared.
“Only the content differs. You hear many things [about people] but when you have the direct experience, you can
distinguish between prejudice and reality,” said the 36-year-old who began exploring the world in 2004.
Travelling also taught her how she could identify with other people in distant lands as many universal values and ideas
bring people together. In Australia, while interacting with a local family, they passionately talked about koalas and
kangaroos. “I immediately felt we, as Emiratis, would talk about falcons with the same passion. National symbols evoke
similar feelings in all people.”
In the Netherlands, long lines of windmills were, for her, not merely a revolution in green energy. They reminded her of
the universal appeal of literature and art as well. When she shared the story of Don Quixote [from the famous Spanish
novel by Miguel de Cervantes] who attacked windmills, many people of various nationalities around her said the same
thoughts came to their minds too. “Certain characters bind us together across the world.”
She says travelling makes everyone happy because it breaks life’s monotony. “Life is the same while travelling but
at a new place … with new people around you, you will be doing everything differently. That newness makes you
enthusiastic … and in turn makes you happier.”

a. Interpret how does travel help people overcome their prejudices?

b. With regard to stereotypes, do you agree with the statement ‘what we have heard and what we

experience are poles apart’? Why?

c. We know more about the world and the people in it than at any other time in history. Has this

knowledge increased or diminished our prejudices? Discuss.

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 Moral, Social & Cultural Studies | Grade 08 | Term 1

3 Complete the following activity.

Consider the situations below.

How comfortable would you feel in these situations?
Rate yourself according to the scale below. Tick the score in each situation. When a full section is completed, fill in
the last column with the total score.
1. very comfortable 2. comfortable 3. neutral 4. uncomfortable 5. very uncomfortable

Section 1 2 3 4 5 Total
A Your new neighbour is Mexican.

You realize you are the only person of your race when you visit a
community.
Your new doctor went to medical school in India.

B You watch someone who does not have a visible disability park in a
space reserved for handicapped people.
You walk by a mentally disabled person who is talking loudly in the
supermarket.

You are standing in line behind a deaf person at a fast food restaurant.

C A heavily obese person is working out in the gym next to you.

You are sitting next to an obese person on a plane.

Your overweight cousin asks to play football with you.

D You are asked to volunteer in a retirement home.

Your grandmother often asks you for help with her computer.

Your 70-year-old next door neighbour can never remember your name.

• What did I learn about my own prejudices? What surprised me?

49 Copyright © Ministry of Education – United Arab Emirates

4 Consider the 2 quotes from H.H. Sheikh Mohammed bin Rashid Al Maktoum and that of the
late president Nelson Mandela, then, answer the following question.

“What makes us proud is not the height of our buildings, but rather the openness and tolerance of our nation.”
H.H. Sheikh Mohammed bin Rashid Al Maktoum

“Our goal is to protect our society from the winds of ignorance and hatred blowing around us. We aim to build a model
of tolerance in our region.”
H.H. Sheikh Mohammed bin Rashid Al Maktoum

“The challenges for each one of you is to take up these ideals of tolerance and respect for others and put them to
practical use in your schools, your communities and throughout our lives.”
Nelson Mandela

a. Conclude the message in each of the quotes above, then, compare them.

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 Moral, Social & Cultural Studies | Grade 08 | Term 1

5 You’re now going to role play different scenarios to see prejudiced attitudes in action.

Bias scenarios

1 2

A young girl wants to join the

swimming team, but is told by An obese boy decides to learn
the coach she doesn’t have the traditional dancing. When he
strength to swim long distances. arrives at the dance school, the
She says, “Why don’t you go teacher laughs and says, “You’re
home and play with your Barbie too fat to dance!”
doll instead?”

3 4

A girl tells her friend how her

father looks after her baby sister A deaf boy is not invited to play
at home while her mother works. with the other boys. The other
Her friend raises her eyebrows boys say, “It takes too long to
and says, “That’s weird! Dads explain things to him – we have to
aren’t supposed to look after interrupt our game.”
babies – mums should!”

After you watch each scenario being enacted, discuss these questions with your group:

a. What type of bias is this?

b. Critisise each scenario showing the impact it has on each person.

c. Consider another reaction to those types of discrimination.

51 Copyright © Ministry of Education – United Arab Emirates

6 Complete the following activity.

How can you overcome bias and prejudice, and reject discrimination?
With your group, write down three actions you can take to create a more tolerant environment. These will form the
basis of your class charter.

Our Class Charter

Copyright © Ministry of Education – United Arab Emirates Unit 2 Lesson 3 52

Unit 2 Valuing Diversity

Lesson 4

Being ‘Different’ Learning Outcomes

Is not so Bad
• Demonstrate respect and empathy for, and
sensitivity to individuals who are different or
who come from different backgrounds.
• Discuss what can be learnt from people or
movements that have fought discrimination.

Vocabulary

empathy

1 Read the following activity and answer the questions that follow.

In order to overcome discrimination,

we need to respect diversity and
difference and we have to be
respectful of those less fortunate
than us. People who are from a very
poor economic background don’t
always receive education. People
with disabilities can’t always access
transport or employment.
These people often experience
discrimination.
Imagine being a refugee fleeing for
your life from a war torn country.
You feared for your life and the lives of your family. You arrive in a community where you are not made to feel
welcome.

a. How would you feel?

b. What could people do to make you feel more welcome?

Copyright © Ministry of Education – United Arab Emirates

53
2 Read the following scenarios and answer the questions that follow.

You will now have a chance to empathise with people who are in unfortunate situations.

1. Fredo came to a new country but can’t speak the language. It’s hard for him to understand what is happening in the
class. He is put in a younger grade and has a hard time fitting in.
2. Fatima lost her parents in a war and had to move in with her uncle’s family in another part of the country. She misses
her parents and her old home a lot, and is very sad whenever she goes to school. People treat her as if she’s strange
and different, and they are afraid to approach her because of her sad story.
3. Amanda comes back from school to the home she shares with 12 other family members. It is small, crowded and noisy,
and she has a hard time finding space and concentration to do her homework. In school, she gets in trouble for not
doing her homework properly.
4. Samer has a hearing disability and has a hard time participating in class. He is often excluded by other students, both
in class and during the breaks.

When you’ve read your assigned scenario, consider the following questions with your group:

a. What prejudice or discrimination is taking place?

b. How can we help?

Copyright © Ministry of Education – United Arab Emirates

Unit esson 54
 Moral, Social & Cultural Studies | Grade 08 | Term 1

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

Can you think of any famous people who have spoken out against discrimination and prejudice?
You’re now going to learn about one famous spokesperson for tolerance: Martin Luther King Jr.

IDR. MARTIN LUTHER KING, JR. USA (1929–1968)

Martin Luther King Jr was an outspoken American activist
who protested against discrimination against
African-Americans. He became the leader of the American
Civil Rights movement and won the Nobel Peace Prize for his
efforts.
King raised worldwide attention about the issue of
segregation, the exclusion of African-Americans from many
aspects of mainstream society. He himself experience
segregation as a young boy, when he had to go to a different
school than his friends. As a teenager, he experienced
segregation again when he had to give up his seat on the bus
to a white person.
Inspired by a passionate desire for justice and equal rights,
King became a powerful speaker against discrimination and
prejudice. His gift for oratory helped him eloquently describe
the hurt felt by those who experienced discrimination on a Martin Luther King Jr
daily basis.
Perhaps King’s most famous speech was on 28 August, 1963, when he told that world that he had a dream! From
the Lincoln Memorial in Washington, he painted a vivid picture of a brighter future, one free from prejudice and
discrimination. His stirring words continue to inspire people to campaign for equal rights for all.

a. Why do you think King became such a passionate campaigner for equality?

b. How would you feel if you had to go to a different school just because of the colour of your skin?

c. If you were to write a speech about equality and inclusion today, what would you write?

55 Copyright © Ministry of Education – United Arab Emirates

4 Consider the quotes below from Martin Luther King and answer the following questions
with your group.

“I have a dream that

my four little
children will one
“Injustice anywhere is a threat to day live in a nation
justice everywhere.” where they will not
be judged by the
colour of their skin
but by the content
of their character.”

“Darkness cannot drive out

darkness; only light can do
that. Hate cannot drive out “Now is the time to lift our
hate; only love can do that.” nation from the quicksands of
racial injustice to the solid
rock of brotherhood.”

a. Analyse each of the quotes.

b. How would you apply each of the quotes in view of tolerance?

Copyright © Ministry of Education – United Arab Emirates Unit esson 56

 Moral, Social & Cultural Studies | Grade 08 | Term 1

5 Read the article below answer the questions that follow.

Consider how people of determination have been

discriminated against.
“He will never write!”
These words, which James Cawley faced from a very early age,
made him more determined than ever to succeed.

Where did he come from and what did he do?

James comes from a small village in the centre of Ireland called
Drumlish in County Longford. James was born with a condition
call Arthrogryposis or AMC for short. It affects the joints in in
the body. He uses a wheelchair in his everyday life
and has very limited use of his arms and hands.
He has proven prejudice wrong time and time again and
has faced discrimination many times during his life in terms
of accessibility. The doctors were wrong; he did write. He Breaking barriers — James Cawley from Ireland
broke down the barriers of prejudice and bias as the many
assumptions that he couldn’t go to university or live away from home were broken.

James also had a dream!

He applied to university and graduated with a degree in Geography and Business. He found university life difficult at
first as he was no longer living with his family. He wrote at the time “I am nervous/excited about starting college. I am
going to do an arts degree and I know I want to do Geography but I still have to pick another subject. My fears are not
being able to keep up with college courses and also making new friends all over again.”
However, with the help of his personal assistants, he soon thrived in his new environment.
He has achieved so much in his life and is truly inspirational to people around the world. Here are just some of his many
achievements:
• Became Chairperson of the Arthrogryposis Association of Ireland.
• Graduated from university and is now a teacher.
• Led an online campaign (#WearBlueForAMC) raising awareness internationally.
• Became acting researcher for the Minister of State for Disability Issues in Ireland.
• Featured on national TV bringing awareness about poor accessibility and defying prejudice.

a. Identify how do you feel when you read James’s story?

b. What thoughts come into your head when you see a person of determination?

c. How can you help people of determination feel less excluded?

THINK!
Read the letter James Cawley wrote to himself while he was in university. Does it inspire you? Why?

57 Copyright © Ministry of Education – United Arab Emirates

6 Read the text below and answer the questions that follow.

Enabling People of Determination in the UAE

In the UAE, people of determination enjoy a special place in government policy. In recognition of the fact that they
have much to offer our nation, every effort is made to ensure that any form of disability -- mental or physical -- is not
discriminated against. At all levels of society, government policy ensures that people of determination are given every
opportunity to reach their full potential. The national policy is based on six aspects of society:
1. Health and rehabilitation — The government provides full access to high-quality health care.
2. Education — Specially qualified teachers and supportive technology and learning materials are provided to ensure
that equal access to education exists for all.
3. Vocational rehabilitation and employment — People of determination are not excluded from employment in
government and private institutions.
4. Outreach — The requirements of people with special needs are taken into account for buildings regulations.
5. Social protection and family empowerment — The government guarantees that the United Nations Convention on
the Rights of Persons with Disabilities is upheld.
6. Public life, culture and sports — Through its campaigns and awareness programs, the integration of people of
determination into cultural, social, and sports activities is maximised.
a. Consider the six aspects of society under which people of determination are protected against
discrimination. In what ways could people of determination experience discrimination were these
measures not in place?
Let’s take some time to research organisations and individuals that fight discrimination and prejudice
internationally.
1. Find an organisation that fights discrimination and promotes equality.
2. Look at the charter of human rights and identify how these rights are connected to prejudice and discrimination.
3. Identify a celebrity who has fought for equality and against discrimination.

Copyright © Ministry of Education – United Arab Emirates Unit esson 58

Unit 2 Valuing Diversity
Lesson 5

Celebrating Great Learning Outcomes

Attitudes
• Understand the cycle of bias and discrimination
and how it can be overcome
• Demonstrate respect and empathy for, and
sensitivity to, individuals who are different or

All rights reserved. No part of this page may be reproduced, stored in a retieval system or transmitted in any form or by any means without prior permission in writing of the publisher.
who come from different backgrounds
• Discuss what can be learnt from people or
movements that have fought discrimination

Vocabulary

inclusion knowledge

1 Complete the following activity.

Remember, we are celebrating diversity and difference. Find out how diverse your classmates really are.
Read your “Find Someone Who” activity sheet and listen carefully to the teacher’s instructions.

How many people were you able to find?

Find someone who Name

has travelled to New Zealand
has brown eyes
can name 4 different types of pasta
has a parent who was born in the Arabian Gulf countries
has a name beginning with A
plays a sport that originated in England
can name five different herbs and spices
has a grandparent born in Dubai
likes nachos, burritos and other Mexican food
has eaten at an Indian restaurant
speaks a second language at home
takes off their shoes before entering their home

59 Copyright © Ministry of Education – United Arab Emirates

2 Read the following activity and answer the questions.

Does anyone have the right to question our existence, our beliefs, our rights, or even the way we look? No!
Sadly, most of us will face some form of discrimination during our lives, celebrities included.
Here are some examples of discrimination that celebrities have shared.
All rights reserved. No part of this page may be reproduced, stored in a retieval system or transmitted in any form or by any means without prior permission in writing of the publisher.

Oprah Winfrey
The famous American talk show host was shopping in a store full of expensive
handbags. She asked the shop assistant to show her a bag worth AED 140,000. The
shop assistant refused to show the bag to the celebrity. Later, Winfrey said that the
shop assistant assumed she wouldn’t be able to afford the expensive bag.
a. In what way is this prejudice or discrimination?

1. Oprah Winfrey

Muhammad Ali
Muhammad Ali won the Olympic gold medal for boxing in Rome in 1960. The day
after he returned to the United States, he went to a restaurant in his hometown,
Louisville, wearing the gold medal around his neck. Even though he was a famous
sporting hero, the owner of the restaurant refused to serve him, because he was
black. Ali went out of the restaurant and threw his gold medal in the river, to
protest against the way black people were treated in the United States.
b. Do you thin that as a sensi le ay to fight ac
2. Muhammad Ali

Andrew Symonds
During his visit to India in 2007, former Australian cricketer Andrew Symonds was
bombarded with taunts and personal abuse. The crowd in Mumbai called Symonds
a ‘monkey’ while jumping up and down like gorillas.
c. Do cele rities ha e etter ays to fight discrimination than
ordinary people?

3. Andrew Symonds

Copyright © Ministry of Education – United Arab Emirates Unit esson 60

 Moral, Social & Cultural Studies | Grade 08 | Term 1

Read the article below about an initiative to promote tolerance and complete the activity
3
that follows.
Dubai: The ‘Tolerance Sign’ announcing Dubai as the capital of the world for tolerance was launched on Thursday
October 27, 2016 in an event that saw four doves being released into the sky at the base of Burj Khalifa.

Weeks after His Highness Sheik Mohammad Bin Rashid Al Maktoum, Vice-President and Prime Minister of the UAE
and Ruler of Dubai, announced a landmark global initiative for tolerance to consolidate the UAE’s status as a capital
for tolerance and openness in the region, the hand sign of a dove and a hashtag Tolerance_Unites_Us were announced
during the event. The hashtag launched has been translated into different languages as a way to spread the message of
tolerance coming from the UAE.

A famous celebrity presenter was also appointed as the ambassador for the newly launched Mohammad Bin Rashid
Award for Tolerance with a task to spread the culture of tolerance and promote the values of peace across the region.

Another social media influencer, followed on social media by millions of people from across the Gulf region, pledged to
further enhance and promote the values of tolerance and coexistence using her social media account. She described it
as a powerful tool to reach out to people from various backgrounds.

Ahmad Al Mansouri, secretary-general of the Mohammad Bin Rashid Award for Tolerance, said the award carries a very
important message about the UAE, a country where there is a peaceful coexistence of more than 200 nationalities with
different cultures.

“The tolerance initiative is one of the many noble initiatives launched by Sheikh Mohammad, with a goal to eliminate
violence, extremism, hatred, and discrimination across the region and around the world while also promoting values of
tolerance and openness to others,” said Al Mansouri.

61 Copyright © Ministry of Education – United Arab Emirates

 Date Celebration Activity
16 November International Day of Tolerance

2 December UAE National Day

International Day of Persons with

3 December
Disabilities

10 December International Human Rights Day

Third Mon in Jan Martin Luther King day

21 March World Day for Cultural Diversity

9 May Europe Day

UN World Day for Cultural Diversity for

21 May
Dialogue and Development

Last weekend in July Know Your Neighbours weekend

With your group, being influenced by the message of Sheikh Mohamad Bin Rashed Al Maktoum, create a diary of
events to celebrate each of these days. What action can you take to promote diversity and tolerance?

4 Read the text below and complete the activity that follows.

Celebrating Diversity
1. Find out about games or sports from another culture
Every culture has its own games. For example, Go is a famous Chinese board game played with a special board and
counters. You can play it online as well as with a real board. If you prefer a more active game, you could try Kabbadi, a
kind of tag from India. Research different games from around the world, and you’re sure to find something that suits
your tastes.
2. Visit a museum
Many museums have exhibits about different cultures – and they’re a great place to find out more about your own
culture as well. You can also explore the websites of museums in different countries. The British Museum, for example,
has a searchable database of many of the objects in its collection.
3. Learn a language
Language is a big part of culture – the phrases people use tell you a lot about their culture and what they think
is important. Some words even cannot be translated, like the Inuit word, Iktsuarpok, which means the feeling of
anticipation you get when you’re waiting for a visitor, so you keep checking to see whether they have arrived. There
are many online resources to help you learn languages, such as Duolingo, which turns language learning into a kind of
game.

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 Moral, Social & Cultural Studies | Grade 08 | Term 1

4. Read traditional stories

You can find out a lot about people by the stories they choose
to share. Many folk tales from around the world have similar
themes: for example, you often come across the characters
of the trickster and the hero. This shows us that we all have
things in common, whatever our culture. However, there are
also many differences, and many exciting twists and turns to
enjoy. On the internet, there are many collections of folk tales
from most of the world’s cultures
5. Try ethnic cuisine
With the greater cultural diversity in the UAE, also comes the
many inviting new restaurants that offer traditional dishes Traditional clothes remind people of their cultural identity
from different countries. The food that is characteristic of and the major difference in the world we live in
any particular country tells us about the ingredients that are
available there, the fresh produce that is grown there or even the animals that they eat. Knowing these things about the
diet of our international friends helps us understand them better. Today we’ll share diversity through music, traditional
food and clothing, sharing stories and teaching each other about values.

a. What did you learn about other cultures?

b. What can you do to promote respect for other people’s culture?

5 Complete the following activity.

Diversity Notice Board

The United Arab Emirates is one of the most diverse
places on Earth. It is important that all of us who live
here embrace this diversity in order to attain a life of
peace and happiness. In this unit we have explored
and highlighted the value of recognising difference
and accepting it into our lives and communities.
We are going to create a diversity notice board to
remind us of this important day of celebration.
Use your imagination and let’s get creative!

63 Copyright © Ministry of Education – United Arab Emirates

6 Read the text below and answer the following questions.

Life would not be a journey, if there was not a foreigner living inside us. Who would want to visit the same place over
and over? We all want to travel to faraway destinations, taste exotic cuisine. We all want to see new places, meet new
people, and have new experiences.

But, there would be no trip, no journey, if we didn’t embrace the “foreign”, the “different.” The greatest explorers in
history were explorers because they wanted to discover something “foreign”. And the space agencies of today? They too
are looking to discover a world that is different from our own.

If you take the word foreign out of our vocabulary, what would you replace it with? Boring? Foreign is good. The trick is
not to fear it. The foreigner you fear is best friend, brother, mother, to someone else. If your mind is free from fear, you
will soon realise that we are all the same. We share the same characteristics and dreams. We have the same nightmares.

Maybe there is no “foreign”. There are no “differences’. Have no fear. Maybe we are all the same.

a. Interpret your feelings about your attitude to differences.

b. How do you feel you are equipped to deal with issues of prejudice, discrimination and bias in your
own life?

Copyright © Ministry of Education – United Arab Emirates Unit esson 64

DOMAIN SOCIAL

Unit 3
African Civilizations

Lesson 1 Land and Resources of Africa

Lesson 2 Ancient African Civilizations
Lesson 3 Traditional African Art
Lesson 4 West African Islamic Civilizations
Lesson 5 Africa from Colonialism to Independence

Copyright © Ministry of Education – United Arab Emirates

65
 This term you will learn about African civilizations. You’ll
explore the geography, economics, culture, people, and
history of the African continent from ancient times to the
present-day.

Copyright © Ministry of Education – United Arab Emirates

66
Unit 3 African Civilizations
Lesson 1

Land and Resources Learning Outcomes:

of Africa
• describe the land, rivers, mountains, and
physical geography of Africa.

Vocabulary

Orange River Nile River

Zambezi River Congo River

Niger River Sahara Desert

Great Rift Valley Kalahari Desert

Mount Kilimanjaro Cape of Good Hope

Copyright © Ministry of Education – United Arab Emirates

67
Warm up: Discussion

When you think of African resources, what comes to mind? Many of the
resources that we use in our everyday lives originate in Africa. List them the
mind map in the appropriate categories.

Fuels Minerals

RESOURCES
Special animals
WE USE
Foods
and landscapes EVERY
DAY FROM
AFRICA

Precious Stones Raw materials for

textiles

Copyright © Ministry of Education – United Arab Emirates

Unit esson 68
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Geography of Africa

Africa is surrounded by two major oceans, the Indian Ocean on its east and the Atlantic
Ocean on its west. Along Africa’s north coast is the Mediterranean Sea.

Physical Geography of Africa Map.

Copyright © Ministry of Education – United Arab Emirates

69
Africa is joined to
the Asian continent
at the Suez
Peninsula. The Suez
Canal connects the
Red Sea along the
northeast coast of
Egypt and Sudan. It
was built in the late
19th century to allow
ships to pass from Sahel region outside of Niamey, capital of Niger
the Mediterranean
Sea to the Red Sea.
Africa contains two major deserts. The Sahara Desert is the world’s largest desert. The
Sahara covers more than 4,800 kilometres from the coast of Western Sahara to the Nile
River Valley in Egypt. It is so large that entire countries like China or the United States
would fit within its boundaries. The other desert is the Kalahari Desert in South Africa.
The Sahel is an inhabitable
area that borders the Sahara
Desert. It stretches down into
grassy savannah lands where
raising crops and grazing
animals is possible. Timbuktu
and Djenne are located in the
Sahel.
The West African coast is
divided among various
countries that were formerly
colonized by the French
and British. Nigeria is rich
in oil resources and is a
major exporter of petroleum
products. Lagos is a port city
The busy port of Lagos, capital city of Nigeria and the capital of Nigeria.

Copyright © Ministry of Education – United Arab Emirates

Unit esson 70
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 1: Map Review

Find the Sahara Desert in the map at the beginning of the lesson. List five countries in North
Africa that border the Sahara Desert.

M A T L E

Activity 2: Map Activity

Use the map at the beginning of the lesson to identify major rivers in Africa. List one city or
feature that is nearby or on each river.

River Name Nearby City or Feature

Nile

Congo or Zaire

Zambesi

Orange

Niger

Senegal
Copyright © Ministry of Education – United Arab Emirates
71
 The modern city of Dakar, port and capital city of Senegal

The Rift Valley and East Africa

The Rift Valley of

eastern Africa was
created by plate
tectonics. Movements
of the earth over
millions of years
caused a split or “rift”
in the earth’s crust.
The Rift runs about
7,000 km from the
country of Jordan and
Red Sea in the North
through East Africa
and down to central
Mozambique.
Splits in the rock
formations revealed Rift Valley in Ethiopia
layers or strata of
geological rock
formations that date back hundreds of thousands and millions of years. Geologists and
physical anthropologists found ancient human remains in the Rift Valley at Olduvai Gorge
in Tanzania and Lake Turkana in Kenya.

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Unit esson 72
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 3: Map Activity

Find the Great Rift Valley on the map. List the countries that the Rift Valley runs through.

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Unit esson 74
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 4: Interpreting Images

Write 1 or 2 sentences describing each picture. Identify the main land formation in each
description listed in the box.
fields with river with
mountain valley flat plain
farmland waterfall

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Unit esson 76
 Moral, Social & Cultural Studies | Grade 08 | Term 1

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Unit esson 78
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Central Africa and South Africa

Central Africa is dominated by the Congo Basin. In it are large tropical rain forests as well
as one of Africa’s principal river systems, the Zaire River, also known as the Congo River. It
is an area rich in mineral resources and rare metals.

Container ship on the Congo River

African Congo

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79
South Africa is separated from the Congo Basin Katanga Plateau and by
the Kalahari Desert. It is a rich agricultural and mineral area, with gold and
diamond mines.

Cape of Good Hope,

South Africa Johannesburg, capital of South Africa

Rain falling on grasslands in Kalahari, Namibia

Copyright © Ministry of Education – United Arab Emirates

Unit esson 80
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 5: Gap Fill Activity

Circle the correct answer. You may use the map at the beginning of the lesson to help you.

The Sahel is found in ____________ .

1.
ɮ Central ɮ South
ɮ West Africa ɮ East Africa Africa Africa

The Sahel is a ________________ .

ɮ grassland ɮ coastal ɮ desert region where little or no

2.
savannah that plain that human or economic activity can
borders the is mostly take place
desert area of the agricultural
Sahara

The Rift Valley is known for __________________ .

3.
ɮ diamonds ɮ the earliest
and gold that are signs of human ɮ tropical rain forests
mined habitation

The Blue Nile and White Nile are two tributaries of the Nile River that join at which
capital city?

4.
ɮ Khartoum,
ɮ Cairo, capital capital city of ɮ Addis Ababa, capital city of
city of Egypt Ethiopia
Sudan

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81
 Dakar is the capital of which country?

5.
ɮ Ethiopia ɮ Nigeria ɮ Senegal

Lagos is the capital of which country?

6.
ɮ Sudan ɮ Senegal ɮ Nigeria

Activity 6: Concept Check

European explorers and merchants established settlements along the coast of Africa to
ship products to sell in other parts of the world. What are some of the products you think
were shipped. Write sentences describing products or natural resources found in Africa
that would have been new to Europeans in the 17th century.

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Unit esson 82
Unit 3 African Civilizations

Lesson 2

Ancient African Learning Outcomes:

• identify ancient African civilizations
Civilizations • explore contributions of ancient African
civilizations to human history.

Vocabulary
ethnic group

obelisks

delegation

Harar Jugol

negus

Horn of Africa

Ajami

Abyssinia

Ancient Aksum

Great Zimbabwe

Ancient Ghana

predecessor

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83
WARM UP: BRAINSTORM
Do you know the names of any ancient African civilizations? List as many as you can.

ANCIENT
AFRICAN
CIVILIZATIONS

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Unit esson 84
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Ancient Aksum
Modern day Ethiopia is a country located in the Horn of Africa. As a diverse country,
Ethiopia is populated by many ethnic groups. The diverse population reflects the
rich history of Ethiopia. In ancient times, Ethiopia was called Abyssinia and its most
prominent kingdom was called Aksum.

Ancient Ethiopia

The kingdom of Aksum was established

in 400 BCE. As a powerful empire, Aksum
served as a major hub between the
African, Arab, European, and Indian trade
communities. The people of Aksum had
their own written language called Geez
and printed their own coins to use as
currency.
Today, the remains of the Kingdom of
Aksum are still visible in Northern Ethiopia.
With a population of over 50,000 people,
the city of Aksum is considered one of
the oldest continuously inhabited cities in
Africa.
Archaeologists have discovered large
structures called obelisks, which were
erected by Negus Ezana in ancient times.
These obelisks serve as a reminder of the Aksum Obelisk
power that ancient Aksum once had.

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85
 Ancient Harar Jugol

Another powerful
kingdom from
Ancient Abyssinia
is called Harar
Jugol. The city was
founded as early as
the 10th century as
the capital of the
Harari Kingdom.
The Harari kingdom
was an important
trading society
that connected
merchants from
the Ethiopian coast
to those in the Walls of Harar
Ethiopian highlands.

Ancient Harar Jugol

had five walled gates
that surrounded the
city. These gates
served as protective
barriers for the city.
They divided Harar
Jugol into five separate
neighbourhoods
and corresponded
with main roads and
walkways throughout
the city.
Walking through Harar Walls

Copyright © Ministry of Education – United Arab Emirates

Unit esson 86
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 1: Compare and Contrast

List 5 facts from the text about Ancient Aksum and Ancient Harar Jugol.

Ancient Aksum Ancient Harar Jugol

Explain how they were similar and different.

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 The Kingdom of Zimbabwe

Located in southern Africa, the Kingdom of Zimbabwe was established about 1,000
CE by the Kalanga people of present day Zimbabwe, Botswana, and South Africa. The
name comes from the stone architecture that was present throughout the kingdom. The
structures included stone houses and massive walls surrounding the entire kingdom as a
means of artistic design and protection. The kingdom lasted till about 1500 CE.
Present-day Zimbabwe took its name from the original Kingdom of Zimbabwe after
independence from the British in 1980.

Ruins of the Great Zimbabwe

The kingdom rose to become an important regional power through trade with kingdoms
in other areas. One of Great Zimbabwe’s major trading partnerships was with the
civilization called the Kingdom of Mapungubwe, located in the present-day Limpopo area
of South Africa.
The relationship between the Kingdom of Great Zimbabwe and the Kingdom of
Mapungubwe contributed to both kingdoms being prosperous. Through this relationship
Great Zimbabwe was able to control the ivory and gold trade that crossed from the
interior of the African continent to its south eastern coasts. Additionally, Great Zimbabwe
established its own gold, copper, and iron mines for production and trade.

Copyright © Ministry of Education – United Arab Emirates

Unit esson 88
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 2: Concept Check

Answer the following questions in complete sentences.

Why was ancient Zimbabwe referred to as “Great Zimbabwe?” Give two examples.

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What was another kingdom that traded with “Great Zimbabwe?” Which products were
traded?

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89
 Ancient Ghana

The Kingdom of
Ancient Ghana, or
Wagadou as it was
called, was a large
and powerful West
African kingdom
located in present-
day Mauritania
and Mali. Its
influence was
spread throughout
the West African Gold Weighted Animal
coast and across
the Sahara Desert.
Like the Great Zimbabwe, the present-day West African country of Ghana took its name
from its ancient predecessor. The Kingdom of Ancient Ghana has a very long history
dating back to times before writing. Ancient Ghana appears in written records of
travellers in 830 CE. Ghana is mentioned again in an 11th century book entitled The Book of
Routes and Kingdoms.
Ancient Ghana
was known along
trade routes and in
distant kingdoms
as the Land of Gold.
Travellers told stories
of gold-embroidered
caps, golden
saddles, shields and
swords decorated
with gold, and other
items they saw
Akan Crocodile Gold people using made
of gold.

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Unit esson 90
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Ancient Ghana profited from of the ability to trade resources to countries across the
Sahara and into Arabian, Asian, European, and Indian trading markets. The merchants of
Ancient Ghana traded gold, copper, iron, ivory, salts, cola nuts, and other resources with
merchants from other regions.
Since Ghana was known as the Land of Gold, the gold mined within the kingdom was of
high importance. There was a common rule that all gold nuggets belonged directly to the
king, while the miners and other citizens can freely collect the gold dust. This made the
kingdom very wealthy since both the king and his subjects had access to tradable gold.
Early travellers described Ancient Ghana as a complex civilization with a heavy Islamic
and traditional West African culture. Islam was introduced to Ghana through trans-
Sahara trade as West African and Arab merchants traded resources and culture.
Ghanaian scholars began to write their oral stories. The writers sometimes wrote in their
native Wolof language, but used Arabic script. This mixture of Wolof words in Arabic script
was called Ajami, which refers to the use of Arabic script to write in different languages.

Traditional Ghanaian Mosque

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91
Activity 3: Concept Check

Answer the following questions in complete sentences.

Which present day countries made up the ancient Kingdom of Ghana?

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What was a major product of Ghana, one that it was remembered for in history?

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What is Ajami? How was it important in recording the history of the Ancient Ghanaian people?

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Unit esson 92
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 4: Regional Identification

Answer the questions below.
Which ancient African kingdom was located in Western Africa?

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Which ancient African kingdom was located in Eastern Africa?

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93
Activity 5: Discussion

Each of the ancient African kingdoms has a very unique cultural history. After learning
about these places, explain some of the similarities that they shared. Explain how they
differed. Write your answers below and discuss with a partner.

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Unit esson 94
Unit 3 African Civilizations

Lesson 3

Traditional Learning Outcomes:

• explore traditional African art
African Art • discover how traditional African art has
an impact it has on culture

Vocabulary

indigenous

cultural

legacy

Ndop

metallic

refine

Iron Age

Igbo

Dan

Ife

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 Warm up:
Use your imagination
Art has always played an important role in culture. Not only does it serve as a form
of expression and creative design, it can also be used to show elements of the
culture that are deemed important and significant. When you think of traditional
African art, what comes to your mind? Use your imagination and draw a picture
that represents your interpretation of African art.

Copyright © Ministry of Education – United Arab Emirates

Unit esson 96
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Traditional African Art

Traditional African art combines stone, wood, clay, iron, brass, gold, and other materials.
The items were used for different purposes in each culture that created them. Examples of
traditional African art include masks, statues, paintings, and fabric. African stone art is the
earliest form of traditional African art. The earliest known stone art is a carving of giraffes
found in Dabous, Niger, which dates back to 6,500 BCE.

Dabous Giraffe Rock Art

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97
Traditional Wooden Art
Wood was used to make expressive masks, figures, doors,
and ornaments. In West Africa, for example, many ethnic
groups created wood carvings that were used in ceremonies.
The carvings were used to represent animals, loved ones,
and important cultural figures.

Dan Mask

Some cultures, such as the Dan of present-day Ivory

Coast, created ceremonial masks made of solid wood
and decorated with gold, copper, silver, and cowrie shells.
Most of the time, the masks were worn by special people
in society like the king, or other important people in the
society.

Ghanaian Mask

In addition to masks, traditional African wooden art

included sculptures, plaques and even decorative doors.
Traditional sculptures represented something similar to
the traditional masks.
During the 17th through 19th centuries, the ancient Kuba
Kingdom was well known for creating artwork and
decorations. Around 1700 CE, the Kuba King introduced a
new type of wooden sculpture called an Ndop. Ndops are
wooden carvings that were created to represent the king
and elements of his personality. Later kings had their own Ndop of King Mishe
Ndops made to create their own legacy. miShyaang maMbul

Copyright © Ministry of Education – United Arab Emirates

Unit esson 98
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 1: Concept Check

Answer the following questions in complete sentences.
List two traditional art forms from the text. What were they made from?

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What are Ndops? Who had them made? For what purpose?

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Traditional Metallic Art
Another type of art used materials such as gold, copper, iron, and other metals. The Nok
civilization in present-day Nigeria and Benin created metallic art form. The Nok civilization
was one of the first civilizations on the African continent to experiment with and eventually
begin the African Iron Age around 1,500 BCE.
The African Iron Age was not like to the Iron Ages of other non-African cultures. In Asian
and European cultures, the Iron Age came after the Bronze Age ended. In the ancient
African countries, iron, copper, gold, and other metals were used at the same time.
Beginning with the Nok, Ancient
Africans began the process of
metal smelting. Smelting is the
process that separates metals
from the rocks dug out of the
earth. Often times, Ancient
African cultures mixed metals to
create masks or ornaments for
decorative purposes. Some of
the most impressive examples
of traditional African art come
from the Igbo Ukwu civilization in
present-day Nigeria and Benin.
The Igbo Ukwu were very skilled
iron smelters who were able
to create some of the most
iconic art forms on the African
continent. Characterized by
their intricate detail, the masks,
statues, figures, and jewellery
created by the Igbo Ukwu, are
highly valued and serve as
strong representations of African
culture and society. Though iron
was commonly used in the metal Benin Iyoba Mask (Copper,
smelting processes of the time, the Igbo Iron, and Ivory) - MET Museum
Ukwu perfected the use of bronze in their
art.

Copyright © Ministry of Education – United Arab Emirates

Unit esson 100
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Bronze artwork was used throughout the Kingdom of Benin in the 16th and 17th centuries.
Artists of Benin created very detailed representations of their culture through the use of
advanced bronze and copper smelting. The artwork that was created during the rise
of the Kingdom of Benin is among the most detailed and impressive representations of
Ancient African culture on the continent.

Bronze Plaque from Kingdom of Benin - Public Domain

Art - Benin plaque in the Ethnological Museum, Berlin

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101
The Yoruba civilization in present-day Nigeria and Benin took metal smelting art to a
higher level. Like the Igbo Ukwu and Nok, the Ife also used metal to represent various
aspects of their culture, society, and government. Ife bronze art has detail that is shown
in the facial features of the subjects. Ancient African shows scenes of everyday of the
people of the time and is an important source of historical information.

a - MET Museum Ife Copper Mask

- Brooklyn museum

Copyright © Ministry of Education – United Arab Emirates

Unit esson 102
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 2: Critical Thinking

Answer the following questions in complete sentences.

Why do you think that so much detail went into the artwork of Ancient Africa?

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103
Choose one of the African art pieces shown in this lesson. Identify it. Describe it in one or
more sentences. Talk about who or what you think the art piece represents.

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Copyright © Ministry of Education – United Arab Emirates

Unit esson 104
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 3: Critical Thinking

Answer the following question in complete sentences.
Art can be used for creative expression, beauty, or as cultural descriptions. Choose one
of the African art examples from this lesson and explain how you would categorize it.
Do you think that it should be labelled as art for beauty, creative expression, a cultural
description, or something else? Explain your answer in detail.

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105
 Activity 4: Compare and Contrast

African art has very specific characteristics that set it apart from art forms from different
parts of the world. What do you think makes African art different from other art forms
in different parts of the world? Research traditional art from another region (outside of
Africa) and compare it to some of the African art that you have seen in this lesson.

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Unit esson 106
Unit 3 African Civilizations

Lesson 4

West African Learning Outcomes:

• describe the ancient kingdoms of Mali,
Islamic Islamic cities, and civilizations in West
Africa
Civilizations • understand the contributions of ancient
African kingdoms to human history

Vocabulary

Mali Kingdoms

Mansa Musa

Timbuktu

Djenne

gold trade

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107
 Warm up:
Recall and Reflect
You learned about the Sahel Region in Africa in an earlier lesson. What was it located next
to? What was it like? Write a one or two sentence description of the landscape.

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Copyright © Ministry of Education – United Arab Emirates

Unit esson 108
 Moral, Social & Cultural Studies | Grade 08 | Term 1

The Spread of Islam in Africa 715-1500 CE

Map of Mali’s Cities

Islam spread into Africa through several separate phases of development. Islam spread
to Egypt and across North Africa from 685 CE to 715 CE. Islam spread across the Sahara
to the Sahel. Islam spread through the West African states and East Africa through
merchant contacts and long-distance caravan routes to Arab Muslim cities of northern
Africa.
By the 11th century, Islam reached the Senegalese coastal region and vast areas of the
Sahel across to Sudan. By the late 13th and 14th centuries, well-established cities in the
Sahel and Mali had large Muslim institutions.. Mosques at Timbuktu and other cities in
Mali reflect this development. Cities in the Sahel prospered as West African cities and
kingdoms prospered from trade in gold, salt, and other metal wares produced in the
region.

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109
Activity 1: Concept Check

List the progression of Islam across Africa as stated in the text on the timeline. Write the
area that corresponds to the time period that Islam reached the area.

7th and 8th Centuries

11th Century

13th and 14th Centuries

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Unit esson 110
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Timbuktu
Timbuktu was a prominent city by 15th and 16th centuries and the cultural center of Mali
and the Sahel region. It had three great mosques: Djingarey Ber, Sankore and Sidi Yahia
and the Koranic Sankore University. Timbuktu became wealthy from the gold trade of the
14th century.

Djingarey Ber Mosque, Timbuktu

The Great Mosque of Timbuktu, also known as Djingarey Ber Mosque was originally built
in 1327. The building style is typical of the people of Sudan and Sahel of the time. The style
originated from the King of Mali, Mansa Musa, who went the Hajj in Mecca and brought
back a famous architect to design the mosque.

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111
Mansa Musa ruled Mali between about
1337-1312. He was the great nephew of
Mari Jata (Sunjata), the legendary king
who established the kingdom of Mali.
Mansa Musa was famous for his long
caravan expedition across the Sahara
to Cairo, where he took with him vast
amounts of gold from the rich gold
fields of West Africa. In Cairo, he spent
so much gold that the value of gold fell
throughout Egypt.
The library of Arabic manuscripts in
Timbuktu shows how its cultural heritage
has been connected to the Arab Muslim
world. Exhibits show evidence of visits
of Muslim scholars travelling across the
Sahara since at least the 14th century.
One of the famous visitors was the
traveler, Ibn Battuta, who wrote about his Manuscript Library in Timbuktu
visit to the cities.

Manuscript from the Timbuktu library

Copyright © Ministry of Education – United Arab Emirates

Unit esson 112
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 2: Concept Check

.Answer the questions

Mali is a kingdom located in which region of Africa? Circle your choice.

1.
The Sudan where the Western Africa in the
Southern Africa along
Blue Nile and White Nile Sahel region along the
the Orange River
meet at Khartoum Niger River

Mansa Musa was related to which of the following famous Africans?

2.
Sunjata (also spelled as
Ibn Battuta the famous Ibn Khaldun, the famous
Sundiata) the king who
North African traveller North African historian
founded Mali

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113
Djenné
Djenné has been occupied since 250 BCE
and became a market centre along the
trans-Saharan gold trade routes of the
13th to 14th century. Its traditional mud
houses and its large mosques make use
of the local materials of mud from the
nearby river.
Each year these traditional mosques
are refreshed. With a community effort,
teams of builders bring fresh mud plaster
to reinforce the walls of the structure.
Terracotta vessel
from Djenné 12-16th
century. 26 x 18
cm Metropolitan
Museum of Art

Djenné Mosque

Copyright © Ministry of Education – United Arab Emirates

Unit esson 114
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 3: Concept Check

Fill in the gaps of the sentences with the key words listed in the box.

Niger River
mosques library education
Delta

Djenné Timbuktu Mansa Musa Songay

One of the most famous rulers of the Malian and __________________________________________

Empire was ___________________________________________. He led a caravan across the Sahara to

Cairo and to Mecca to make his pilgrimage or hajj. The famous city of ________________ in

Mali, has a great ___________________________________________ of manuscripts where Arabic books

and Korans are preserved for scholars to study. _______________________________________ is a

major achievement of Timbuktu. The city of ______________________________________________ is

located in the Niger River Delta and features many ___________________________________________

made of traditional mud architecture.

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115
Activity 4: Make a map

On the map of North Africa, draw the route you think Mansa Musa used in his travels to
make his:

ɮ caravan trip from Timbuktu in 1324 to Cairo,

ɮ pilgrimage to Mecca, and

ɮ return to Timbuktu in Mali.

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Unit esson 116
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 5: Interpreting the Map

List five geographical features that Mansa Musa would have
crossed during his journey.

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117
Activity 6: Reflection
Of the natural resources produced in Africa, which one do you think was the most valuable
in ancient times? Which natural resource do you think is the most valuable today? Explain
your answer.

Copyright © Ministry of Education – United Arab Emirates

Unit esson 118
Unit 3 African Civilizations
Lesson 5

Africa from Learning Outcomes:

• understand Africa’s transformation in
Colonialism to the 20th century from colonialism to
independence.
Independence

Vocabulary

colonialism

colony

diplomat

independence

traditional boundary

colonial boundary

inhospitable

native language

Apartheid

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119
 WARM UP:
CLASS DISCUSSION
Some European languages are widely spoken (or used as official or second languages)
in African countries. Try to list countries where the European language is the native
language or a commonly spoken language of the people of the country.

English French Portuguese

Afrikaans Spanish

Come up with some theories of why some European languages are spoken in Africa.

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Copyright © Ministry of Education – United Arab Emirates

Unit esson 120
 Moral, Social & Cultural Studies | Grade 08 | Term 1

European Colonialism in Africa

As Europeans explored more area outside of Europe in the 1600s, they found
Africa a land rich in natural resources. The land area of Africa about 30.37
million square kilometres. That means that Africa is three times larger than
China. In fact, Africa is larger than the combined areas of China, Canada, and
the USA.
Africa has inhospitable deserts but it also has milder areas ideal for growing
crops. Natural resources found in Africa include diamonds, raw materials for
sugar, gold, iron, cobalt, uranium, copper, bauxite, silver, petroleum in addition
to the agricultural products.
The first Industrial Revolution ranged from the mid 1700s to the mid 1800s.
People in European countries needed natural resources to produce goods that
could not be found in Europe.
At the same time, the population of Europe was high compared to the land
area available in Europe causing overcrowding. Many people lived in large
cities with poor living conditions and poverty was widespread. Some European
powers saw the African continent as a way to increase their natural resources
and way to give economic opportunities to people in their own countries.
People from Europe were sent out into Africa to set up farms, mines, and other
types of businesses to get or make products to send back to their countries in
Europe. People from different countries in Europe sometimes claimed the same
area or lands and had disputes. Some of the disputes let to fighting and wars
between the countries.
In 1885-1884, diplomats from the countries of Great Britain, Germany, France,
Belgium, Italy and Spain met to discuss the situation in Africa. The meeting
was called the Berlin Conference because it was held in Berlin, Germany. At this
diplomatic conference the countries agreed to divide the continent of Africa
among themselves to be ruled as colonies. A colony is a place far away from
one country yet ruled as a part of that country. Usually, the laws in a colony are
based on the laws of the ruling country, not the country that was colonized.

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121
Activity 1: Concept Check
Answer the questions.

According to the text, Africa is about __________________________ square kilometres or

larger than the combined areas of __________________________________________________________.

What were some problems facing Europe in the 18th and 19th centuries?

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List some of the important natural resources of Africa.

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Copyright © Ministry of Education – United Arab Emirates

Unit esson 122
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 1: Concept Check

What did some European powers want to use Africa for?

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Why was the Berlin Conference of 1884-1885 organized?

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What was the outcome of the Berlin Conference of 1884-1885?

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123
Activity 2: Critical Thinking

Review your discussion in Activity 1. What is the relationship between the languages
commonly spoken in some African countries today and the European colonial powers on
the map in activity 3. Explain with at least three examples.

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Copyright © Ministry of Education – United Arab Emirates

Unit esson 124
 Moral, Social & Cultural Studies | Grade 08 | Term 1

New Countries in Africa

Previous lessons in this term, presented past civilizations

in Africa. Many were rich and prosperous. At the time
that European countries colonized Africa, the ancient
civilizations had declined or disappeared. European
powers had more advanced weapons and were able to
establish the African colonies.
The colonial boundaries were very different from
traditional or customary boundaries between people
and cultures that existed before colonialization.
When the colonial boundaries were drawn, they often
separated people and tribes that shared the same
culture, language, values and beliefs and restricted their
movement. In other cases, people and tribes with very
different cultures, values, and languages were included
in the same area. These practices often led to conflicts
and wars.
Eventually, the European colonial powers withdrew from
African colonies. In some cases the colonies became too
expensive or difficult to manage. In other cases, people in
the colonies wanted to set up their own government.
Only Liberia and Ethiopia were not colonized. The
modern day country of Egypt was formed in 1922,
although Great Britain retained control of parts of Egypt
along the Suez Canal until 1956. Most of the rest of Africa
only receive independence after 1956. Areas of West
Africa became independent states in 1960. This set in
progress a movement to allow the remaining countries
of Africa to become independent nations.

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125
 Activity 3: Combining Sources

Combine the information in the text with other information in the lesson to form a
conclusion.
Were the “new” countries created in Africa after colonization really “new” countries?
Explain your answer.

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Copyright © Ministry of Education – United Arab Emirates

Unit esson 126
 Moral, Social & Cultural Studies | Grade 08 | Term 1

Activity 3:

What do you think some of the challenges would be for countries which had been
colonized? List at least three challenges and explain.

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127
Activity 4: Matching
Match the picture of the leader to the description and name.
Write the letter next to the correct description under each picture.

PICTURE OF LEADER Name and Description

Nelson Mandela was first indigenous person

in his African country to be President. Before
his election as president, his country had a
political system called Apartheid, in which
indigenous Africans had little rights. He was
put in prison from 1964 to 1982 for trying to
gain rights for indigenous Africans in his
country. He used his time as president to
get people in his country to work together in
peace.

Haile Selassie, the leader of one of the African

countries which was not colonized. He ruled
the country from 1930 to 1974 during the
period when many African countries were
forming.

Patrice Lumumba was the first Prime Minister

of the country which was formerly called
the Belgian Congo. He served from June –
September of 1960.

Copyright © Ministry of Education – United Arab Emirates

Unit esson 128
 Doctorate Degree / Applied Sciences

(3-5 years)

Master’s Degree / Applied Sciences

(2 years)

Education System in the United

Arab Emirates

Postgraduate Diploma / Applied Sciences

(1-2 Years)

Bachelor’s Degree / Applied Sciences

(3-4 years)

Diploma / Postgraduate Diploma

(2-3 years)

Joining Bridging
Work Program
Continuous Education

Home General and Applied Literacy

Vocational Qualification Schooling Academic Stream Stream

Vocational Education and

Development Centre
 Doctorate Degree

UAE National Qualifications

Classifications

Framework Level 10
International
24
(3-5 years)

Master’s Degree Dual Degree Master’s Degree

UAE National Qualifications

Classifications
Bachelor’s / Master’s

International

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

Postgraduate Diploma Postgraduate Diploma

(1-2 year) (1 year)

UAE National Qualifications Framework

Classifications
International
(4-5 years)
18

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

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

UAE National Qualifications Framework

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

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

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

Technical & Vocational Streams Academic Streams Cycle 3 / Secondary Stage

UAE National Qualifications Framework

Applied Specialised Technical Technical General Advanced Elite
Academies General Advanced Classifications
International

Top 10 percent 12 Levels 1-4

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

Cycle 2
Classifications
International

Elite Program (Grades 5-8)

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

Ages 10-14 (4 years)

Ages 10-14 (4 years)

Cycle 1
Classifications
International

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

Early Childhood
Classifications
International

Kindergarten Ages 4-6 (not compulsory) 3

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

Within the strategic dimension of the

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

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

School
learning    

e-learning
Direct - -  

Self    
Channels for obtaining a textbook:

Electronic units