AI en Translation, Pages 126-150
Page 126
Home Economics Curriculum for Girls
Introduction: -
Home economics is a practical, social, and general cultural study directly related to the home and family life. It aims
from teaching home economics lessons to raise the level of the family and society. In order for the girl, who will become in
the future a housewife responsible for a family, to be able to perform her mission, she must be familiar with the information, skills, and experiences
that enable her to perform it in the best way. The woman is responsible for managing the home and raising children no matter
how living and life methods evolve, so our duty here is to prepare the girl to take upon herself this serious responsibility.
The girl at this age (middle school age) moves to a new stage of her life, becoming
more ready to bear responsibility and deeper in love for the home and family life. She is naturally prepared for this work
and all she needs is correct guidance and sound instruction. Accordingly, the curriculum included four units
which are: -
1- Cooking and Nutrition
2- Child Rearing and Family Relations
3- Home Management and Arrangement
4- Sewing
The topics in each unit for each grade have been chosen to suit the student's needs and the extent of
her comprehension of the material so that she can benefit from what she learns in her daily life.
Objectives: -
1- That the student acquires the information, skills, and experiences that qualify her to play her role as a member of the family.
2- That the student gets used to economy in time, effort, and expenses. And to adapt to the requirements of the environment and the capabilities
of the family.
3- That she acquires the sound qualities and attitudes that help her in good behavior, cooperation, bearing
responsibility, order, and self-control.
4- That she feels her responsibility towards the family and society and acquires the experiences and skills to do so.
5- That she develops her personality through what she is provided with of this information.
6- That artistic taste and skill in arranging and choosing fabrics, tools, and supplies, and selecting
clothes be developed in the students.
Special Instructions: -
If the school sets the achievement of the goals before its eyes, it would be advisable to observe the following recommendations
and instructions in the various branches of home economics:
A- Child Rearing and Family Relations: -
1- That the school helps the student to acquire the good qualities that make her a beloved personality.
2- Introducing the student to the rights of individuals in the family, their duties, and their relationships with one another.
3- That the school aims for simplicity in explanation. And not to exaggerate the seriousness of child rearing so as not to alienate the girls
from the subject and make them fear undertaking the duty of motherhood.
4- To work on applying the material practically as much as possible.
5- That the school uses sufficient illustrative means that help the students' understanding and fix the subject
in their minds.
6- To allocate sufficient time to visit some institutions concerned with children, such as kindergartens and nurseries
and the like.
7- The school must be in constant contact with the science teacher to link similar subjects.
B- Cooking and Nutrition: -
1- That the school be characterized by flexibility in applying the curriculum to ensure appropriate freedom for the girls to satisfy
their desire in choosing materials and varieties, and this leads to advancing or delaying units of the curriculum and replacing them
with others, provided they harmonize with the general plan of the curriculum.
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2- The curriculum should be studied in a practical and theoretical manner, and the theoretical aspect should be coupled with the practical.
3- The school must not neglect to mention nutritional values and clarify the necessary quantities per person while taking into account
age, and to address the damages resulting from failure to observe this from both health and economic perspectives.
4- The school must be practical in its teaching, so it does not teach anything that is difficult to apply in the students' homes. And it should create
in them, through practice, the habit of performing tasks in the correct ways.
5- The school should be interested in introducing students to the costs of food types and how to replace some foods with others
that contain similar nutritional elements while being easy to obtain and cheap in price to form integrated meals.
6- The school should be interested in developing the purchasing skills of the students by visiting various shopping locations.
7- The school should estimate the time required to perform the requested work and allow space at the end of the lesson
to organize the kitchen and summarize the lesson.
8- The school must perform models in front of the students and ensure in the model the mastery of work and the correctness of steps
and a good result, while leaving sufficient time for the students to perform the work themselves, and it takes care of monitoring and guidance.
9- The school should accustom the students to the correct ways of serving and eating food, and the students should participate
in eating to be a good role model for them and to provide the necessary guidance at the time.
10- The school must accustom the students to returning everything to its place and checking the tools at the end of each session.
This can be accomplished by recording the contents of the cabinets and shelves on a paper fixed inside the cabinet or above
the shelf, and verifying that itself.
11- The school must take into account the environment of the students and use tools that are easily available. There is no objection
to using some modern tools for guidance and knowledge. In small towns and villages, the
school must adapt to the environment and focus on topics that are consistent with the rural environment.
12- The school must train students on using household scales and measures and practicing them during work.
13- The school must wear the special kitchen uniform during work and require the students to do so.
C - Home Management and Arrangement: -
1- The curriculum subjects are studied in a practical way as much as possible so that the students apply the topic of cleanliness in the school rooms
and its facilities and decorating its rooms. And it should work on bringing some tools that may not be available in the school for the purpose
of application in the subject of stain removal, for example.
2- The school should aim for practical methods in its teaching, so it does not teach what is difficult to apply at home.
3- The school should alert the students to the correct ways of using materials and tools and explain the dangers
resulting from the misuse of sharp and harmful tools and toxic, flammable, or highly flammable materials.
4- It is recommended that the school encourages students to carry out collective projects such as cleaning the meeting hall.
5- The school should resort to acting when applying some topics such as the principles of introduction and etiquette
of behavior.
6- The school should work on developing artistic taste in students by increasing the display of beautiful models
and visiting art exhibitions characterized by beautiful taste and exquisite coordination.
7- The school should not be satisfied with the prescribed books but should work on constantly increasing its information by looking at what is new
and following the development of the subject.
D - Sewing: -
1- To accustom the students to good habits in sewing lessons, such as using a thimble and taking care of lighting
and alerting to the correct sitting posture during work.
2- The fabrics and tools used by the students should be appropriate in terms of type, durability, and color with the age
of the students, their environment, and their financial situation.
3- The school should keep pace with the development of art and fashion in a way that harmonizes with the environment and traditions and emphasizes simplicity and avoids
ostentation and complexity.
4- The school should aim for economy in the use of materials and explain to the students the benefits of using patterns in
tailoring from both economic and technical perspectives.
5- The models and patterns that the students make should be life-sized to make them easy to apply and distinguish
from technical defects quickly.
6- To accustom the students to using technical terms in sewing lessons and memorizing the names of the materials used
so that they can later benefit from technical magazines and (catalogs) that discuss the subject.
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7- The teacher should use technical magazines (models) to interest the students and develop their artistic taste,
and work on establishing a special library for the subject in the classroom.
8- The teacher should follow the demonstration method in teaching sewing lessons and related topics. She should clarify
every step during the work, and work and speak at the same time.
Guidelines on methods of teaching the subject theoretically and practically:
Good teaching is that which uses various methods and techniques. As for the skill in adopting a specific method or
combining several methods, it comes as a result of experience and knowing how learning takes place in various situations, circumstances, and different
materials to be learned. It is not permissible to say that this is a good method and that is a bad one; rather, the danger lies in continuing
to use a single method or in its misuse, and this is what must be avoided at every stage of education.
The following are some of the methods used in teaching home sciences or home economics:
Theoretical Lessons:
A- Explanation and Description: Explanation is intended to clarify what is obscure for the students to understand, and description is a means of
verbal illustration in the event that a sensory means is unavailable, or description increases the clarity of the means in the event of
its presence. The quality of explanation and description depends on the following matters:
1- Correctness and ease of pronunciation and expression used by the teacher.
2- Highlighting the basic points and gradual transition from one point to another.
It is better for the teacher to stay away from the lecture style, i.e., mere oral presentation without discussion or involving
the students.
B- Discussion: It can be done in one of two ways:
1- The Deductive Method: In which the mind moves from the general to the specific, so a consistent general fact is given and then
measured against. For example, we say (acidic liquids are used) in removing strong-acting stains, and therefore we remove the effect of
ink using lemon acid.
2- The Inductive Method: In which examples or models are presented to be examined and compared, then the rule is derived,
i.e., moving from particulars to universal issues, from the specific to the general.
Practical Lessons:
A- Illustrative Observations or Practical Demonstration:
It is a method that combines explanation and work at the same time. In it, operations are carried out in front of the students by
the teacher, while the students observe them and follow her explanation and ideas. There is no objection to involving the students
in performing some tasks. There are two basic factors for the success of this method: good planning
and mastered material.
Some things that help in the success of the practical demonstration:
Before the presentation:
1- The teacher should define the goal of the illustrative observation.
2- She should prepare a detailed plan before performing the presentation, in which she specifies the steps of the work.
3- She should prepare the necessary tools and materials before the lesson and arrange them according to the priority of their use.
4- She should perform the experiment before the presentation.
5- She should prepare the place in a way that enables all students to watch the presentation.
6- She should prepare the specific illustrative aids that would increase clarity.
7- She should perform some tasks that need time to prepare before starting the illustrative observation,
such as heating water.
8- She should record the steps of the work on the blackboard in clear handwriting.
The Presentation:
1- She should clarify every step during the work. A successful teacher works and speaks at the same time.
2- She should involve the students in trying some steps during the work.
3- She should not rely on model or modern tools only, but rather use the tools that the
students will use later and which are available in the environment.
4- She should take timing into account. She should not move so slowly that the presentation ends with the end of the period without follow-up,
nor should she hurry without explanation and inquiry from the students, so the desired benefit is lost.
5- She should summarize the important points in the lesson at the end of the presentation.
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B - Individual Work:
This method relies on a work period in which all students participate individually and passes through three stages:
1- Design and guidance, carried out by the teacher.
2- The work period, carried out by the students.
3- The summary and evaluation period, in which the teacher and students participate. In many cases, the
students can participate with the teacher in the design, provided that she provides guidance and direction. This method clearly
shows how tasks are performed and provides the opportunity to try new methods or develop previous skills, and it can be followed
in many practical lessons such as (general and specific cleaning, washing clothes, ironing, removing stains .... etc.)
C - Group Work:
Its goal is for the student to get used to working with a group and cooperating within the scope of the family and limited resources.
The steps for group work are as follows: -
1- If the number of students in the class exceeds twenty-five, the class is divided into two sections: one section studies practical cooking,
for example, and the other section studies sewing.
2- At the beginning of the school year, students are divided into teams or groups, each of which is called a family,
provided that the number of members in one family does not exceed six students, in order to carry out various activities of practical cooking
lessons. The number of families depends on the available kitchen facilities.
3- Each of these students is given a number within the family, for example 1, 2, 3, and so on from the beginning of the year, and the
tasks are distributed to the holders of these numbers. For example, this week the holders of number (1) prepare the main dish
in the kitchen, and the students holding number (2) wash the dishes during the work and set the table,
and the students number (3) assist student number (1) with peeling, for example, then washing the dishes after finishing the
meal, and the students number (4) pour the salad and serve at the table. The students number (5)
do the shopping, prepare the material lists and their accounts, and clean the kitchen after the work is finished, and the students number
(6) prepare the second dish of food, dry the dishes, and return them to their places. The students exchange
these tasks every week, so student number (1) becomes number (2), student (2) becomes (3), and the sixth becomes
number (1), and so on.
4- When distributing tasks, care should be taken to keep the student busy throughout the lesson period.
Note:
Tools in the kitchen are distributed to units or groups and kept in their designated places. A list of tools
is attached to the cupboard or drawer where the tools are placed. At the end of each lesson, the students check these
tools, and the teacher inspects after them to ensure they are in their places.
Accompanying Activity for the Curriculum (for Intermediate Study):
Anyone who is aware of true education and familiar with correct teaching methods knows that there is no dividing line between what we call
the prescribed curriculum and extracurricular activity. Rather, they complement each other. In this point, there is a double benefit: it
leads, on the one hand, to fixing the curriculum materials in the students' minds and increases cooperation between the teacher
and the students on the other hand.
The subject of Home Economics is full of many types of diverse activities that increase the breadth of the students' horizons
and help achieve the desired goal, which is reaching a better family life in our society.
The accompanying activities that students can perform include the following: -
A - Skits - The students act out some scenes, such as a scene of the etiquette of using the telephone or walking
on the road, or receiving guests and introductions, or serving food at the table. The scene may be
silent, and in it: -
1- A white sheet is hung in a corner of the classroom and a lamp is placed behind it. The students perform
from behind the sheet as well, so their shadows appear to the spectators on the sheet in an attractive way. Through
this activity, students can show correct and incorrect ways of sitting,
ways of walking, and so on.
B - The students present two contrasting silent scenes, correct and incorrect, and when the curtain is drawn, the
students undertake to explain the right and the wrong. In this way, students can show the correct
and incorrect way of hanging pictures, and good and bad behavior at parties, color harmony -
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and their lack of consistency, and many others.
2- Parties: Holding a tea party or lunch in which the students invite the school principal and her teachers or students
in other classes. In it, the students train on writing the invitation, receiving the response, presenting invitations, and arranging
the table, serving, and table manners, or the party may be in honor of the ideal student in the class. The student
who is distinguished by good character, good behavior, cleanliness, and constant order, then diligence in lessons
in order to encourage the students and competition among them to obtain this honor.
3- Exhibitions: These are either by holding an exhibition or by the students performing the display process itself, such as preparing a flower
exhibition in which different methods of arranging flowers in various pots and vases are displayed, or a display of table
covers, or the students perform a fashion show and the like.
4- Various school surveys: The students conduct a survey in the school to see the number of students who
eat breakfast in the morning and those who do not. Then this is revealed by a plan that calls for encouraging the consumption of
breakfast... etc.
5- Inviting specialized persons to speak on a specific topic, such as inviting the physical education teacher to speak about correct posture in
various situations and movements. Or inviting a doctor to speak about health or the impact of cleanliness on health and so on,
such as inviting an employee of a company to see the correct way to use the machine produced by the company or
sold by it. And how to maintain it, such as a sewing machine, a gas stove, or otherwise.
6- Student committees present to the class a study on a specific topic, such as suitable hairstyles for different face shapes,
while another committee prepares instructions for hair care, types of fabrics, and how to clean, iron,
and sew them, and the like. ⟦...⟧
7- Writing: Students write short articles for the school magazine or the wall bulletin about bad habits
related to nutrition and how to treat them, or the method of cleaning one of the metals used in the home, or the comparison
between natural and artificial nutrition for the child, and others.
8- Visits: Conducting visits to furniture stores, childcare centers, nurseries, canning factories, and the like.
9- Collecting samples and pictures to make posters.
Educational Aids
The school must make use of various educational aids to facilitate the arrival of information to the minds of
the students and to make the subject more connected to life and more enjoyable. Among the most important of these means are the following:-
1- Applying the material practically and using miniature models in the event that materials are not available.
2- Contacting educational media centers to borrow films and slides.
3- Using posters and pictures, such as the posters issued by the National Nutrition Institute on the subject of nutrition.
4- Using the blackboard and benefiting from hand drawings.
5- Using the flannel board (felt or lined board) to explain the lesson idea.
6- Visiting some institutions related to the subject, such as the National Nutrition Institute and the College for Girls (Home
Economics Department), social centers, kindergartens, and nurseries. And industrial factories
such as the dairy factory, vegetable oil factories, and canning factories.
7- Holding exhibitions and parties such as tea and acquaintance parties.
8- Visiting model homes.
9- Reviewing books and magazines that deal with home economics topics.
Evaluation or Assessment
Evaluation is not an end in itself, but rather a means aimed at reviewing goals and methods with the intention of working to
improve them. It is necessary that the evaluation process begins with the start of the study, and continues during the study to show
what difficulties may be encountered and to pave the way for progress. Therefore, we must consider evaluation an integral part of the
teaching method. Every practical application is followed by a group discussion aimed at evaluating the results reached by the students.
It is the school's duty to give students the opportunity to evaluate their work themselves, and in the end, it concludes by
generalizing the results reached by the students, whether the work was practical, written, or illustrative, and this is done
by summarizing it on the blackboard, and the students record it in their notebooks.
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Results
The school should not be satisfied only with presenting the female students' work, but should also work on evaluating its own work so that it knows the extent of
the validity of the method it followed, the extent of the students' responsiveness to it, and the extent of its consideration for individual differences among
the students, as well as its understanding of the subject matter, its depth in it, and its ability to organize and present it in a way that suits the level of
the students. The school can evaluate the students' work in several ways, including:
1- General questions at the beginning of the year or at the start of a new topic to determine the level of the students.
2- School tests aimed at ensuring the students' understanding of the material.
3- The extent of students' participation in collective work.
4- The extent of their performance of the functions and duties assigned to them and their responsiveness inside and outside the classroom.
5- The extent of their diligence in work.
6- Discussing with the students.
7- Using standardized models in evaluation. Below is a model for evaluating students' work. The school can
plan several models along these lines.
A model for evaluating work habits among students
After a period of time has passed on practical training, this form is given to each student to answer honestly and faithfully
in order for the school to monitor their progress and whether they have observed the correct conditions and formed good habits.
If the school notices a deficiency in any of these tasks, it tries to urge them to perform them on a permanent basis.
A - Cleanliness: | Yes | Needs Improvement
⟦line⟧
1- Do I tie my hair before starting work?
2- Do I wear an apron during work?
3- Do I wash my hands before starting work?
4- Do I dry my hands with the specific hand towel?
B - Habits:
1- Do I prepare everything I need for work before starting work?
2- Do I measure the necessary quantity accurately?
3- Do I follow the work instructions precisely?
4- Do I use the most suitable tools and utensils for the job?
5- Do I use the minimum number of necessary utensils for cooking?
6- Do I taste the food with a special spoon and not with the stirring spoon?
7- Do I immediately clean up any food that falls on the stove or the floor?
8- Do I keep the workspace as clean as possible?
9- Do I arrange the utensils before washing them and soak what needs soaking?
10- Do I clean the tools used thoroughly and willingly?
11- Do I return the tools to their specific places?
12- Do I ensure that all tools are present?
13- Do I ensure that the gas, water, and electricity valves are closed before leaving the kitchen?
14- Do I leave everything in perfect order and cleanliness?
(( Home Economics Curriculum Vocabulary ))
First Grade
1- Child Rearing:
The Family
How the family is formed
The importance of the family in building society
Family problems in Iraq
The child in the family
The impact of the family atmosphere on the formation of the child's personality
2- The relationship between parents
Please turn over
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B - The child's relationship with his parents
C - The child's relationship with his siblings
D - The child's position in the family
2- Cooking and Nutrition
1- Introduction to the kitchen and the tools and machines in it
2- How to use the measures and weights available in the environment.
3- Nutrition, its definition, and manifestations of correct nutrition.
4- Food - its definition and its benefits for the body.
5- The five basic substances in nutrition with emphasis on explaining the nutritional values of these substances
6- Milk and its products, its nutritional value, and the amount to be consumed daily.
7- A simple definition of the kitchen, its purposes, and its methods
8- Boiling, the method of using it in the kitchen with application on vegetables and meats
9- Making various salads by utilizing boiled materials
10- Preparing and serving hot and cold drinks.
3- Home Management:
Chapter One - Home Management (Definition) schedule for distributing time over daily tasks.
Chapter Two - Cleanliness
1- Cleaning the house
A - Cleaning the rooms (daily and weekly)
B - Cleaning the entrance, stairs, and internal corridors
C - Cleaning the kitchen (washing dishes)
D - Cleaning the external corridors
E - Cleaning sinks and sanitary facilities
F - Cleaning the floor of various types (dirt, cement, brick, tile)
G - Cleaning glass
2- Body and clothes cleanliness
A - Bathing
B - Cleaning teeth
C - Cleanliness of underwear
D - Caring for hands and nails
E - Cleanliness of the feet
Chapter Three - Social Etiquette
A - How we behave in school, in the street, at home (on the phone, in public magazines)
B - Principles of hospitality and visiting
C - Principles of giving gifts (to the father, to male and female friends, gift wrapping)
Chapter Four - Washing, ironing, starching, and bluing cotton clothes.
4- Sewing:
1- Hand sewing stitches, including:
A - Permanent - hand running stitch, picking, cross stitches, buttonhole stitch, hemming stitch (overcasting)
B - Non-permanent, including - basting of various types (regular basting, sewing marks,
diagonal basting)
2- Making an eating apron containing (piping) and an external pocket to learn how to attach piping to a straight edge
Second Grade ⟦convex, concave⟧
1- Child Rearing:
Adolescence
A - Organic physical growth
B - Mental growth
C - Emotional and social growth, please follow
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Sex Education
The Pregnant Woman
Meaning
The Pregnancy and Childbirth System
Care for the Pregnant Woman
A - Medical Consultations
B - Nutrition for the Pregnant Woman
C - Sleep and Rest for the Pregnant Woman
D - Clothing for the Pregnant Woman
E - Exercise for the Pregnant Woman
F - Bathing
G - Age of the Pregnant Woman
H - Breast Care During Pregnancy
I - Dental Care During Pregnancy
J - Vaginal Discharge
Psychological State of the Pregnant Woman
Special Preparations for the Baby
A - Baby Clothes
B - Necessary Supplies for Feeding the Newborn
C - Necessary Supplies in the Baby's Room
Care for the Nursing Mother
Exercise for the Nursing Mother
Sleep and Psychological Rest for the Nursing Mother
Nutrition for the Nursing Mother
J - Medications During Pregnancy
K - Vaccination During Pregnancy
L - Required Tests During Pregnancy
Disorders and Diseases Affecting the Pregnant Woman
A - Constipation
B - Heartburn
C - Hemorrhoids
D - Morning Sickness / Cravings
E - Shortness of Breath
F - Swelling of the Feet
G - Varicose Veins
H - Insomnia
I - Muscle Cramps
2 - Cooking and Nutrition:
1 - Main Food Elements (Simple Definition)
2 - Review of the Five Basic Food Groups with Preparation of a Balanced One-Day Menu
3 - Preparing a Holiday Breakfast Meal
4 - Eggs: Nutritional Value and Preparing Some Dishes Using Eggs
5 - Table Manners - Setting the Table and Suggestions for Improving the Method (Using a Tray)
6 - Stewing - Basic Rules, Its Effect on Nutritional Values, and Application to Meats (Al-Habeet, Vegetable Broth, and Stuffed Vegetables)
7 - Making Some Simple Types of Sweets: Custard, Mahalabiya, Jelly, and Date Halwa
3 - Home Management
Chapter One - Conditions for Choosing a Dwelling
Chapter Two - Improving the Condition of a Rural House Using Available Tools (Cleaning, Rural Family Food)
Chapter Three - How to Prepare a Personal Budget and Expenditure Categories
Chapter Four - Washing and Ironing Natural and Synthetic Silk Fabrics
Chapter Five - Wood and Its Care
Chapter Six - Preserving and Storing Clothes and Fabrics
4 - Sewing:
1 - How to Choose Fabrics in General
2 - Tailoring and Sewing Children's Clothes
Child Rearing:
The Newborn and Its Care
Newborn Behavior
Caring for the Newborn
Feeding the Newborn
Third Grade
13 Lessons
Follows ⟦...⟧
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Breastfeeding
Artificial feeding
Water and additional vitamins in the child's diet
⟦Al-Ya⟧
Solid foods in the child's diet:
A - Cereal
B - Fruit and vegetables
C - Eggs
D - Meat
Child's sleep
Child's clothing
Child's bath
Sunbathing
Child's development
Urination and evacuation
Weaning
Teething
Caring for the child's teeth
2 - Cooking and Nutrition:
1 - Preparing a full day's food for a family with limited income that provides nutritional values
with methods and presentation of ⟦awareness of⟧ food only
2 - Frying: its types, rules, and application to eggplant, potatoes, ( ⟦Kibteh⟧ ), and ( Kibbeh )
3 - Grilling: its rules. Application to meats, vegetables, and so on
4 - Vegetables and fruits: their nutritional value, types, and preparation for cooking
5 - Preserving food from spoilage: application of this in making jam and pickles
3 - Home Management
Chapter One - Colors (The color wheel: its divisions, color characteristics, choosing appropriate colors
for home facilities)
Chapter Two - Furnishing and decorating the house (The goal of furnishing), design principles and their application to home furniture
(Arranging and coordinating furniture in various parts of the house)
Chapter Three - Washing and folding wool
Chapter Four - Metals and their cleaning (Silver, Copper, Aluminum, Iron, Tin)
Chapter Five - Home budget (Daily and monthly expense record)
(How to create a budget and expenses for those with limited income)
(Some means of increasing income (How to organize the record)
4 - Sewing
1 - Choosing children's clothes
2 - Cutting and sewing a child's dress with embroidery (The stitches previously learned by the student can be utilized
with the addition of the smocking stitch
Fadel 10 / 19
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⟦illegible⟧
In the name of God, the Most Gracious, the Most Merciful
Republic of Iraq
20/10/71
⟦illegible⟧
19
Directorate of Education for Baghdad Governorate /
Al-Rusafa
Curricula and Books
Number: 58521
Date: 19/10/1971
To / Administrations of all primary, intermediate, and secondary schools
affiliated with this Directorate
Subject / Permission to introduce books into school libraries
Based on what was stated in the letter of the Directorate of General Technical Affairs / Directorate of Educational Aids / Documentary
Library No. 9168 on 11/9/1971. We list for you in the attached list the names of the books allowed
to enter your school libraries as indicated, provided that they are purchased optionally from the markets and from the proceeds
of school donations for library activity and according to the school's need for them, and provided that the purchase is made
with the approval of the school's library committee. It is strictly forbidden for individuals to visit departments and schools for the purpose
of selling or buying them from them, in accordance with the decision of the Revolutionary Command Council and the instructions issued in this regard.
We emphasize to all school administrations not to sell any type of books and magazines to students compulsorily
and to adhere to the price mentioned next to each of them as in the list when purchasing them from local markets.
Sami Al-Jafari
Director of Education for Baghdad Governorate / Al-Rusafa
A copy to /
Ministry of Interior / General Local Administration
Directorate of General Technical Affairs / Educational Aids / Documentary Library / Your letter above for your
kind information, please.
General Education Inspectorate
Directorate of General Technical Affairs / Curricula and Books
School Activity Accountant
Supplies Division
Primary Personnel
Curricula and Books Supervisor / Mr. Sabah Al-Shabandar / with the attachment in two copies
(( Raed Tharwat / 17 / 000 ))
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⟦illegible stamp⟧
⟦illegible stamp⟧
1
2
5
7
5
Book Name | Author Name | Price | Libraries allowed to receive the book | Applicant's Address
1 - Tribes of Mandali | Ghadhban Mousa al-Bayati | 300/- | Public libraries only | New Baghdad / 8T/1/9 near Dar al-Salam School
2 - Lights on Track and Field Games | Ali Haddad Raheef | 1/000 | Public libraries / all school libraries | Karkh Education Directorate / Director of School Activities
3 - History of Art in Ancient Iraq | Dr. Subhi Rashid | 1/000 | " / Preparatory and Intermediate | Baghdad / Directorate General of Antiquities
4 - Poetry of Ali bin Jabala nicknamed al-Akook | Ahmed Nassif al-Janabi | 500/- | Public libraries / Preparatory only | Baghdad / Al-Shaab City House No. 24 / 1
5 - Trees and the Wind | Abdul Razzaq al-Mutalibi | 400/- | Public libraries / Preparatory and Intermediate only | Maysan Governorate / Directorate of Education
6 - Songs of Return (Chants) | Abdul Jabbar Abdul Karim | 050/- | Public libraries / Primary only | Baghdad / Yarmouk City / Third Batch / 24
7 - The Public Sector in Iraq | Saeed Abboud al-Samarrai | 1/000 | Public libraries / Preparatory and Intermediate only | Saeed Abboud al-Samarrai
8 - Sons of Light | Abdul Khaliq Kazim al-Jubouri | 100/- | Public libraries | Baghdad / Hayy al-Salam / 863
Page 138
In the name of God, the Most Gracious, the Most Merciful
Republic of Iraq
Directorate of Education for Baghdad Governorate / Rusafa
Secondary Personnel
Number / 58257
Date / 10 / 10 / 1971
18
⟦illegible⟧
⟦illegible⟧
10/20/971
To -
Administrations of all Intermediate, Secondary, and Preparatory Schools
for Boys and Girls
Subject/ Cooperation with the National Union Committees
National
We call upon all colleagues, male and female school principals
and their assistants, to cooperate with the National Union committees
in their schools in accordance with the regulations and instructions and what achieves
the public interest.
Mohammed Yusuf Ahmed
On behalf of the Director of Education for Baghdad Governorate
Rusafa
A copy to -
National Union of Iraqi Students / Secondary Schools Secretariat Office
Mr. Director of Administration
Secondary Personnel / 5 copies
Primary Personnel
Al-Nadim / 18
⟦illegible⟧
Page 139
⟦illegible⟧
Baghdad
In the name of God, the Most Gracious, the Most Merciful
⟦line⟧ / Copy of the Letter / ⟦line⟧
Please circularize to the private schools affiliated with you not to sell textbooks
at a price higher than the prescribed price and to commit to selling them at the prices prescribed by the directorates of
Accounts and Supplies, and to instruct them to return the amounts collected in excess of
the prescribed price to the students and inform us. With appreciation..
Rajab al-Dulaimi
On behalf of the Director of General Education
⟦line⟧
The Iraqi Republic
Directorate of Education for Baghdad Governorate / Al-Rusafa
Private Personnel Department
In the name of God, the Most Gracious, the Most Merciful
Number /: 57 - 692
Date /: 16 / 10 / 1971
To / All administrations of private schools affiliated with this directorate
Subject / Sale of textbooks
⟦line⟧
Above is a copy of the letter from the General Directorate of Education / Private No. 45185 on 9 / 10 / 1971
regarding not selling books at a price higher than the prescribed price. Requesting the implementation of its contents and acting accordingly..
Muhammad Yusuf Ahmad
For / Director of Education for Baghdad Governorate / Al-Rusafa
Copy to / -
General Directorate of Education / Private Your letter above for your kind information
Private Personnel Department
(Fawzi al-Dulaimi / )
Page 140
Republic of Iraq
Ministry of Education
Directorate of Education of Baghdad Governorate
Al-Rusafa
Date ⟦...⟧
Number ⟦...⟧
In the name of God, the Most Gracious, the Most Merciful
Republic of Iraq
Directorate of Education for Baghdad Governorate / Al-Rusafa
Artistic Activity
Number / 57695
Date / 10 / 1 / 971
16
To / - All school administrations
Subject / - Artistic trainers, the artistic activity curriculum, and its instructions
Letter of the General Directorate of Education / Directorate of Fine Arts No. 40927 on 18 / 9 / 1971
Including artistic activity instructions to be followed starting from the current academic year. The artistic
trainers whose names are listed below will assist and train in the field of artistic activity for their specialties and
sectors. Therefore, please be informed, facilitate their mission, and contact our directorate / Artistic Activity when any
improvised school activity or event is available so that the necessary action can be taken, while adhering to the following points:-
1 - Each trainer will choose within his sector / a center or several centers for training and allocate for each group of schools
a suitable time, provided that the training of girls' schools is conducted separately from the training of boys' schools.
2 - After the school administration notifies the Artistic Activity Department in this directorate in writing of the type of activity
it wishes to present, the specialized artistic trainer will visit to agree on the subject and inform the school administration
of the date of his next visit to prepare the students and what is necessary. If the trainer does not attend at the agreed time, please
have the administration of that school notify our directorate / Artistic Activity of that.
3 - Our directorate will hold accountable the school administrations that refrain from holding the party or activity after starting
training for it, and will send inspectors to investigate when necessary, in order to protect the time and efforts of students
and trainers from being wasted.
4 - The artistic trainer may combine two or more schools for the purpose of presenting one production if a technical staff
capable of doing so is not available in one school, provided that the administrations of the schools concerned agree first.
5 - Each school, according to its capabilities, carries out an artistic activity ((Music. Theater. Plastic Arts))
and each sector presents the following:-
a - A unified party of selected activities from the sector's schools.
b - A unified art exhibition of selected artistic productions from the sector's schools.
6 - The following objectives must be met in plays, activities, and anthems:-
a - The dialogue of the plays, the words of the anthems, and the content of the bulletins should serve the students and guide them
in an easy manner.
b - Emphasizing the love of the national rank and the unity of the Arab nation and its goals.
c - The activities should develop the spirit of innovation and renewal and the spirit of joint collective work and accustom
students to cooperative work.
d - They should keep pace with events and renew the achievements of the revolution and its gains to rally the masses around the revolution
and its goals.
e - Instilling the idea of Arab unity as a fateful goal and emphasizing the humanity of Arab nationalism and its liberatory,
progressive, and socialist character.
7 - Our directorate must be contacted in writing to obtain approval when wishing to hold a free or
non-free school party according to the instructions.
Sami Al-Jafari
Director of Education of Baghdad Governorate / Al-Rusafa
Please follow
Page 141
58695
Technical Instructor Name | Specialization | Sector
Mr. Hikmat Youssef Raouf | Music and Anthem | New Baghdad / Al-Mashtal
Mr. Ivan Behnam Mikhail | = | Outer Karrada Al-Sharqiya / Al-Tawfiq Model School
Mr. Abbas Jamil | = | Palestine Street / Al-Qanat Right Side / Officers City / Al-Saadoun Model School
Mr. Bassem Mohammed Abdullah | = | Al-Za'franiya and Salman Pak / Al-Bawasil Model School
Mr. Abdul Hussein Al-Sattawi | = | From Tahrir Square to Bab Al-Muadham, Al-Rashid and Al-Kifah Streets .. Al-Sumoud Model School
Mr. Yassin Taha Al-Shaykhli | = | Al-Kifah Street - Sheikh Omar - Al-Hadaf Model School
Mr. Ramzi Ahmed Fattah | = | Inner Karrada Al-Sharqiya - Al-Bataween - Al-Hariri Model School
Mr. Subhi Fayyad | = | Al-Aywadhiya and Al-Kasra - Raghiba Khatun - Officers Street - Qutaiba Applied Model School
Mr. Shaubi Ibrahim | = | From Antar Square to the river - Al-Safina neighborhood from Omar bin Abdulaziz Street - 17 July Model School
Mr. Fouad Othman | = | From Omar bin Abdulaziz Street to Al-Qanat, Al-Shamasiya, Al-Tabaqjali Square, Sab' Abkar, Al-Kurai'at, and New Sulaikh - Najib Pasha Model School
Mr. Mahmoud Hamad Al-Husseini | = | Jamila, Al-Bunouk, Al-Tarbiya, Al-Shaab, Sumer, Al-Thaaliba neighborhoods and Al-Thawra neighborhoods
Mr. Mohammed Gharib Qaddouri | = | Al-Waziriyah - First and Second Cairo - New Sulaikh - Teachers' Training School Applications
Mr. Faisal Saleh | Acting | New Baghdad, Al-Mashtal, and Al-Bataween up to Tahrir Square
Mr. Basil Hanna | = | Al-Za'franiya - Salman Pak - Outer Karrada
Mr. Sadoun Salman | = | Inner Karrada - From Tahrir Square to Bab Al-Muadham - Al-Rashid, Al-Kifah - Al-Jumhuriya - Sheikh Omar
Mr. Taha Salem | = | Both sides of Al-Qanat - Jamila - Al-Thawra - Palestine Street and Officers City, Teachers' Neighborhood
Mr. Shukr Dakhel | = | Al-Adhamiya - Al-Aywadhiya - Al-Kasra - Al-Waziriyah - Al-Sulaikh - Al-Tabaqjali Square
Mr. Anwar Iskandar Haidar | Fine Arts | From Al-Wathba southwards to Salman Pak
Mr. Samir Naji Khurshid | = | From Al-Wathba northwards to the head of Al-Qanat
Ms. Fatouh Naji Abdullah | = | Girls' Schools
Copy to / -
Ministry of Interior / Local Administration
Baghdad Governorate / Local Administration
General Inspectorate of Education
Specialist Inspector for Arts / Mr. Haqqi Al-Shibli
" " " " / = Atta Sabri
General Directorate of Education / Directorate of Fine Arts
National Union of Iraqi Students / General Center
Supervisor of Primary Inspection in this Directorate
Supervisor of Primary Inspection in this Directorate
Inspectors of Primary Education in this Directorate
For information please and to exert your commendable efforts in
following up on your schools' interest in artistic
activity to contribute to it during your
inspection visits, kindly
Director of Administration in this Directorate
Artistic Activity 7 copies
Personal Files
The aforementioned ⟦line⟧
Page 142
(( Image of the Letter ))
⟦illegible⟧
Please circulate to all private schools associated with you not to charge
students any amounts other than the prescribed school fees, and that it should be limited to those only, and inform us.
With appreciation.
Rajab al-Dulaimi
p.p. Director of General Education
Directorate of Education for the Governorate | In the name of God, the Merciful, the Compassionate | Number 51249
Baghdad / Al-Rusafa | Iraqi Republic | Date 20 / 9 / 1971
Private Personnel
To / Administrations of private schools affiliated with this Directorate
All
Subject / School Fees
Above is a copy of the letter from the General Directorate of Education / Private No. 40010 on
13 / 9 / 1971 regarding the prescribed school fees for students, requesting compliance with it.
Muhammad Yusuf Ahmad
p.p. Director of Education for Baghdad Governorate / Al-Rusafa
Copy to /
General Directorate of Education / Private, your letter above for your kind information.
Private Personnel
(( Raed Tharwat / 19 ))
Page 144
⟦illegible⟧
In the name of God, the Most Gracious, the Most Merciful
- Copy of the Decree -
Based on Article Five of the Governorates Law No. 159 of 1969 and based on what was presented by
the Minister of Interior
We have decreed the following:
Detach the Al-Ishaqi sub-district with its current full administrative borders from Samarra District and annex it
to Balad District.
The Minister of Interior shall implement this decree.
Written in Baghdad on the thirtieth day of the month of Jumada al-Akhirah for the year 1391, corresponding to the
twenty-first day of the month of August for the year 1971.
Ahmed Hassan al-Bakr
President of the Republic
The Republic of Iraq
Directorate of Education for Baghdad Governorate / Rusafa
Administration
To / All school administrations affiliated with this directorate
Subject / Detachment of Al-Ishaqi sub-district
We transmit to you above a copy of the Republican Decree No. 355 dated 8/21/1971, which was notified to us
by the letter of the Ministry of Education / General Directorate of Personnel Affairs / Personnel and Books Directorate No. 9526
on 9/15/1971. Requesting notification to those whom it may concern.
Ibrahim Muhammad al-Abdullah
Acting / Director of Education for Baghdad Governorate / Rusafa
A copy to / -
Administration / with attachment
All departments of the directorate
⟦line⟧
In the name of God, the Most Gracious, the Most Merciful
- Copy of the Letter -
Reference to the Ministry of Interior statement attached to letter 7591 on 10/1/1967
Despite the multiple circulars issued by the Ministry of Interior on the subject, the latest of which was circular 20002
on 11/8/1969, some Sharia courts still demand census books from their applicants instead of the
civil status identity card. Since we are in the process of phasing out the use of census books entirely, and since the courts' continued
demand for census books instead of the personal identity card (civil status identity card) will lead to the obstruction of
our efforts, we hope you will kindly circulate to the Sharia courts the necessity of relying on the identity card as a legal document
for personal identification, just like the census book.
Salman Madani Daoud
Director General of Civil Status
The Republic of Iraq
Directorate of Education for Baghdad Governorate / Rusafa
Administration
To / All school administrations affiliated with this directorate
Above is a copy of the General Directorate of Civil Status letter No. 25228 dated 9/8/1971, notified
to us by the General Directorate of Personnel Affairs letter No. 9361 on 9/13/1971. Please review
and act accordingly.
Ibrahim Muhammad al-Abdullah
Acting / Director of Education for Baghdad Governorate / Rusafa
A copy to / -
All departments of the directorate
Administration / with attachment.
Yassin /
Page 145
⟦illegible⟧
Republic of Iraq
Ministry of Education
Directorate of Education Baghdad / Rusafa
In the name of God, the Most Gracious, the Most Merciful
Republic of Iraq
Directorate of Education for Baghdad Governorate / Rusafa
Girl Guides Activity
Number /: 51928
Date /: 22 / 9 / 1971
To /: Administrations of all Primary, Intermediate, Secondary, Preparatory, and Vocational Schools for Girls
Subject /: Formation of Brownies and Girl Guides Troops
Please provide us with the following information so that we can organize the schedule of visits by the supervisors of
the Girl Guides activity, provided that it reaches us no later than 10 / 10 / 971
1 - Number of Brownies and Girl Guides troops (provided that the number of Brownies is not less than 12 and the number
of Girl Guides is not less than 16)
2 - Meeting times
3 - Name of the school or the teacher
4 - Number of sessions
5 - School telephone number
6 - School location
7 - Home telephone number of the school or the teacher
Dhia Abdul Karim Al-Hani
For / Director of Education for Baghdad Governorate / Rusafa
Note
⟦line⟧
Official uniform for Girl Guides: Light brown blouse. Navy skirt - Navy beret - Navy tie - Black leather
flat shoes - White socks
Official uniform for Brownies: Light pink dress. Pink beret with a navy ribbon. Navy triangular
tie - Black leather shoes. White socks
A copy to / -
Baghdad Governorate / Local Administration
General Directorate of Physical Education / Girl Guides Directorate
General Inspectorate
Supervisor of Girl Guides Activity.
⟦illegible⟧
Adawiya /
Page 146
Administrative Committee for Iraqi Jews
Telephone Number 5452
Number :: L / 486 / 71
Date :: 1971/7/20
Subject ::
The Respected Secretary of the Schools Committee
Greetings:
With reference to your marginal note dated 18 / 7 / 1971, the committee approved in its session
held on 20 / 7 / 1971 to grant the principal of Frank Iny Intermediate School
Mr. Isaac Cohen an ordinary leave of two months starting from 1 / 8 / 1971
and to grant him a salary advance for August and September of the year 1971.
⟦signature⟧
The President
A copy to -
Administration of Frank Iny School
Mr. Isaac Cohen, Principal of Frank Iny School
Personal File.
Frank Iny School - Intermediate and Primary
Date ⟦...⟧
Number ⟦...⟧
Page 147
Administrative Committee for Iraqi Jews
in Baghdad
Telephone No. 83531 President
Reference L /: 502 / 71
Date: 16 / 9 / 1971
Subject / <del>Cancellation of a school</del>
Administrative Order
⟦line⟧
Based on the decision of the Administrative Committee taken on 6 / 9 / 1971, the
primary section of Frank Iny School is abolished starting from the beginning of the new
school year 1971 - 1972.
⟦signature⟧
President
A copy to /
Frank Iny School Administration - to notify the teaching staff of the abolished school.
Menachem Salih Daniel School Administration - to accept all wishing students from the abolished school.
Bulletin boards.
⟦stamp⟧
Page 149
The Administrative Committee for Iraqi Jews
in Baghdad
Telephone Number 83531
The President
(In the name of God, the Most Gracious, the Most Merciful)
Number L / ⟦7 / 1 / 59⟧
Date ⟦16 / 9 / 1970⟧
Subject / <del>Cancellation of the primary section of the school</del>
Frank Iny
Mr. Director of Education for Baghdad Governorate / Al-Rusafa, Respectfully
Greetings.
Our authorized committee, responsible for the Frank Iny and Menahem Salih Daniel primary schools, has decided
to cancel the primary section of the Frank Iny School and transfer those students who wish to the Menahem
Salih Daniel Primary School for the following reasons:-
1- The small number of students in both schools, such that their total does not exceed (270), and the Menahem Salih Daniel School
can accommodate all the students.
2- The financial capability of our committee is insufficient to cover the deficit of both schools due to their low revenues.
3- It is preferable to separate the primary section of the Frank Iny School from the intermediate section in line with
modern educational principles that favor separating primary schools from secondary schools as much as possible.
In view of securing the students' interests as stated above, we kindly request your notification.
Please accept our highest respect
⟦Signature⟧
President of the Administrative Committee
Acting Head of the Mosaic Community
A copy to /
Ministry of Justice, Presidency of the Legal Codification Bureau - for your kind information.
Administration of Frank Iny School.
Administration of Menahem Salih Daniel Primary School.
To take the necessary action
⟦illegible stamp⟧
Page 150
Administrative Committee for Iraqi Jews
Telephone Number 5452
Number :: L / 500 / 71
Date :: 12 / 6 / 1971
Subject ::
Administrative Order
The committee agreed in its session held on 6 / 6 / 1971 to transfer the teacher
Mrs. Bassa Yaqub and the teacher Mrs. Nabiha Afshi from the staff of Frank Iny
Primary School to the staff of Menachem Salih Daniel Primary School, effective
from 6 / 6 / 1971.
⟦signature⟧
Chairman of the Administrative Committee
A copy to :-
Directorate of General Private Education, referring to its letter No. 104 / 38305
dated 6 / 6 / 71
Secretariat of the Schools Committee to act accordingly
Administration of Frank Iny School " "
Administration of Menachem Salih Daniel School
The Accountant
The Competent Employee
Personal Files