AI en Translation, Pages 301-325
Page 303
Republic of Iraq
Directorate of Education of Baghdad Province / Al-Rusafa
Book Warehouse
Number - 2692
Date 24 / 1 / 960
To " -
Administrations of official and private primary and elementary schools affiliated
with this Directorate
Further to our previous letters. The books listed below have finally arrived at the Rusafa warehouse belonging
to this Directorate, located in Al-Aywadhiya next to Al-Dhafariya School for Girls. School administrations are requested
to visit the warehouse to receive the materials they need at the scheduled times, taking into account the following " -
1- School administrations or their representatives are not allowed to leave their schools <del>⟦to visit⟧</del> or inquire about the arrival of books
or receive them without a specific prior appointment in the schedule, because in such a case the warehouse would be committed
to appointments set with other schools, and whoever ⟦violates⟧ this shall be responsible for disrupting the warehouse and hindering its work.
2- In the event of the end of the last schedule and the arrival of new materials at the warehouse, the warehouse shall immediately notify all
schools affiliated with it of a new schedule. New books may arrive during the distribution period and will be included in the release
documents for the school whose turn it is. No school whose turn has ended is allowed to come to the warehouse to demand
materials that arrived during the scheduling period, in order to maintain the system followed in distribution.
3- School administrations are requested to know the materials they withdrew during our previous circulars and what they lack
due to forgetting or the material running out, and to include them in their requests along with their needs for the new books mentioned
in the last circular. We draw everyone's attention to accurately determine the number of booklets for each book so that the number of booklets
withdrawn recently equals the number of booklets withdrawn previously. As for students transferred from or to
schools, they shall take the booklets they lack from the schools they transferred from.
4- We list below the books that have finally arrived at the warehouse.
Mr. Taha
To take necessary action
⟦signature⟧
960/1/27
⟦signature⟧
Ghanem Hamdoun
For/ Director of Education of Baghdad Province
Al-Rusafa
Copy to " -
Directorate of General Technical Affairs - Curricula and Books
" " " - Supplies
Inspectors of primary schools for Baghdad - Al-Rusafa
Assistant Mr. Ghanem Hamdoun
Primary Accountant
Book and Stationery Warehouse
Book Title | Grade | Price
Geography 8th ed. revised | Fourth | 60 fils deposits
Arabic Reading 3 booklets | " | =
Geography | Fifth | 60 fils deposits
English Reading | " | 65 =
National Education B1 - B5 | Sixth | 85 = deposits
English Reading | " | 100 =
My Language B3, B4, B5 | " | =
Principles of Science and Health B6 - B11 | " | =
( To be continued )
Page 304
Boys' Primary and Elementary Schools
Monday 1/25/960 Al-Ahrar, Al-Adhamiya II, Al-Irtiqa, Al-Anjad, Al-Bu'amir, Al-Istiqama, Al-Ashbal, Ibn al-Jawzi I, Ibn al-Jawzi II, Al-Iqbal.
Tuesday 1/26/960 Al-Islahiya, Al-Abrar, Ibn Kathir, Ibn Khaldun, Al-Istiqlal, Bani Said I, Bani Said II, Al-Bataween II, Baghdad, Al-Bayan.
Wednesday 1/27/960 Al-Bayan II, Evening Applications, Al-Tasahil, Diyala Bridge, Al-Harith, Al-Hurriya Al-Khanasa for Boys, Al-Rashidiya I, Al-Rashidiya II, Ras al-Qarya.
Thursday 1/28/960 Al-Rashid, Al-Rusafa, Al-Rustumiya, Al-Za'franiya I, Al-Za'franiya II, Al-Zawra, Al-Zwiya I, Al-Zwiya II, Al-Dawudiya.
Saturday 1/30/960 Salman Pak, Sa'ida, Al-Shatit, Al-Samadiya, Al-Tahira, Al-Tali'a, Al-Zafar, Al-Uwayna, Al-Hatim ⟦Tawli⟧.
Sunday 1/31/960 Al-Fayadiya, Al-Thaqafiya, Al-Falah, Al-Fadl, Al-Fahama, Al-Qudwa, Al-Qabas, Qutayba bin Muslim.
Monday 2/1/960 Al-Mu'alla, Al-Mahdiya, Al-Ma'arif, Al-Mundhiriya, Al-Nu'man, Al-Nizariya, Al-Nasir, Al-Najda, Al-Nibras, Al-Najah, Al-Nidal, Al-Wathiqiya, Al-Wasila, Al-Haythamiya, Al-Fath in Al-Shamma'iya.
Wednesday 2/3/960 Al-Nuhud, Al-Fath in Al-Husayniya Village, Al-Fath with Al-Najah, Al-Makasib (and all rural schools in the suburbs).
⟦line⟧ Private Schools ⟦line⟧
Thursday 2/4/960 The Armenians, Al-Muttahida, Eastern Armenians, Western Armenians, Al-Irshad, Al-Taftish, Al-Taqaddum Al-Ja'fariya, Iranian Al-Sharafa, Al-Khaldun, Al-Hikma, Al-Hashimiya, Menahim Daniel, Al-Mashriq.
Saturday 2/6/960 Sisters of Progress (in Bab al-Sharqi and Karrada al-Sharqiya), Chaldean Sisters (Church Road and Al-Kilani Camp), Adel, Al-Suryan, Frank Iny, Al-Failiya, Saint Joseph Qismat.
⟦line⟧ Girls' Primary and Elementary Schools ⟦line⟧
Sunday 2/7/960 Al-Ahrar, Al-I'timad, Al-Ishraq, Al-Aflak, Ibn al-Haytham, Al-Isti'dad, Al-Andalus, Al-Adhamiya I, Al-Adhamiya II, Al-Asma'i.
Monday 2/8/960 Al-I'tidal, Al-Iftikhar, Al-Azjiya, Al-Ibtihaj, Al-Ijtihad, Al-Azhar, Al-Amin, Al-Ahliya Al-Basha'ir, Al-Barudiya.
Tuesday 2/9/960 Al-Batul, Bab al-Sheikh, Al-Bataween I, Al-Budur, Baghdad, Al-Tajaddud, Al-Tahsil, Al-Tatbiqat, Al-Tahdhib, Al-Tayyaquz.
Wednesday 2/10/960 Al-Tabsir, Al-Tawfiq, Tal Muhammad, Al-Thuraya, Al-Jili, Al-Jazira, Al-Hariri, Al-Haydariya and its branch Al-Hayat, Halima al-Sa'diya.
Thursday 2/11/960 Al-Khansa, Al-Khansa II, Khadija bint Khuwaylid, Khadija al-Kubra, Al-Khulud, Al-Khazrajiya, Khawla bint al-Azwar, Al-Dahana, Al-Darazi, Al-Darari II.
Saturday 2/13/960 Al-Rif'a, Al-Rusafa, Al-Rashid, Al-Rabita, Al-Raja, Ras al-Qarya, Al-Ra'id, Al-Za'franiya, Al-Za'franiya II (all Kindergartens).
Sunday 2/14/960 Salman Pak, Al-Shafaq, Al-Shu'la, Al-Shammasiya, Al-Sharqiya, Al-Shumus, Al-Shuruq, Al-Tala'i, Al-Samadiya, Al-Suriya.
Monday 2/15/960 Al-Izza, Al-Alawiya, Granada, Al-Faraqid, Al-Fadl, Al-Fath, Al-Firdaws, Sa'ida, New Baghdad II, Al-Zaynabiya II.
Tuesday 2/16/960 Ibn al-Sha'b, Al-Zwiya II, Al-Quwayshiya, Qutba, Al-Qastal, Eastern Al-Nawara I, Eastern Karrada II, Al-Mu'ayyadiya, Al-Mubashir, and all New Al-Fath schools.
Wednesday 2/17/960 Al-Mu'alla, Al-Mahdiya, Al-Mawahib, Al-Muhammadiya, Al-Muhsinat, Al-Mabahij, Al-Mafakhir, Al-Ma'arib, Central for Children, Al-Manar.
Thursday 2/18/960 Al-Mashtal, Al-Muwaffaqiya, Central for Girls, Al-Maziniya, Al-Nu'man, Al-Nuhud, Al-Nayyirat, Al-Nabaha, Al-Nahda, Al-Nur.
Saturday 2/20/960 Al-Nujum, Al-Najat, Al-Waziriya, Al-Wathba, Al-Wi'am, Al-Shifa, (Sisters of Mary for Armenian Catholics - Private), Al-Asadiya, Al-Intilaq, Al-Bataween I, Al-Karrada, Al-Khaza'iya, Al-Barudiya, Al-Nasir then Al-Muthanna, Bani Said, Al-Muhammadiya, Al-Faraqid, Al-Shaybaniya, Al-Ghassaniya Al-Safina.
Note ⟦line⟧ Please visit the warehouse during the mid-year break if possible.
Nouri 1 / 24 /
Page 305
Iraqi Ministry of Education
Directorate of Education of Baghdad Governorate / Al-Rusafa
Secondary Personnel
To ..
Number -: ⟦12261⟧
Date -: 11 / 11 / 1959
Administrations of all secondary and preparatory schools associated with this directorate (official - private)
Subject/ Curriculum of Solid Geometry and Analytical Geometry for the Fifth Scientific Grade
⟦line⟧
We attach herewith a copy of the curriculum for Solid Geometry and Analytical Geometry for the fifth grade
Scientific branch, to be acted upon accordingly.
⟦illegible⟧
Jamil Nassif
For/ Director of Education of Baghdad Governorate / Al-Rusafa
Copy to .. -
Directorate of General Technical Affairs / Curricula and Books / Reference to its letter numbered 111760
Dated 1 / 11 / 1959 for information please
General Education Inspectorate
Secondary Personnel / with a copy of the curriculum
Fadel 9
Page 306
Attached to the letter
Education 12261
On 10 / 11 / 959
- 1 -
Solid Geometry Curriculum
Fifth Scientific Grade
⟦line⟧
Any two intersecting lines determine one plane only.
Results related to determining the plane.
Two planes intersect in a straight line.
Exercises on the above.
Definition of parallelism for a line and a plane and for two planes.
If a line and a plane are parallel, then the intersection line of any plane passing through the line with this plane is parallel to the known line.
If two lines are parallel, then every plane passing through only one of them is parallel to the other line.
Two lines parallel to a third line are parallel.
The intersection lines of two parallel planes ⟦with a plane⟧ are two parallel lines.
If two intersecting lines are parallel to a known plane, then their plane is parallel to the known plane.
If the two sides of an angle are parallel to the sides of another angle, the two angles are equal or supplementary, and their planes are parallel.
If three or more parallel planes are cut by two lines, the segments intercepted between the planes are proportional.
Exercises on the above
Perpendicularity of a line and a plane
A line perpendicular to two intersecting lines at their point of intersection is perpendicular to their plane.
All perpendiculars erected on a line from a given point on it lie in one plane perpendicular to the line at that point.
It is possible to draw one line perpendicular to a plane from a given point on it, and no other can be drawn.
Exercises on the above.
If two lines are parallel, then the plane perpendicular to one of them is perpendicular to the other.
A line perpendicular to one of two parallel planes is perpendicular to the other.
If from a point on a plane two lines are drawn, one perpendicular to the plane and the other perpendicular to a known line in the plane,
then the line connecting any point on the perpendicular to the plane and the meeting point of the two perpendicular lines located in the plane
is perpendicular to the known line.
Exercises on the above
Definitions covering dihedral angles, perpendicularity of planes, and the surface.
If two planes are perpendicular, then a line drawn in one of them perpendicular to the intersection line is perpendicular to the other plane.
A plane passing through a line perpendicular to a known plane is perpendicular to the known plane.
If each of two intersecting planes is perpendicular to a third plane, then their intersection line is perpendicular to that plane.
Exercises on the above.
- Ends -
Page 307
- 2 -
The projection of a straight line onto a plane not perpendicular to it is a straight line.
Definition of the inclination of a straight line to a plane.
The angle between a straight line and its projection on a plane is smaller than any angle between the line itself and any other line
drawn from its position within that plane.
Exercises on the above.
The locus of points equidistant from the ends of a line segment is the plane perpendicular to the line segment
at its midpoint.
Locus - its definition in the plane, then moving to the definition in space through examples.
The locus of points equidistant from the points of a circle's circumference is the perpendicular to the plane of the circle from its center.
The locus of points equidistant from two parallel planes is a plane perpendicular to the distance between the two planes at its midpoint.
The locus of points equidistant from two intersecting planes is a plane that bisects the dihedral angle between them.
Exercises on the above.
The prism and the cylinder: their definitions and most important properties.
Every two opposite faces in a parallelepiped are parallel and congruent.
If the lateral edges of a prism are cut by two parallel planes, the two resulting sections are congruent.
The volume of a rectangular parallelepiped is equal to the product of its three dimensions.
Two prisms are equivalent if their bases and heights are equal.
The volume of any prism is equal to the product of the area of its base and its height.
The lateral area of a prism is equal to the product of the perimeter of its right section and the length of its lateral edge.
The two bases of a cylinder are congruent.
If a cylinder is cut by a plane passing through one of its generators, the resulting section is a parallelogram.
The lateral area of a circular cylinder is equal to the perimeter of its right section times the length of its generator.
The volume of a cylinder is equal to the product of the area of its base and its height.
The pyramid and the cone: the definition of each and their most important properties.
If a pyramid is cut by a plane parallel to its base, the following occurs: -
1 - Each of the lateral edges and the height are divided into proportional parts.
2 - The section is a shape similar to its base.
Two pyramids equal in base and height are equivalent.
The volume of a triangular pyramid is equal to one-third of the product of the area of its base and its height.
The volume of any pyramid is equal to one-third of the product of its base and its height.
The volume of a frustum of a pyramid V = 1/3 h ( B + B' + ⟦√⟧ B B' ) where B, B' are the areas of its bases and h is its height.
The lateral area of a regular pyramid is equal to half the product of the perimeter of its base and its slant height.
- To be continued -
Page 310
Republic of Iraq
Directorate of Education of Baghdad Province / Al-Rusafa
Books and Stationery Warehouse
Number - 14427
Date 22 / 12 / 1959
To -
Administrations of official and private primary and elementary schools for boys and girls
affiliated with this Directorate.
Further to our two letters numbered 3046 on 8 and 9868 on 22 / 10 and 26 / 11 / 959.
The books and stationery listed below have arrived at the Rusafa warehouse belonging to this Directorate
located in Al-Hayy Al-Abyad next to Al-Zafariya School for Girls. School administrations are requested to visit the warehouse
to receive what they need of these materials at the scheduled times, while observing the instructions contained in our two previous
circulars in order to save time and facilitate distribution.
⟦signature⟧
Abdul Karim Al-Attar
Director of Education of Baghdad Province
Copy to :-
Directorate of General Technical Affairs - Curricula and Books - for your kind information
⟦line⟧ Supplies ⟦line⟧
Inspectors of primary schools for Baghdad Education - Al-Rusafa
Assistant Mr. Ghanim Hamdoun
Primary Accountant
Books and Stationery Warehouse - Al-Rusafa
Book Title | Grade | Price
Let's Read Part 1 | First Evening and Literacy | 23 Fils
= Part 2 | Second = = | = 44 =
Illustrated Arithmetic | First Literacy | Not priced
National Education M A M 6 | Fifth | 50 Fils - Deposits (Complete Book)
My Language Book (Grammar) M 2, M 3, M 4 | = | Not priced
Principles of Science and Health M 1 - M 5 | Sixth | = =
60-sheet notebook | Fourth, Fifth, and Sixth |
Primary and Elementary Boys' Schools
Wednesday 23 / 12 / 959: Al-Adhamiya Second, Al-Irtiqaa, Al-Anjad, Al-Intilaq, Al-Bu'amir, Al-Istiqama, Al-Ashbal, Ibn al-Jawzi, Al-Iqbal, Al-Awsiya.
Thursday 24 / 12 / 959: Al-Islahiya, Al-Abwar, Al-Asadiya, Ibn Kathir, Ibn Khaldun, Ibn al-Mu'tazz, Al-Istiqlal, Bani Said, Bab al-Sheikh, Al-Bataween Second.
Saturday 26 / 12 / 59: Al-Bataween First, Baghdad, Al-Baroudiya, Al-Bayan, Al-Tatbiqat, Al-Tasahil, Jisr Diyala, Al-Harith, Al-Hurriya, Al-Khuzaiya.
Sunday 27 / 12 / 59: Al-Khansa for Boys, Al-Rashidiya First, Al-Rashidiya Second, Ras al-Qarya, Al-Rashid, Al-Rusafa, Al-Rustumiya, Al-Zafraniya, Al-Zawra, Al-Zawiya First.
Monday 28 / 12 / 959: Al-Zawiya Second, Al-Dawudiya, Al-Safina, Salman Pak, Saida, Al-Shaibaniya, Al-Shammasiya, Al-Samadiya, Tahira, Al-Dulaima.
Tuesday 29 / 12 / 59: Al-Fatam, Al-Fadl, Al-Falah, Al-Faraqid, Al-Ghassaniya, Al-Khaqaniya, Al-Ayadiya, Al-Ma'quli, Al-Muwaina, Al-Ta'akhi.
Wednesday 30 / 12 / 59: Al-Qudwa, Al-Qabas, Qutaiba bin Muslim, Al-Kawada Al-Sharqiya First, Al-Kawada Al-Sharqiya Second, Al-Kinaniya, Al-Karama, Al-Makhzumiya, Al-Muthanna, Al-Mu'alla.
(To be continued)
Page 311
( 2 )
Thursday Al-Mamuniyah, Al-Mahdiyah, Al-Muhammadiyah, Al-Ma'arif, Al-Mundhiriyah, Al-Nu'man, Al-Nizariyah
12/31/59 Al-Nasr, Al-Nasir, Al-Najda.
Saturday Al-Nibras, Al-Najah, Al-Nidal, Al-Wathiqiyah, Al-Wasila, Al-Haythamiyah, Al-Fath in Abu Ghraib
1/2/60 Al-Fath in Nahrawan (Arab Jassim Al-Ibrahim), Al-Fath in Kasiba (Arab Muhammad Al-Tarahi)
Al-Fath in the Humaidhiyah area (Arab Salloum Abtan).
Sunday Al-Fath in the Humaidhiyah area (Arab Sakab and his group), Al-Fath in the Shatitiyah area, Al-Fath in
1/3/60 Al-Rashidiyah (Al-Bu Amir), Al-Nuhud, Al-Fath in Al-Husayniyah village, Al-Fath in Nahrawan
(Arab Jaber Al-Mahboub), Al-Fath in Bismayah (Arab Al-Ukaidi), Al-Fath in Al-Jamilat, Al-Fath in the lands of
Al-Jazeera, Sab' Abkar for Boys, Nahrawan for Boys (Hayawi village), Al-Fath in Al-Ja'ara (Arab Al-Bu Issa)
Al-Fath in Arab Zabar Al-Khamis, Al-Fath in the Humaidhiyah area (Arab Alaiwi Al-Shallal).
Monday Al-Fath in the Humaidhiyah area (Arab Ali Al-Shukr), Al-Ahrar for Boys, Al-Fath in Shakhura Umm Jidr
1/4/60, Al-Fath with Al-Najah School for Boys, the Mixed School in Camp Sarah Khatun, Al-Bayan II
(in Tal Muhammad), Al-Zafar in Tal Muhammad, Al-Malabis, Al-Fath in Al-Samara village (Salman Pak district), Al-Fath
in Bani Said (attends with Al-Ashbal), Al-Fath with Ibn Al-Jawzi, Al-Za'faraniyah I, Al-Bayan II
Private and Foreign Schools
Tuesday Armenian Catholic, United Armenian, Eastern Armenian, Western Armenian, Al-Irshad
1/5/60 (Mixed Kindergarten and Primary), Al-Tafayudh Kindergarten and Primary, Al-Taqaddum, Al-Ja'fariyah, Al-Husayniyah
Iranian Al-Sharafah.
Wednesday ⟦illegible⟧ Al-Hikma, Al-Khulud, Nuns of Central Progress, Nuns of Progress in
1/6/60 Bab Al-Sharqi, Nuns of Progress in Karrada Al-Sharqiya, Chaldean Nuns (Church Road)
Chaldean Nuns (in Al-Maghrib Al-Kilani), Nuns of Mary (for Armenian Catholics), Dar Al-Tufula, Al-Rafidain
Adel, Syriac, Frank Aini, Al-Failiya, Saint Joseph, Qismat, Al-Hashimiyah, Al-Nashi'a, Al-Mashriq
Thursday 1/7/60 Menahim Daniel
Mr. Akram, please take the necessary action ⟦illegible⟧
12/23/59
Official Primary Schools for Girls
Saturday Al-Asma'i, Al-Adhamiya I, Al-Adhamiya II, Al-Andalus, Al-Isti'dad, Al-Ahrar, Ibn
1/9/60 Al-Haytham, Al-Afladh, Al-Ishraq, Al-I'timad.
Sunday Al-I'tidal, Al-Iftikhar, Al-Azjiya, Al-Ibtihaj, Al-Ijtihad, Al-Izdihar, Al-Amin, Al-Ahilla
1/10/60 Amina bint Wahb, Al-Basha'ir.
Monday Al-Baroudiya, Al-Batoul, Bab Al-Sheikh, Al-Batawin I, Al-Budour, Baghdad, Al-Tajaddud
1/11/60 Al-Tahsil, Al-Tatbiqat, Al-Tahdhib.
Tuesday Al-Tayaqqudh, Al-Tabsir, Al-Tawfiq, Tal Muhammad, Al-Thurayya, Al-Jili, Al-Jazeera, Al-Hariri
1/12/60 Al-Haydariya, Al-Hayat.
Wednesday Halima Al-Sa'diya, Al-Khansa, Al-Khansa II, Khadija bint Khuwaylid, Khadija Al-Kubra
1/13/60 Al-Khulud, Al-Khazrajiya, Khawla bint Al-Azwar, Al-Dahana, Al-Darari (Double).
Thursday Al-Rif'a, Al-Adhamiya Kindergarten, Republic Kindergarten, Al-Rusafa, Al-Rashid, Al-Rabita, Kindergarten
1/14/60 Al-Rayahin, Al-Nasrin Kindergarten, Al-Shaqa'iq Kindergarten, Al-Yasamin Kindergarten.
Saturday Al-Wurud Kindergarten, Al-Salama for Children, Al-Raja, Ramiz Al-Qawiya, Al-Bahja Kindergarten, Kindergarten
1/16/60 Al-Mustafa, Motherhood Kindergarten, Al-Ra'id, Al-Za'faraniyah, Al-Zaynabiya.
Sunday Al-Zwiya for Girls, Al-Sa'ada, Sab' Abkar for Girls, Al-Sarmadiya, Siraj Al-Din, Al-Sayyid
1/17/60 Sukayna, Al-Sa'dun, Salman Pak, Al-Sur, Al-Shafaq.
Monday Al-Shu'la, Al-Shatitiyah, Al-Haydariya Branch, Al-Sharqiya, Al-Shumus, and Al-Shuruq
1/18/60 Al-Safa, Al-Tala'i, Al-Dhafariya, Al-Isma.
( To be continued )
Page 313
Republic of Iraq
Directorate of Education of Baghdad Province / Rusafa
Personnel / Secondary
Number: 12919
Date: 22 / 12 / 959
To - Administrations of all preparatory and secondary schools belonging to this directorate
Subject / Literature curriculum in preparatory schools
Below is a copy of the letter from the Directorate of General Technical Affairs / Curricula and Books / No. 11758
dated 13 / 12 / 959 regarding what students should memorize from literary texts in preparatory schools
for information and action accordingly.
Ali al-Shawk
Acting Director of Education of Baghdad Province
Copy to -
Directorate of General Technical Affairs - Curricula and Books } with reference to the letter mentioned above for your kind information.
General Education Inspectorate }
(Copy of the letter)
We would like to clarify to you what students study and memorize from literary texts in preparatory schools.
1- The text curriculum for the Fourth Scientific Grade shall be the teaching of the first part of the new book (Literary Texts)
in its entirety, provided that students memorize no less than (( 100 )) lines of poetry and ( 50 ) lines
of prose distributed over the texts studied by the students in the aforementioned book.
2- As for the Fifth Scientific Grade for this year, students shall memorize two texts of Pre-Islamic poetry and one text
of Umayyad poetry and a style of Umayyad prose; the teacher selects these four texts and teaches them
in addition to teaching the prescribed book, provided that students memorize from the total of what they study no less than
(( 100 )) lines of poetry and ( 50 ) lines of prose distributed over the texts studied by the students.
3- As for the Fourth Literary Grade, the new book (Literature and Texts) is studied, which includes the
Pre-Islamic, Islamic, and Umayyad periods, provided that students memorize ( 150 ) lines of poetry and ( 50 ) lines of
prose distributed over all the texts studied by the students.
4- The same Fourth Literary Grade curriculum is studied in the Fifth Literary Grade for this year.
Professor ⟦Lahi⟧
Please inform 1- Professor Muhammad Said Abdul Wahab
2- Ms. ⟦K...⟧
3- and Professor Yahya
of the content of the circular
Abdul Razzaq
22 / 12 / 959
Nouri 19
Page 315
- 1 -
Instructions for the Temporary Arabic Language Curriculum
for the year 1959 - 1960
(Distribution of Lessons)
1 - Distribution of Arabic language lessons for primary education:
Branches | First Grade | Second Grade | Third Grade | Fourth Grade | Fifth Grade | Sixth Grade
Reading and Writing | 7 | 7 | 4 | 4 | 2 | 2
Calligraphy and Dictation | | | 2 | 2 | 1 | 1
Memorization | 3 | 3 | 1 | 1 | 1 | 1
Expression and Stories | | | 1 | 1 | 1 | 1
Grammar | | | - | - | 1 | 1
Total | 10 | 10 | 8 | 8 | 6 | 6
2 - Distribution of Arabic language lessons for intermediate education:
Grade | Reading | Expression | Texts | Grammar and Application | Dictation and Calligraphy | Total
First | 2 | 1 | 1 | 1 | 1 | 6
Second | 2 | 1 | 1 | 1 | 1 | 6
Third | 2 | 1 | 1 | 1 | 1 | 6
As a temporary measure for the current school year only, Arabic language lessons for
the Third Intermediate Grade are distributed as follows:
Reading | Expression and Dictation | History of Literature | Grammar | Total
1 | 1 | 2 | 2 | 6
3 - Distribution of Arabic language lessons for preparatory education:
Branches | Scientific Branch | Literary Branch
Branches | Fourth Grade | Fifth Grade | Fourth Grade | Fifth Grade
Reading | 2 | 2 | 2 | 2
Expression | 1 | 1 | 1 | 1
Criticism and Rhetoric | - | - | 1 | 1
Texts | 1 | 2 | - | -
Arabic Literature and Texts | - | - | 2 | 3
Grammar | 1 | - | 1 | -
Applications | - | - | - | -
Total | 5 | 5 | 7 | 7
Notes:
As a temporary measure for the current school year only, the following amendments
are made for the Fifth Literary Grade regarding the aforementioned distribution and its specific syllabus:
A - The subject (Arabic Literature) is taught in the Fifth Literary Grade at a rate of (two lessons
per week). It covers the same curriculum as the Fourth Grade for the current year, namely:
(Pre-Islamic, Islamic, and Umayyad)
B - The subject (Criticism and Rhetoric) is also taught in the aforementioned Fifth Grade at a rate of
(two lessons) per week, and its syllabus includes two curricula:
Page 316
- 3 -
(a) Parts of the sentence: The two basic parts: the subject and the predicate (the subject and the predicate,
the verb and the subject and the passive subject).
(b) The complement: An introduction to it through examples.
2 - a - Masculine and Feminine: Observing the correspondence between the subject and the predicate in them (between
the subject and the predicate).
b - Singular, Dual, and Plural: Observing the correspondence between the subject and the predicate in them
(between the subject and the predicate).
3 - The subject raised with the damma (the subject, the passive subject, the subject of a nominal sentence, and the noun of Kana) -
The subject in the accusative case with the fatha after Inna and its sisters, and after the categorical negative La. The predicate
raised with the damma (the predicate of the subject, and the predicate of Inna). The predicate in the accusative case with the fatha after Kana
and its sisters.
4 - Complements in the accusative case with the fatha: Studying what indicates the object, time, place,
and state.
5 - Examples of addition (Idafa):
a - The added noun (Mudaf Ilayh) in the genitive case with the kasra.
b - Prepositions - the noun following them in the genitive case with the kasra.
6 - The verb - its indication of time - past and present - the imperative verb - intransitive and transitive.
7 - Indefinite and Definite - types of definite nouns.
8 - Appositives: Adjective and Conjunction.
Second Intermediate Grade:
Reading | (Two lessons per week)
Expression | (One lesson per week)
Texts | (One lesson per week)
Dictation and Calligraphy | (One lesson per week)
Grammar and Application | (One lesson per week)
Exercises on the first-grade curriculum, the dual and the sound masculine plural, the sound feminine plural,
methods of dualization and pluralization. The five nouns, deletion of the Nun of the dual and the Nun of the plural in addition,
the exception with Illa, Ghayr, Siwa, and Ada.
Specification of numbers, inflection of the present tense verb, its accusative case with An, Lan, Kay, Lam, Hatta, and Fa, its jussive case,
the five verbs. Training on assigning the verb to pronouns. The conditional, emphasis, and substitution.
Third Intermediate Grade:
Reading | (One lesson per week)
Expression and Dictation | (One lesson per week)
History of Literature | (Two lessons per week)
First Semester:
Literature - History of Literature - Arts of Literature - Literature and Society - The Modern Era and Factors
of the Renaissance.
Second Semester:
Literature in Iraq: a - Introduction to poetry - Jamil Sidqi al-Zahawi - Ma'ruf
al-Rusafi - Muhammad Mahdi al-Jawahiri - Dramatic poetry - Free verse.
b - Prose - Fahmi al-Mudarris - Dhu al-Nun Ayyub - Abd al-Haq Fadil.
Third Semester:
a - Literature in Egypt: Introduction - Mahmoud Sami al-Baroudi - Ahmed Shawqi - Hafiz
Ibrahim.
b - Prose - Introduction - Muhammad Abduh - al-Manfaluti - Mustafa Kamil (Oratory) -
Taha Hussein (Criticism) - Tawfiq al-Hakim (Play) - Naguib Mahfouz (Novel).
- 2 -
1 - The old curriculum in rhetoric and it contains (Antithesis. Alliteration. Assonance.
Simile. Literal and Metaphorical. Metaphor. Metonymy).
2 - And the new fifth grade curriculum in criticism and rhetoric
(Primary school curriculum)
First and second grades:
Reading and writing | (Seven lessons per week)
Calligraphy and dictation |
Memorization, expression and stories (Three lessons per week)
Third and fourth grades:
Reading and writing (Four lessons per week)
Calligraphy and dictation (Two lessons per week)
Memorization (One lesson per week)
Expression and stories (One lesson per week)
Fifth Grade
Reading and writing (Two lessons per week)
Calligraphy and dictation (One lesson per week)
Memorization (One lesson per week)
Expression and stories (One lesson per week)
Grammar (One lesson per week)
The sentence and the word - noun, verb and particle, past, present, imperative, singular
dual and plural, demonstrative nouns, relative nouns, separate pronouns, adjective
and the described, conjunction then interrogative and answer tools, the excepted, the number.
Sixth Grade:
Reading and writing (Two lessons per week)
Calligraphy and dictation (One lesson per week)
Memorization (One lesson per week)
Expression and stories (One lesson per week)
Grammar (One lesson per week)
The subject and the predicate, the use of (Kana) and its sisters and (Inna) and its sisters,
The possessive and the possessed. Completion: (The object, time and place, the state, the specification), the dual,
The sound masculine plural, the sound feminine plural, broken plurals, attached pronouns, the nominative
present tense, the present tense accusative by an, lan, kay, the lam of reasoning, and the present tense jussive by lam,
the prohibitive la, the lam of request, the conditional: in, ma, mahma. Dividing speech into paragraphs, dividing
paragraphs into sentences.
(Intermediate school curriculum)
First Intermediate:
Reading (Two lessons per week)
Expression (One lesson per week)
Texts (One lesson per week)
Dictation and calligraphy (One lesson per week)
Grammar and application (One lesson per week)
1 - Reading selected passages, understanding them and dividing them into paragraphs - dividing paragraphs into sentences -
Punctuation marks.
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he studies it.
Texts from the literature of the Pre-Islamic era. Islamic. Umayyad.
Applications: (one lesson per week)
Fifth Grade Scientific Branch:
Reading: (two lessons per week)
Expression: ⟦(one lesson per week)⟧
Texts: (one lesson per week)
1 - The entire prescribed book is studied.
2 - Memorize no less than (150) verses and (50) lines distributed over each text he studies.
Two texts from Pre-Islamic poetry, and two texts from Umayyad literature.
Texts from the literature of the Abbasid era. Modern. Contemporary.
Applications: (one lesson per week)
- 4 -
Chapter Four: Writers from the rest of the Arab countries:
Bishara al-Khuri "Al-Akhtal al-Saghir" - Omar Abu Risha - Fadwa Tuqan - Hamza
Shehata - Al-Fayturi - Abu al-Qasim al-Shabbi.
Chapter Five: Literature in the Diaspora (Mahjar):
Introduction - Gibran Khalil Gibran - Mikhail Naimy - Elia Abu Madi - Rashid Salim
al-Khuri - Fawzi al-Ma'luf.
Appendix: Literary Samples: Haydar al-Hilli - Abd al-Ghaffar al-Akhras - Abd al-Baqi al-Umari -
Abd al-Muhsin al-Kazimi - Ibrahim Salih Shukr - Omar Fakhouri - Tawfiq al-Hakim.
Grammar and Application - (Two lessons per week)
The bare and augmented verb, the morphological scale, use of the infinitive, use of the verb, use of
Complements: (Absolute, causal) active participle, passive participle, time, place, and instrument nouns,
Genitive of the noun prohibited from nunation, training on the use of numbers, examples of exclamation,
Oaths, preference, specialization, incitement and warning, interrogation, answer, and calling.
(Secondary Education Curriculum)
Fourth Grade - Literary Stream:
Reading: (Two hours per week)
Expression: (One hour per week)
Criticism and Rhetoric: (One hour per week)
Antithesis. Alliteration. Assonance. Simile. Literal and Figurative. Metaphor. Metonymy.
Arabic Literature and Texts: (Two hours per week)
(Pre-Islamic Era - Islamic - Umayyad) with special attention to texts, their understanding, and criticism.
Grammar (One hour per week)
General Exercises:
Verbal nouns - forming the active participle from the final-weak verb, forming the passive participle from
the hollow verb, forming the passive participle from the final-weak verb, what undergoes substitution in verb
forms, the style of praise and blame, deletion of the condition and the answer, the function of 'laysa' and the
negatives attached to it, applications on parsing.
Fifth Grade - Literary Stream
Reading (Two periods per week)
Expression (One period per week)
Criticism and Rhetoric (Two periods per week)
Antithesis, Alliteration, Assonance, Simile, Literal and Figurative, Metaphor, Metonymy,
Literature, Lyric Poetry, Epic, Dramatic, Oratory, Story, Play,
Essay, Literary Criticism.
Arabic Literature and Texts (Two periods per week)
Curriculum of the Fourth Grade - Literary for this year (Pre-Islamic Era. Islamic. Umayyad) with
special attention to texts.
Fourth Grade - Scientific Stream:
Reading: (Two lessons per week)
Expression: (One lesson per week)
Texts: (One lesson per week)
1 - The entire prescribed book is studied.
2 - No less than (100) verses and (50) lines distributed over each text shall be memorized.
Page 319
Knowledge
Index
3478
12/25/59
Professor Ani
Please keep everything related to the curricula as of this date
⟦illegible⟧
- 7 -
Arithmetic and Measurements Curriculum for Primary Education
1959 - 1960
Purpose:
The primary purpose of teaching arithmetic and measurements in primary schools is to properly prepare students for a useful practical life by providing them with the necessary arithmetic and geometric information, making them capable of benefiting from what they have learned, and habituating them to order, accuracy, and speed in completing tasks.
To achieve these purposes, the following must be observed:
Directives:
1 - The necessity of starting with sensory examples when teaching arithmetic; that is, the teacher should use tangible objects to help children understand the meanings of numbers so they grasp them fully, using beads, cubes, buttons, grains, and other visual aids familiar to students. The teacher should not move to mental and abstract arithmetic until ensuring that students understand the meaning of numbers as required.
2 - Paying attention to practical, mental, and written exercises in every lesson and ensuring a good understanding of every rule before moving on to another.
3 - The teacher must avoid giving problems that are far from reasonable or from the student's environment and daily life, and should strive to make the given problems something that sparks the student's desire to solve them due to their connection to the environment in which they live. However, it is necessary to pay attention to the logical sequence of the solution and the extraction of results, and to train students to verify their accuracy, especially in advanced classes.
4 - Students should not be forced to memorize definitions; it is preferable not to mention arithmetic rules, but rather to lead students to deduce them during the solution with the teacher's assistance.
5 - The teacher must train their students to think about problems to understand them before starting the solution, and should not allow them to perform any step before knowing the purpose of performing it.
6 - It is necessary to make students understand the reasons upon which the basic rules were built; for example, in calculating the area of a triangle, the student must understand why the base is multiplied by the height and the product is divided by two, just as they must understand why the diameter of a circle is multiplied by the constant ratio when calculating its circumference... and so on...
7 - Numbers must not be used except as units, especially in the first three years, such as saying: 12 pens, 17 notebooks, 5 books... etc. Their sensory meanings should be presented to the students at first, then the teacher moves at the appropriate time to abstractions.
8 - Complete care must be given to mental arithmetic by habituating students to correct thinking and discussing and questioning them with various questions until they reach the appropriate solution method.
9 - It is necessary to train students from time to time to perform instantaneous operations to habituate them to speed and accuracy and to instill a spirit of enthusiasm and competition among them.
10- The teaching of arithmetic must be connected to other subjects such as drawing, science, manual work, home economics, and others.
11- It is mandatory to pay attention to practical measurements and make them very precise; the teacher is not allowed to draw a line on the board without using a ruler and then say: this is a straight line, nor is it allowed to estimate the length of the line according to their whim, assuming its length is 5 cm or 10 cm arbitrarily. Rather, it is mandatory to take care with drawing and measurement with all precision to habituate students to estimating correct lengths and not tolerating error, even if it is slight.
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- 3 -
Teaching order: first, second, third, fourth, fifth, and the difference between them and 1, 2, 3,
4, 5. Teaching the meaning of half. Teaching the meaning of a pair using tangible things (like a pair of socks
and a pair of shoes) ... etc. Easy one-step problems on addition and subtraction.
Second Grade:
Review of the first-grade curriculum.
Counting from 1 to 20 and vice versa. Counting by twos up to twenty and vice versa. Counting
by threes up to thirty. Counting by fours up to forty and so on until tens up to one hundred.
Understanding the ones and tens places.
Teaching the operations of multiplication and division provided that the product does not exceed the number (20) in
teaching multiplication and the dividend does not exceed the number (20) when teaching the division process. Easy
problems on that, studying the multiplication table up to 5 x 10.
Multiplication and division provided that the product does not exceed the number (50) and the
dividend does not exceed the number (50) as well, while taking into account the following:
1 - Multiplying a one-digit number not exceeding (5) by a one-digit number.
2 - Multiplying a one-digit number not exceeding (5) by a two-digit number while avoiding
carrying over.
3 - That the divisor does not exceed the number (5).
4 - That every digit of the dividend is divisible by the divisor without a remainder.
Easy problems on that.
Reading and writing numbers up to (1000) with an understanding of the first three place values (ones,
tens, hundreds).
Memorizing the addition table up to (20) such as: 6 + 7, 6 + 8, 6 + 9, 6 + 10 and so on
until 9 + 10.
Addition of numbers: provided that the sum does not exceed (1000) while avoiding carrying over
at first. Teaching students carrying over from the ones column only at first, then carrying from the ones
and tens columns.
Subtraction of numbers: provided that the minuend does not exceed (1000) while avoiding borrowing at first,
then teaching students borrowing from the tens column only, then from the hundreds and tens columns.
One-step problems on addition and subtraction taken from the students' daily lives.
The concept of time: the week, the day, the hour, the minute, reading the clock (without fractions
of an hour).
The concept of currency: a quarter dinar, a half dinar, a dinar, with an understanding of the meaning of half and quarter.
Easy applied problems on that, including what each of the dinar, half
dinar, and quarter dinar equals and what each of them equals in dirhams.
Multiplying a one-digit number by (10) and (100).
Multiplying a two-digit number by a number not exceeding (5) without carrying over, then with carrying
over, while ensuring the operations are performed vertically first and then horizontally. Easy problems
on that.
Teaching the division of numbers that do not exceed (1000) one thousand by a single number not exceeding
(5), taking into account that every digit of the dividend is divisible by the divisor without a remainder
such as 426 ÷ 2 and 693 ÷ 3 and so on.
Easy one-step problems taken from the student's daily life on the four
operations, while observing the aforementioned principles.
- 2 -
12- Tangible visual aids must be used when teaching the subjects of currency, measures, scales, and weights, and students should be given the opportunity to perform measuring, scaling, and weighing themselves.
13- The teacher should not be satisfied with a passing reference to the locations of errors when correcting notebooks; rather, he must take care to make every student who made a mistake understand the reasons for falling into the error and guide him to the correct method to avoid what he fell into.
14- The teacher must not move from one topic to another except after ensuring that all students have mastered the first topic.
15- It is necessary to arrange the exercises given to students according to their progression from easy to difficult so that the student feels the ease of the subject he is studying and a desire to engage with it is generated within him.
16- It is necessary to practice children's games when teaching numbers in the primary grades because the relationships between numbers are implicitly present in many children's games in which points are calculated and which contain easy arithmetic operations.
17- Delaying exercise on problem-solving until students learn all the mechanical operations prescribed in the curriculum must be avoided, and problems and issues must be presented with every mechanical exercise.
18- The teacher must take into account individual differences and pay attention to making weak students understand, emphasizing in particular the care for the cleanliness and organization of notebooks.
19- It is supposed that the teacher discusses problem-solving with his students by involving the largest number of them using various means of encouragement and engagement, because focusing on one student when solving a question arouses boredom and weariness in the souls of the rest and pushes them to turn away from the subject of the lesson.
First Grade:
Counting associated with tangible objects from one to ten, abstract counting from one to ten, reading and writing numbers from one to ten, counting from ten to twenty, reading and writing numbers from ten to twenty, performing addition and subtraction operations vertically first and then horizontally on numbers from (1) to (12), provided that the sum does not exceed (12) and the subtrahend does not exceed (12) as well.
Teaching the meaning of the following terms: Difference, Increase, Little, Much, Less, More.
Teaching students to join parts of numbers to each other, such as forming (4) from 2 and 2, and forming (6) from 3, 3 and from 2, 2, 2, and using these experiments and their like in forming groups from tangibles by repeating their equal parts, then separating them and comparing each number and its parts.
Focusing on understanding the meaning of ten in relation to ones and teaching the meaning of zero.
Counting by twos to twenty, counting by fives to twenty, counting from twenty to fifty, reading and writing numbers from twenty to fifty, adding and subtracting numbers up to fifty provided that the sum does not exceed fifty and the minuend does not exceed fifty without carrying in addition and without borrowing in subtraction. Adding three numbers whose sum does not exceed ten, estimating small lengths by span, foot, and step and comparing them with each other.
Understanding the meaning of the following terms: Long, Short, Longer, Shorter, Near, Far.
Counting to 100. Counting by tens to 100. Counting by fives to 100. Adding and subtracting two numbers up to 100 without carrying or borrowing.
Teaching the idea of Iraqi currency pieces: Fils, five fils, ten fils, 25 fils, 50 fils, 100 fils, and applying them to simple operations.
Teaching the meaning of: Expensive, Cheap, More expensive, Cheaper.
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- 5 -
Multiplication and division of a decimal fraction by and on (10) and its powers, multiplication of decimal fractions
by each other provided that the decimal digits in the product do not exceed three decimal places.
Various easy problems on that.
Long division of a whole number by a whole number with a remainder, and carrying the remainder to
three decimal places. Easy problems on that.
Common fractions: their meaning, reading, and writing. Understanding the meaning of a proper fraction,
an improper fraction, and a mixed number; converting a mixed number into an improper fraction and vice versa,
Comparing two fractions with common denominators. Teaching students that if the terms of a fraction are multiplied by
one number or divided by one number, the value of the fraction does not change.
Simplifying fractions: addition and subtraction of fractions with common denominators.
Teaching the names of the months according to the solar and Hijri calendars.
The concept of the kilometer, meter, centimeter, yard, foot, and inch. Converting major units
of each into smaller units.
Types of lines (straight, curved, broken, parallel lines,
intersecting lines).
Drawing straight lines on paper and the blackboard and measuring them.
Erecting a perpendicular to a straight line from a given point on it and dropping it from a point outside it
using a wooden triangle and a ruler.
The square: its properties, drawing it, calculating its perimeter, problems on it.
The rectangle: its properties, drawing it, calculating its perimeter, various problems on that.
Fifth Grade:
Reading and writing numbers up to millions, expanding on the four basic operations for whole
and decimal numbers for practice in speed and mastery, with emphasis on the multiplication table.
Division of a decimal fraction by a decimal fraction.
The arithmetic mean and its application from the student's practical life.
Divisibility by 10, 5, 2, 3; knowing the prime numbers between
(1 - 50); oral exercises on factoring non-prime numbers between (1 - 50)
into two factors and then into their prime factors. Easy examples to illustrate multiples of a number and the least
common multiple for two or more numbers, each not exceeding (100); a simple idea on squaring
a number. Perfect squares of whole numbers up to (144); factoring these perfect squares into
two equal factors.
Common fractions: unifying their denominators, comparing two or more fractions, adding
and subtracting them.
Adding and subtracting fractions together, taking into account keeping the denominators of the fractions within reasonable
practical limits.
Multiplication and division of common fractions, converting common fractions into non-recurring decimal fractions
and vice versa, easy problems on common and decimal fractions.
The simple rule of three and its use in solving easy problems taken from the student's
daily life.
The ruler, compass, protractor, drawing an angle of a certain size using a protractor, measuring
angles, flat and curved surfaces, parallel and intersecting surfaces, the meaning of a unit of
area, examples of it (square meter, square centimeter, square foot, and square inch),
The square, calculating its area practically; studying the rectangle, calculating its area practically,
The triangle, its types according to its sides and angles, how to find its perimeter practically, finding the area
practically with the help of the rectangle. Drawing the triangle in all cases.
Various problems taken from the student's environment on the square, rectangle, and triangle.
- 4 -
Third Grade:
Review of the second grade curriculum.
Reading and writing numbers up to (10000) and teaching number places (ones, tens, hundreds, thousands).
Teaching the multiplication table up to 10 x 10.
Multiplying numbers by 10, 20, 30, ... up to 100.
Multiplying numbers by 100, 200, 300, ... up to 1000, provided the product does not exceed (10000).
Various problems on addition and subtraction, provided the sum does not exceed (10000) and the minuend does not exceed (10000).
Multiplying a two, three, or four-digit number by a one-digit number, provided the product does not exceed (10000).
Teaching the division table up to (10), such as how many sevens are in sixty-three, how many nines are in seventy-two ... etc.
Dividing a two-digit number by a one-digit number without a remainder. Dividing a three-digit number by a one-digit number also without a remainder, progressing from easy to difficult numbers.
The concept of measurements: yard, foot, inch.
The concept of time: year, month, knowing today's date, reading the clock.
The concept of weight: kilogram, gram.
Various exercises on the four operations taken from the student's daily life within the limits of the foundations mentioned above.
Reading and writing the following fractions:
1/2, 1/3, 1/4, 1/5, 1/6, 1/7, 1/8, 1/9, 1/10
Reading and writing the following fractions: 2/3, 3/4, 4/5, 6/7
Fourth Grade:
Review of the third grade curriculum.
Reading and writing numbers up to (100000).
Multiplying a two-digit number by a two-digit number, multiplying a three or four-digit number by a two-digit number, then by a three-digit number, provided the result does not exceed (100000).
Teaching long division for a number not exceeding (100000) by another number, first without a remainder and then with a remainder. Various problems on that.
Reviewing the following fractions: 1/10, 2/10, 3/10 ...... 9/10 and using them
to understand single-place decimal fractions 0.1, 0.2, 0.3, ... 0.9 and their relationship to the previous common fractions and linking them. Understanding the meaning of the decimal point.
Teaching two-place and three-place decimal fractions using Iraqi currency.
Addition and subtraction of decimal fractions vertically first and then horizontally, various problems on that.
Multiplication and division of a decimal fraction by and on a one-digit whole number, then a two-digit one.
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Sixth Grade:
Review of the fifth grade curriculum.
Time measurements: number of days in the Gregorian months, leap year and common year.
Introduction of meter parts (millimeter, decimeter, centimeter). Multiples of the yard (mile).
Compound numbers: addition, subtraction, multiplication by one digit, division by one digit
Converting its larger units to smaller ones and vice versa.
The compound rule of three and its use in solving problems taken from the environment.
Ratio: its meaning, terms of the ratio, various problems on that.
Drawing scale, problems on it.
Proportional division, problems on it.
Percentage, simple interest, meaning of the following terms: - Profit, Rate,
Time, Amount (Capital), Total - finding profit, finding total, finding rate,
finding time, finding the amount if profit and rate are known.
The circle: its definition, center, circumference, diameter, radius. Finding the circumference
and area in a practical way, easy problems on that.
The concept of geometric solids, unit of volumes (cubic centimeter, cubic meter, cubic
foot).
The cube, its properties, extracting its volume and its lateral and total surface areas.
English and French volume scales: use of the capacity unit (liter).
Rectangular prism, its properties, finding its volume, finding its lateral and total surface areas.
Various problems on the surfaces and solids studied by the students.
General problems on everything mentioned in the curriculum.
Ministry of Education Press - Baghdad
Page 324
Republic of Iraq
Directorate of Education, Baghdad Governorate / Rusafa
Personnel / Secondary
Number - 11257
Date - 6 / 12 / 959
To - Administrations of all primary schools belonging to this directorate
(Official and Private)
Subject / Primary Education Grades
Please note the following regarding the two general life information lessons.
One grade is given for the life information lesson for each of the first, second, and third grades
As for students of the <del>⟦illegible⟧</del> fourth, fifth, and sixth grades, a grade is given for each of the social and
national education lessons, and another grade for science and health education.
Professor Muhammad
Notify the specialized teachers
7/12/959
Ali Al-Shouk
Acting Director of Education, Baghdad Governorate
Copy to -
Directorate of General Technical Affairs - Curricula and Books - Your letter 111218 on 29 / 11 / 959
General Education Inspectorate
Primary Personnel
Certificates and Statistics
Secondary Personnel.
Nouri 3
Page 325
Mr. Ahmed
- Please notify the specialized school
12/6/1959
Republic of Iraq
Directorate of Education of Baghdad Governorate / Al-Rusafa
Personnel / Secondary
Number - 10829
Date 12 / 2 / 1959
To :-
Administrations of all public, private, and foreign primary schools
Subject / Grammar for the sixth grade
Further to our letter 3382 on 10 / 25 / 1959
And based on the letter of the Directorate of General Technical Affairs - Curricula and Books / No. 109450 on 11 / 25 / 59.
The topic of the predicate and the subject in the grammar curriculum for the sixth grade means the subject and the predicate
and the verb, the subject, and the passive subject. Please act accordingly.
⟦signature⟧
Ali Al-Shouk
For / Director of Education of Baghdad Governorate
Copy to :-
Directorate of General Technical Affairs - Curricula and Books
Inspectors (male and female) of this directorate
Personnel / Primary
" / Secondary
Nouri /
⟦line⟧