AI en Translation, Pages 376-400
Page 376
this river as Sirwan in its upper course) with the following phrase (it is called
Ab Sirwan in its upper course in Iran and after its union with the Hulwan River (Al-Wand)
on which Khanaqin is located).
10- In the subject of marshes and swamps on p. 42, study only Al-Habbaniyah,
Abu Dibis, Al-Hammar, and Al-Hawizeh.
11- Delete the phrase on p. 47 after the word Kufa in the third line until
the phrase (passage of steamers) while emphasizing the agricultural and industrial
importance of this dam (generation of electric power).
12- Delete the entire introduction to agriculture (Chapter Six on p. 55)
and start with the title (Agriculture in Iraq and the factors for its establishment). Delete number (2)
which refers to the factors for the establishment of agriculture and write number (1) instead.
13- Delete the entire sentence (Iraq may need) on p. 59 from the tenth
line.
14- Delete the entire sentence starting from (Most of the farmers were) on p. 61.
15- Write the following phrase in the footnote at the bottom of p. 46 (A donum equals
2500 square meters).
16- Delete the phrase (after their crops) on p. 68, eighth line, until
(with all skill) and add immediately after it the following sentence (agricultural, especially
in rugged mountainous areas where mules are used for this purpose).
17- Delete the Industrial Revolution on p. 81 as it is studied by the student in
the subject of History.
18- Delete the introduction to Iraq's trade from p. 107 - p. 108 (to the importance
of Iraq's trade).
19- Social conditions and administrative formations are studied according to the latest
census of 1957, noting changes in administrative formations
and studying only the important districts among them.
20- Tribes in Iraq are studied in terms of their social, economic,
and cultural status as it is now and as it should be.
21- Geography of the Arab countries, Turkey, and Iran - study the United Arab
Republic in some detail and shorten the rest of the topics, especially those related
to some details in the geography of Turkey and Iran, and emphasize
⟦line⟧
- 23 -
⟦line⟧
2 - A brief overview of the political units (Canada, the United States, and Mexico).
3 - Europe - its location - its importance, a general study of the continent's topography, and the teaching of its political units is limited to:-
A - The British Isles B - France C - Germany D - Italy E - Spain F - Czechoslovakia G - Russia.
4 - The continent of Asia - a general study of the continent's topography, and the study of its political units is limited to:-
A - India B - Pakistan C - Japan D - The Soviet Union E - Indonesia F - China.
Third Intermediate Grade:-
The curriculum for the third grade remains the same, taking into account complete brevity and reducing names and numbers, while taking into consideration the following notes - in the prescribed book:
1 - Page 7: The following sentence is placed after the last line, which is (Afterwards, the English established their foothold and influence in Iraq from the First World War in 1914 until just before the establishment of the Republic on July 14, 1958).
2 - Page 8: Replacing the name Syria with the United Arab Republic, and the Jordanian Kingdom with the Hashemite Kingdom of Jordan.
3 - Page 10: Adding linguistic, religious, and economic link factors to the subject of Iraq as an important part of the Arabian Peninsula.
4 - Page 11 - 13: Replacing the Gulf of Basra with the Arabian Gulf.
5 - Limiting the mention to the names of important mountains, their locations, and their importance without the need to memorize their names.
6 - Page 19: Adding the phrase "using mountainous areas as summer resorts" and replacing the word "likely" with (the availability of minerals in them) and utilizing its waterfalls for industrial purposes such as the Zalam waterfall in the village of (Zalam) in the Huraman mountains (Halabja), Bekhal (Rawanduz), and Sulav in (Amadiya).
7 - The introduction regarding climate and natural vegetation on page 21 is deleted.
8 - The introduction to the factors affecting climate on page 25 is deleted.
9 - The word Bahtan is corrected to (Bhutan) on page 30, while replacing the phrase (called
⟦line⟧
- 22 -
Page 377
2 - The chapter on religious sciences is shortened to an introduction of a few pages
concerning the importance of the Qur'an and Hadith in the emergence of sciences and the prosperity of Islamic
thought.
3 - The chapter on the sciences of the ancients is deleted.
4 - The subject of Sufism is deleted, and one or two pages are sufficient to be added to
the chapter on religious sciences to emphasize the emergence of Sufism as
a reaction to social differentiation as a passive means to overcome the problems that
faced the individual.
5 - The chapter on singing is deleted because it is merely a list of the names of male and female singers,
and this chapter is limited to the emergence of singing and its influence by Persian arts
and the innovations presented by Muslim singers and musicians.
5 - Fifth Literary Grade:
The prescribed book is studied with the deletion of the following: ⟦line⟧
1 - The national constitutional movement in France.
2 - The democratic movement in the United States.
3 - The national movement in the Near East (the Balkans and the Ottoman Empire).
4 - International relations since the year 1870 AD.
5 - General developments since the First World War.
6 - Scientific progress.
Geography
1 - First Grade:
The current geography book for the third intermediate grade is studied, taking into account
brevity in it. It emphasizes the necessity of teaching the countries neighboring Iraq in terms of
their natural, economic, and historical ties, and attention should not be paid to memorizing
many unnecessary names and numbers (schools will be provided with the prescribed book
"Geography of Iraq").
2 - Second Intermediate Grade:
The vocabulary of the prescribed curriculum is studied in the following form: ⟦line⟧
1 - North America - a general study of the continent's topography, climate, and its plant
regions.
- 21 -
D - Umar ibn Abd al-Aziz.
E - Marwan II (The collapse of the Umayyad state).
3 - The Abbasid State:
Its study is limited to its establishment and strength, and the following caliphs are studied:
A - Al-Saffah.
B - Al-Mansur.
C - Al-Rashid.
D - Al-Ma'mun.
E - Al-Mu'tasim.
F - Al-Mu'tadid.
G - Al-Nasir li-Din Allah.
4 - Emphasis on the landmarks of Arab and Islamic civilization - Administration - Sciences -
- Arts - Industry - Trade.
5 - Separatist movements as a result of personal ambitions and foreign influence.
(The Buyids and the Seljuks).
6 - External threats to the great Arab homeland.
A - The Crusaders.
B - The Mongols.
C - The Ottomans.
3 - Third Intermediate Grade:
The prescribed book is studied, and the subject of the establishment of national rule is deleted from it,
and Iraq's foreign relations with England are neglected, while Iraq's relations with
Arab countries are emphasized.
4 - Fourth Literary Grade:
The prescribed books are studied with the following notes:
1 - In teaching Islamic sects, it must be emphasized that the subject of sects
is a purely historical matter that must not play a role today in dividing the unity
of the people.
⟦line⟧
- 20 -
Page 378
7 - The phrase on p. 61, which is (In the name of His Majesty), is replaced
with the phrase (In the name of the people).
Fifth Grade
1 - Delete from p. 3 (The King and his rights) until p. 13.
2 - Delete from p. 34 (Image of the King's statue).
3 - Delete from p. 35 the lines from the word "an example of that" to the word "Baghdad" (the
thirteenth and fifteenth lines).
4 - The subject of holidays is deleted from p. 53 - p. 55 and rewritten anew
according to the holiday law that was recently issued.
5 - The subject of the government and its duties is deleted from p. 56 to the end of p. 64
and will be rewritten anew. And the phrase (every democratic monarchical state
consists of the King) is replaced with the following phrase (every state consists of a President of the Republic or a King and
a ministerial body).
6 - The subjects from p. 78 to the end of the book are deleted and will be rewritten
anew.
Sixth Grade
The prescribed book for the sixth grade is cancelled. The following sections of the prescribed curriculum for the subject
are to be studied until the new prescribed book is distributed: (1 - Rights of the people
2 - Municipalities 3 - Public health).
Preparatory (Intermediate) and Secondary (Preparatory) Studies
History:
1 - First Intermediate Grade - The prescribed book is used.
2 - Second Intermediate Grade - The prescribed book is used with the following
modifications made to it:
1 - The subject of the Arabs before Islam is deleted from p. 5 to 34.
2 - The subject of the Umayyad state in the Levant is limited to its establishment, strength,
expansion, and collapse, and the following of its caliphs are studied:
a - Muawiyah I.
b - Abd al-Malik ibn Marwan.
c - Al-Walid ibn Abd al-Malik.
- 19 -
3 - Fifth Grade:
The curriculum is limited to the following topics:
The Arabian Peninsula - The United Arab Republic - Jordan - Lebanon -
Sudan - The Soviet Republics - The United States of America - People's
Republic of China - while replacing all words that have undergone change, such as the Arabian Gulf,
provided that Syria and Egypt are studied under the name of the United Arab Republic, and the Arab
countries are studied as a unit while highlighting the various links between them.
4 - Sixth Grade:
1 - Memorization is not required for administrative formations (especially sub-districts and names specific
to mountains, tribes, and non-main railway stations);
they are mentioned for knowledge and information only.
2 - The population of Iraq is corrected according to the last general registration for the year 1957.
3 - Old names are replaced with new ones, and everything referring to the defunct
era is deleted.
4 - The study of neighboring countries (Turkey - Iran - India) shall be in terms of
their natural, economic, cultural, and historical links to the Iraqi
Republic, and we alert the teacher to the necessity of not focusing on memorizing unnecessary
names and numbers.
Moral and National Duties
Fourth Grade:
1 - The King's picture is removed from p. (3).
2 - The phrase (our beloved King) is deleted and replaced with "our Republic" from p. (5),
tenth line.
3 - The word "their King" is replaced with the word "their Republic" from p. 8, seventh line.
4 - Delete from the eleventh line of p. 27 to the end of the page.
5 - Delete from the third line of p. 28 to the end of the paragraph, and also delete
the fourth question and delete the image on p. 29.
6 - Delete the sixth, seventh, and eighth lines from p. 85 up to the word
Iraqi.
⟦line⟧
- 18 -
Page 379
Social Sciences
Primary Education:
History:-
1 - Third Grade: The topics remain as they are and teaching of the
prescribed book continues.
2 - Fourth Grade: The topics remain as they are and teaching of the
prescribed book continues.
3 - Fifth Grade: Deleted from the prescribed book from p. 132 - p. 147
(The second period of the Abbasid Caliphate, and the topic will be rewritten again
in a summarized form, emphasizing the factors of the disintegration of the Abbasid state).
4 - Sixth Grade:
The last section of the book is deleted from p. 95 to the end of the book.
Geography:
1 - Third Grade:
The vocabulary of the geography curriculum for the third grade remains as it is, and we recommend
teachers to reduce the many names and summarize as much as possible.
2 - Fourth Grade:
The first section (A Tour in Baghdad) is deleted, and the curriculum shall be as follows:
a - It begins with the study of Iraq in terms of its administrative formations and the characteristics of
important cities in terms of production.
b - Study of the continents.
c - Emphasis on avoiding indoctrination and rote memorization.
- 17 -
2 - Regarding Chapter Ten, the teacher shall suffice with finding
the square root by factoring into prime factors using the general method
and finding the cube root by factoring only.
3 - Regarding the mathematical tables included in this book, there is no harm
in keeping the solved examples, but the exercises that require the
student to perform them himself and which require the
use of tables should be deleted, because the study of these tables was introduced
for the purpose of familiarizing the student with mathematical tables and not for the purpose
of their use by him.
4 - The principles of algebra in the use of symbols, substitution,
and solving simple first-degree equations are given in the
first intermediate grade.
5 - Two comparison tables are given: one includes the measures used
in the Arab countries, and the other contains the currencies in circulation in
the Arab world.
⟦line⟧ ♦ ⟦line⟧
- 16 -
Page 380
English Language
Primary Education:
Fifth and Sixth Grades:
1 - Continue using the English reading books:
OXFORD ENGLISH COURSE FOR IRAQ. 1 & 2.
2 - Cancel the Crossword books from the fifth and sixth grades
3 - Continue using the books and calligraphy workbooks:
Books for Learners of English, Books 1, 2, 3.
Progressive Writing
Preparatory Education (Intermediate) and Secondary Education (Preparatory):
First, Second, and Third Preparatory Grades (Intermediate):
1 - Continue using the prescribed reading books for the first, second
and third grades:
OXFORD ENGLISH COURSE FOR IRAQ BOOKS
3, 4, 5.
2 - Cancel the Crossword books from Preparatory Education (Intermediate)
3 - Delete the following topics:-
First - Lesson Eight from Oxf. Book 3 from page 70 to the end of
page 79.
Second - Lesson Three from Oxf. Book 4 from page 28 to the end of
page 37.
Third - Lesson Eight from Oxf. Book 5 from page 82 to the end of
page 95.
Fourth - Lesson Twelve from Oxf. Book 5 from page 128 to the
end of page 138.
Fourth and Fifth Secondary Grades:
Continue using the prescribed books for the fourth and fifth grades.
⟦line⟧ 14 ⟦line⟧
Page 381
The Umayyad Era:
Introduction to the changes that occurred in Islamic life.
Poetry. Its purposes. Examples of political and ghazal poetry. Definition
of the most famous poets (Al-Akhtal. Jarir. Al-Farazdaq. Abdullah bin Qais Al-Ruqayyat.
Jamil Buthayna. Kuthayyir.) A detailed study of Umar ibn Abi Rabi'ah and Al-Kumayt.
Prose:
Notes on examples of writing (with a study of Abdul Hamid). Purposes of oratory
(with a definition of Ziyad, Al-Hajjaj, and Mus'ab and examples of their speeches).
1 - The student shall memorize about twenty verses for each poet they study in detail,
provided that they cover various purposes, and ten lines for each prose writer they study
in detail. It is sufficient here for the prose piece to be on a single
purpose.
2 - The definition is intended for the student to gain a brief overview useful for their culture.
3 - In the detailed study, the following shall be observed:
A - Knowledge of the important aspects of the poet's life.
B - Knowledge of their purposes and the characteristics that distinguish them.
C - Recitation of examples of that, explained thoroughly.
D - Linking their life to their literature and era.
Grammar and its application - (Literary and Scientific sections of the secondary stage)
Continue using the previously prescribed book until further notice.
Rhetoric: For the secondary stage - (Literary and Scientific sections) Continue
using the previously prescribed books until further notice.
Reading:
The prescribed reading books for the fourth and fifth grades remain as before
during the current academic year.
Diwan al-Adab:
The hour that was allocated for the (Diwan al-Adab) lesson in the
fourth and fifth grades of the literary section is added to the (History of Literature) hours, provided that
it is limited to studying the texts included in the curriculum syllabus.
As for the scientific section of this stage, both the fourth and fifth grades
study the part prescribed for them from the book (Diwan al-Adab).
- 13 -
A detailed study of Ibn al-Muqaffa' and al-Jahiz. Introduction to the most famous orators (Dawud
bin Ali. Abdullah bin Zahir).
The Second Abbasid Era:
A brief introduction to the life of the era (the political situation and its impact on the emergence of
regional literatures - social and cultural life).
Poetry: its purposes, introduction to the most famous poets (al-Sari al-Raffa'. Ibn Sukkara.
al-Sharif al-Radi. Mihyar. Ibn al-Habbariyah. al-Abiwardi. al-Tughra'i. Abu
Firas. al-Umari. al-Baha' Zuhair. Ibn al-Farid. Ibn Zaydun. Ibn Khafaja).
A detailed study of al-Mutanabbi and al-Umari - an overview of Muwashshahat.
Prose - introduction to prose in this era and the most famous writers (definition and example
overview of the Maqama) a detailed study of Badi' al-Zaman al-Hamadhani.
The Dark Period Era:
Introduction to the period from a political, social, cultural, and literary perspective
with examples from Safi al-Din and Ibn Khaldun.
Fifth Grade - (The Pre-Islamic Era):
A brief introduction to the social, religious, and intellectual life of the Arabs.
Poetry. The importance of the poet in pre-Islamic society. Its purposes. Introduction
to the Mu'allaqat and its most famous poets. A detailed study of Zuhair bin Abi Sulma.
Types of pre-Islamic prose:
The Early Islamic Era:
Introduction to the emergence of Islam and its impact on Arabian life. The Holy Quran and its impact
on language and literature.
Examples from the Hadith:
Poetry. Its purposes. A detailed study. Hassan. Al-Khansa.
Prose - examples from the Prophet's (PBUH) letters and the speeches of the Prophet and the Rightly Guided Caliphs.
⟦line⟧ 12 ⟦line⟧
Page 382
3 - On p. 47 and p. 48, it is sufficient to name the most important libraries in Iraq. And delete
from p. 48 the phrase (There is a library for the General Court).
4 - On p. 49, the title (Assemblies) is corrected to (Scientific Assemblies).
5 - The phrase (establishing a single Arab state) on the last line of p.
136) is replaced with the phrase: (establishing an Arab empire).
6 - What Al-Rihani wrote in mourning for King Faisal I on p. 229,
230, and 231 is deleted.
7 - The phrase (and His late Majesty King Faisal I assumed his throne) is deleted on
p. 238.
8 - The chapter on the most famous Orientalists p. (245, 246, 247, and 248) is omitted.
Grammar:
The second and third grades continue studying the prescribed book until further
notice.
The fourth and fifth secondary (preparatory) grades.
(History of Arabic Literature)
The prescribed book (Al-Asas) is studied in its two parts in light of the following topics:-
Fourth Grade:
⟦line⟧
(The First Abbasid Era).
A brief introduction to the political, social, and cultural life of the era.
The impact of that on literature.
Poetry: A summary of its purposes linked to political, social,
and cultural life. An introduction to the most famous poets: Bashar, Abu al-Atahiya, al-Abbas ibn
al-Ahnaf, Abu Tammam, Di'bil, Ali ibn al-Jahm, Ibn al-Mu'tazz, Ibn al-Rumi.
A detailed study of Abu Nuwas and al-Buhturi.
Prose: An introduction to the most famous writers (al-Hasan ibn Sahl, Ibrahim
al-Suli).
- 11 -
Literature in Egypt:
Poetry. Its purposes. A brief definition of dramatic poetry. A definition of the most famous
poets (Al-Baroudi - Hafez Ibrahim - Ahmed Shawqi).
Writing - its purposes - a brief definition of the most famous writers (Muhammad Abduh.
Al-Manfaluti. Al-Rafi'i).
Oratory: A definition of the most famous orators and examples from the speeches of Jamal al-Din
al-Afghani. Mustafa Kamil. Saad Zaghloul.
Literature in Iraq - Poetry - A brief introduction to poetry before the declaration of
the Ottoman Constitution with a brief definition of Al-Omari. Al-Akhras and Al-Huboubi.
A brief study of Abdul Mohsen Al-Kazimi. Jamil Al-Zahawi and Ma'ruf
Al-Rusafi.
Prose: A brief introduction to prose before the declaration of the Ottoman Constitution - modern
writers - Fahmi Al-Mudarris and examples from the prose of Mahmoud Shukri Al-Alusi.
Literature in the Levant: A summary of the states of poetry and prose and their purposes with
examples of poetry and prose by Ibrahim al-Yaziji, Ahmad Faris al-Shidyaq and Abdul Hamid
Al-Rafi'i.
Literature in the Diaspora: Reasons for migration to the Americas. A summary of the states of
poetry and prose in the diaspora.
Examples from the poetry of Fawzi al-Maalouf, Rashid Ayoub and Elia (Abu Madi)
and examples from the prose of Gibran.
Literature in the rest of the Arab countries:
A summary of the states of poetry and prose therein - Al-Shabbi - a brief overview of contemporary
literature in various Arab countries and a definition of its most famous figures.
Orientalism - its meaning and impact:
General notes regarding the deletion of some phrases from the prescribed book.
1 - The paragraphs dealing with Dar al-Ulum, Cairo University,
Alexandria University, Ain Shams University, Assiut University and Al-Azhar are deleted from p. 32.
The other paragraphs that talk about modern schools are sufficient.
2 - The phrase (Queen Alia College) on p. 35 is replaced by the phrase (Al-Tahrir
College for Girls).
- 10 -
Page 383
Texts: One lesson per week.
Students study from the book (Literary Texts) prescribed in the United Arab Republic.
Grammar and Application: One lesson per week:
Students study from the book (Preparatory Grammar) authored according to the Arab Cultural Unity curriculum.
Dictation and Calligraphy: Two lessons per week:
Second Grade, and Third Grade:
Reading: The prescribed Arabic Reading book for the second grade remains - with the following topics deleted from it:-
1 - My Tear | p. 44
2 - Kinship and Friendship | 135
3 - The Generous Arabs | 151
4 - The Sea in its Serenity | 157
5 - The Beauty of the Two Moons | 161
6 - They are the Arabs | 164
7 - When Spring Comes | 186
8 - Layla and Al-Hajjaj | 193
9 - The Hero in the Image of the King | 195
10- A Lion and a Lion | 200
11- O Youth of the Arabs | 245
12- Our King | 267
13- The King's Fragrance | 270
History of Arabic Literature: For the third grade - two lessons per week:
The current prescribed book is studied in light of the vocabulary listed below, noting the recommendations regarding the deletion of some of its phrases:-
Introduction to the political, social, and cultural life of the modern era since the rise of Muhammad Ali the Great, with a brief definition of the sources of culture.
- 9 -
Use of common prepositions.
The adjective or attribute - Conjunction with 'wa' (and) and 'thumma' (then).
Grammar in the sixth grade: one lesson per week.
Students study in their current book in light of the following vocabulary:-
(The indefinite and the definite) use of the definite article (al) - definition by addition:-
The style of calling with 'ya'.
The sound and weak verb - use of the sound verb with pronouns.
(The declinable and the indeclinable) examples of indeclinable nouns and verbs.
Use of the present tense verb in the nominative case - its use in the accusative case after 'an', 'lan', and the 'lam'
of reasoning - its use in the jussive case after ('lam', the prohibitive 'la', and the 'lam' of request) its use with
the famous jussive conditional tools.. 'in'. 'man'. 'mahma'.
Use of 'kana' and its sisters.
Use of 'inna' and its sisters.
Use of the circumstantial accusative (al-hal).
Use of the specification (al-tamyiz) - training on the specification of numbers - training on the use of
terms of weight and measure.
(The followers) training on emphasis (tawkid) with 'nafs', 'kila', and 'kilta'.
(Interrogation) training on the use of common interrogative tools:
(hal. mata. ayna. kayfa. kam).
Training on the use of common answer tools: (ay. na'am. bala).
Preparatory study (Intermediate): First Grade:
Reading: two lessons per week.
Students study in the book "Preparatory Reading" authored according to the curriculum of
the Arab Cultural Unit.
Expression: what was previously called (Composition) - one lesson per
week.
A lesson is allocated for written expression and a lesson for oral expression, and students write
no less than eight topics in the class.
- 8 -
Page 384
Arabic Reading for the Fifth Grade:
A - Exercises are to be reduced. Their management is entrusted to the teacher, who is not bound by what is written
at the end of the topics.
B - The following topics may be deleted:-
1 - The Princess and the Three Dwarfs 2 - Aviation 3 - Zubaida in the Desert
4 - Do Not Be Deceived by Your Enemy 5 - The Genius of Al-Farabi 6 - The Greatness of Harun
al-Rashid 7 - The Love and the Fool 8 - The Fruits of Knowledge.
Regarding the poem (Anthem of the Arabs) and the poem (Wisdom and Advice),
reading them is sufficient without memorizing them.
Arabic Reading for the Sixth Grade:
A - Its exercises are to be reduced and that is entrusted to the teacher.
B - The following topics may be deleted:
1 - The Emperor's New Clothes 2 - The Voyages of Sinbad the Sailor (some of them)
3 - From the Anecdotes of Ash'ab.
As for the poem (The Submarine), the poem (Advice and Wisdom), and the poem (For
the Sake of Glory), they are to be read but not memorized.
Grammar for the Fourth Grade:
The grammar lesson is deleted from the fourth grade and replaced with reading,
conversation, or calligraphy.
Grammar for the Fifth Grade: One lesson per week
Students study in their book in light of the following vocabulary:-
Speech and its parts: Masculine and feminine - Singular, dual, and plural - Pronouns -
Relative nouns - Demonstrative nouns (examples and exercises)
The Verb - Past - Present - Imperative.
The Particle - Hal - Lam - Fi.
The Subject - The Pro-agent - The Subject or the Predicate.
The Object - Adverbs of place and time with examples and exercises.
(Genitives) The possessive noun. The noun preceded by a preposition - Training on
- 7 -
Arabic Language
Primary Education:
Reading - The current reading books for the six primary school grades
are to be used, and the teacher is given the choice to delete the listed topics and exercises that
can be deleted if it is found to be in the interest of the students.
Arabic Reading for the Third Grade:
A - All exercises may be deleted.
B - The following topics may also be deleted:
1 - A Story That Does Not End 2 - Blood 3 - An Eternal Sermon 4 - The Intelligence of an Arab
Caliph 5 - The Shepherd and the Jar 6 - The Witty Man, His Son, and the Donkey
7 - The Monkeys and the Bananas 8 - The Beautiful Ten 9 - Hammad and His Son.
As for the poem (The Homeland and the poem The Two Cooking Monkeys) and the poem (The Fox
and the Rooster), they are to be read but not memorized.
Arabic Reading for the Fourth Grade:
A - All exercises may be deleted.
B - Difficult words are to be explained clearly without resorting to reviewing the dictionary
placed at the end of the book and exhausting the students by memorizing their difficult
meanings.
C - The following topics may be deleted:-
1 - Pigeons 2 - Shan and Tabqa 3 - The Wisdom of Ma'n bin Za'idah
4 - Literature and Nature 5 - Between the Lily and the Rose 6 - The Lark
and the Elephant 7 - Arab Pride 8 - The Sound of the Nightingale's Whistle 9 - Abu
al-Qasim al-Tanburi 10 - A Caliph in Imagination 11 - The Four Seasons.
One episode of the (Khawla bint al-Azwar) series is sufficient, and the reading of
the poem (The Orator Bear and the Monkey) without memorizing it.
- 6 -
Page 385
Subjects | Lessons
Social Studies 5
1 - History 2
2 - Geography 2
3 - National Education 1
Science 4
Art Education (for boys) | 2
and Handicrafts (for girls) | 4
Physical Education 2
33
The two additional hours (for girls) in 2
Art Education and Handicrafts
lessons are specialized (for Home Economics)
35
The Minister
Hudaib Al-Haj Hamoud
A copy to: -
General Inspectorate of Education
General Directorate of Education
General Directorate of Vocational Education
General Directorate of Technical Affairs
All Department Directorates
- 5 -
The Iraqi Republic
Ministry of Education
General Directorate of Technical Affairs
Directorate of Curricula, Books, and Teaching Aids
Number / 40580
Date 6 / 10 / 1958
Subject - Curriculum for the First Preparatory Grade (Intermediate)
To :-
Directors of Education in all Provinces
Further to our letter numbered 39755 and dated 1-10-1958, the distribution
of lesson subjects and their weekly hours in the first preparatory (intermediate) classes
starting from the current academic year shall be as follows. The previous curriculum
syllabi shall be applied with it until further notice, while noting the amendments mentioned
in our letter referred to above.
Please circulate this to the schools in your province to act accordingly.
Lesson subjects and their weekly hours in the first preparatory grade (intermediate)
Subjects | Periods
Religious Education | 2
Arabic Language | 7
1 - Reading | 2
2 - Expression (Composition) | 1
3 - Texts | 1
4 - Grammar and Application | 1
5 - Dictation and Calligraphy | 2
V | 7
English Language | 6
Mathematics | 5
1 - Arithmetic and Principles of | 3
Algebra |
2 - Geometry | 2
V | 5
- 4 -
Page 386
Urgent
Republic of Iraq
Ministry of Education
Directorate of General Technical Affairs
Directorate of Curricula, Books, and Teaching Aids
Number / 39755
Date 1 / 10 / 1958
Subject / Amendments to Curricula and Textbooks
To :-
Directors of Education in all Governorates
1 - Attached herewith are the instructions regarding the amendments decided to be implemented for the curricula and textbooks in the three stages - primary, intermediate, and secondary - to be acted upon. We will provide you soon with other copies printed in a booklet for distribution to the schools in your governorate.
2 - Regarding other prescribed subjects not mentioned in these instructions, the prescribed curricula and books shall be followed.
3 - Vocational schools of all types and stages shall continue to work currently with the prescribed curricula and books, which are: "Primary Teacher Training Institutes for Men and Women, Home Arts Schools, Industrial Schools, Agricultural Schools, and Commercial Preparatory Schools."
4 - The first intermediate classes, which are scheduled to implement the unified curriculum starting from the current academic year, shall continue to work with the curricula prescribed at the present time until further notice.
Necessary measures have been taken to provide the following textbooks for the students of the grade
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Page 387
Ministry of Education
Directorate of General Technical Affairs
Directorate of Curricula, Books, and Teaching Aids
Amendments to Curricula and Textbooks
For the academic year 1958 - 1959
⟦illegible⟧
Ministry of Education Press - Baghdad
Page 389
Republic of Iraq
Directorate of Education of Baghdad Governorate - Rusafa
Secondary Personnel
Number: 2276
Date: 24 / 10 / 1959
Where is the attachment?
⟦illegible⟧
27 / 10 / 59
To -
Administrations of all public and private primary schools for boys
and girls
Subject / Curricula for Principles of Science and Health Education
Based on the letter of the Directorate of General Technical Affairs - Curricula, Books, and Illustration Aids
88896 on 17 / 10 / 1959.
1 - We attach herewith a copy of the (Principles of Science and Health Education) curriculum prescribed for primary
study for the year 1959 / 1960. Please act accordingly.
2 - In the sixth grade, those topics that the students have previously studied
in the fifth grade according to the previous curriculum arrangement shall not be re-taught.
3 - If there are some topics found in the new fifth-grade curriculum syllabus
that the current sixth-grade students missed studying during the past year, they shall be taught to them
this year as necessary before starting the sixth-grade curriculum.
⟦signature⟧
Ali ⟦...⟧ Al-Shawk
On behalf of the Director of Education of Baghdad Governorate - Rusafa
A copy to -
Directorate of General Technical Affairs / Curricula and Books
Secondary Personnel - with a copy of the attachment
Primary Personnel - with a copy of the attachment
Records - with a copy of the attachment
Qais 23
Page 390
Republic of Iraq
Directorate of Education of Baghdad Liwa - Rusafa
Secondary Personnel
Number 2276
Date 24 / 10 / 1959 AD
To -
Administrations of all public and private primary schools for boys
and girls
Subject / Curricula for Principles of Science and Health Education
Based on the letter of the Directorate of General Technical Affairs - Curricula, Books, and Illustration Aids
88896 on 17 / 10 / 1959.
1 - We attach herewith a copy of the (Principles of Science and Health Education) curriculum prescribed for primary
study for the year 1959 / 1960. Please act accordingly.
2 - In the sixth grade, those subjects that the students have previously studied
in the fifth grade according to the previous curriculum arrangement shall not be re-taught.
3 - If there are some subjects in the new fifth-grade curriculum syllabus
that the current sixth-grade students missed studying during the past year, they shall be taught to them
this year briefly before starting the sixth-grade curriculum.
⟦signature⟧
Ali Al-Shouk
For the Director of Education of Baghdad Liwa - Rusafa
A copy to -
Directorate of General Technical Affairs / Curricula and Books
Secondary Personnel - with the attached copy
Primary Personnel - with the attached copy
Records - with the attached copy
Qais 23
Page 391
Republic of Iraq
Directorate of Education, Baghdad Governorate / Rusafa
Personnel / Secondary
Urgent
Number: 5145
Date: 2 / 11 / 959
To - Administrations of official, private, and foreign secondary and intermediate schools
Affiliated with this directorate, all
Subject / Distribution of Arabic language subject grades for intermediate
and secondary studies, scientific and literary
and commercial
We list below the method for distributing Arabic language subject grades of both types for intermediate
and secondary studies (literary, scientific, and commercial). Please act accordingly.
⟦illegible⟧
Jamil Nahid Yusuf
For / Director of Education, Baghdad Governorate
Copy to -
General Directorate of Technical Affairs / Curricula and Books -
Your letter 94674 on 21 / 10 / 959 for your kind information
Secondary Personnel.
Subject | First Grade | Second Grade | Third Grade
Grammar | 30 | 30 | 30
Composition, Dictation, and Calligraphy | 30 | 30 | 25
Reading | 30 | 30 | 25
Texts | 10 | 10 | –
History of Literature | – | – | 20
Subject | Fourth Literary | Fifth Literary | Fourth Scientific | Fifth Scientific | Fourth Commercial | Fifth Commercial
Reading | 25 | 25 | 35 | 40 | 35 | 35
Composition | 20 | 25 | 25 | 30 | 25 | 25
Grammar | 15 | – | – | – | 20 | 20
Applications | – | – | 20 | – | – | –
Literature and Texts | 30 | 30 | – | – | – | –
Criticism and Rhetoric | 10 | 20 | – | – | – | –
Literary Texts | – | – | 20 | 30 | 20 | 20
Professor Salim
Please circulate this letter to Arabic language teachers
Abd ⟦illegible⟧
4 / 11 / 959
Nouri 2 / 11
Page 392
Professor ⟦...⟧
Please inform the specialized school with all accuracy
Republic of Iraq
Directorate of Education of Baghdad Province - Al-Rusafa
Secondary Personnel Department
Number -: 2282
Date -: 10/25/1959
To -
Administrations of all public, private, and foreign primary, secondary,
and intermediate schools
Subject - The temporary curriculum for the Arabic language subject
Based on the letter of the Directorate of General Technical Affairs - Curricula and Books 88924
on 10/17/1959.
1- We attach herewith a copy of the temporary curriculum for the Arabic language subject for the three levels of study
for the academic year 1959 / 1960. Please act accordingly.
2- In applying the new curriculum, the teaching of topics studied from it in previous years
shall not be repeated, or they shall be taught to a limited extent if the teacher finds that repeating them or some expansion in them
is considered necessary for the students.
3- In order for students not to miss studying some important topics that were assigned according to
the arrangement of the new curriculum to lower grades than theirs, what is important of them shall be taught to them briefly before
starting the curriculum of their new grade.
Bahjat Kamil Nassif
On behalf of the Director of Education of Baghdad Province / Al-Rusafa
A copy to :-
Directorate of General Technical Affairs / Curricula and Books
Secondary Personnel - with a copy of the attachment
Primary Personnel - " " " " "
Records - " " " " "
Qais 23
By telephone
Page 396
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Studied by him:
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)
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)
⟦illegible⟧
- 4 -
Chapter Four: Writers from the rest of the Arab countries:
Bishara al-Khouri "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-Khouri - Fawzi al-Maalouf.
Appendix: Literary Samples: Haydar al-Hilli - Abdul Ghaffar al-Akhras - Abdul Baqi al-Omari -
Abdul Mohsen al-Kazimi - Ibrahim Saleh Shukr - Omar Fakhoury - Tawfiq al-Hakim.
Grammar and Application - (Two lessons per week)
The Bare and Augmented (Al-Mujarrad wal-Mazid), the Morphological Scale, use of the Infinitive, use of the Verb, use of
Supplement: (The Absolute, for its sake) Active Participle, Passive Participle, Time, Place, and Instrument,
Declension of the Noun prohibited from Nunation (Diptotes), training on the use of Numbers, examples of Exclamation,
Oaths, Preference, Specialization, Enticement and Warning, Interrogation, Answer, and Vocative.
(Secondary School Curriculum)
Fourth Grade - Literary Stream:
Reading: (Two hours per week)
Composition: (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 verbs with a weak final radical, forming the passive participle from
hollow verbs, forming the passive participle from verbs with a weak final radical, what occurs in substitution (Ibdal) in verb
forms, the style of Praise and Blame, deletion of the Condition and Answer, the function of 'Laysa' and the related
negatives, applications on Parsing (I'rab).
Fifth Grade - Literary Stream
Reading (Two periods per week)
Composition (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)
Composition: (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 398
Mr. Ahmed
Please inform the Lady Director of the ⟦Office⟧, Mr. Badr, and the other teacher
2775
⟦signature⟧
The Iraqi Republic
Directorate of Education of Baghdad Province - Rusafa
Secondary Personnel
Number - 2775
Date - 26 / 10 / 1959
To / Administrations of all public, private, and foreign primary schools for boys and girls
Subject / Arithmetic and Practical Geometry
Based on the letter of the Directorate of General Technical Affairs - Curricula and Books 90940 on 21 / 10 / 1959.
1- Attached is a copy of the curriculum for the subject (Arithmetic and Practical Geometry) prescribed for primary school classes for the academic year 59 - 1960. Please act accordingly.
2- In applying the new curriculum, topics studied in previous years shall not be repeated, or shall be taught to a limited extent if the teacher finds that repeating them or some expansion in them is considered necessary for the students.
3- In order for students not to miss studying some important topics that were assigned according to the arrangement of the new curriculum to classes lower than their class, what is important of them shall be taught to them briefly before starting their new class curriculum.
⟦signature⟧
Ali Al-Shouk
For the Director of Education of Baghdad Province - Rusafa
A copy to -
Directorate of General Technical Affairs - Curricula and Books
Secondary Personnel - with a copy of the attachment
Records - with a copy of the attachment
Qaisar 23
⟦illegible⟧
Page 400
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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, enabling them to benefit 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, meaning that 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 familiar visual aids available to
the students. The teacher should not move to mental and abstract arithmetic until after 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 unreasonable or far from the student's environment and daily
life, and should strive to make the given problems spark a desire in the student to
solve them due to their connection to the surrounding environment. 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 correctness, especially in advanced grades.
4 - Students should not be forced to memorize definitions; it is preferable not to state 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 basic rules are 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 only be used with 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 - Full attention must be given to mental arithmetic by habituating students to correct thinking,
discussing with them, 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 must not
draw a line on the board without using a ruler and then say: this is a straight line, nor
is it permissible to estimate the length of a line according to their whim, assuming its length is 5 cm or 10 cm arbitrarily,
rather, care must be taken with drawing and measurement with full accuracy to habituate students to estimating correct
lengths and not tolerating error, even if it is slight.