AI en Translation, Pages 401-425
Page 401
- 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 with 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 (20) in
teaching multiplication and the dividend does not exceed (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 (50) and the
dividend does not exceed (50) as well, while taking into account the following: -
1 - Multiplying a one-digit number by a 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 understanding 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 clock
fractions).
The concept of currency: a quarter dinar, a half dinar, a dinar, with understanding 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 taking into account performing the operations vertically first, 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, measurements, volumes, and weights, and students should be given the opportunity to perform measuring, volume-measuring, and weighing themselves.
13- The teacher should not be satisfied with a passing reference to the locations of errors when correcting notebooks, but rather must take care to explain to every student who makes a mistake the reasons for falling into the error and guide them to the correct method to avoid what they fell into.
14- The teacher must not move from one subject to another except after ensuring that all students have mastered the first subject.
15- It is necessary to arrange the exercises given to students according to their progression from ease to difficulty so that the student feels the ease of the subject they are studying and a desire to engage with it is generated within them.
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 care about explaining to weak students and emphasize in particular the care for the cleanliness and organization of notebooks.
19- It is supposed that the teacher discusses problem-solving with their 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 things 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 explaining 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.
Explaining 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.
Page 402
Multiplication and division of a decimal fraction by (10) and its powers, multiplication of decimal fractions
by each other, provided that the decimal places 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. Explaining 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. Explaining to 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 larger 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 set square 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 to practice 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 clarify multiples of a number and the least
common multiple of 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 limits
practically.
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, curved, 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 a rectangle. Drawing a 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 without a remainder as well, progressing from easy to difficult numbers.
Concept of measurements: yard, foot, inch.
Concept of time: year, month, knowing today's date, reading the clock.
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: 3/4, 4/5, 3/7, 5/6
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: 1/2, 1/3, 1/4 ... etc., 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 decimal fractions with two and three places 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.
Page 403
= 9 =
Sixth Grade:
Review of the fifth grade curriculum.
Time measurements: number of days in Gregorian months, leap year and common year.
Giving parts of the meter (millimeter, decimeter, centimeter). Multiples of the yard (mile).
Compound numbers: adding them, subtracting them, multiplying them by one number, dividing them by one number
Converting their major units to minor and vice versa.
The compound rule of three and its use in solving problems taken from the environment.
Ratio: its meaning, the two terms of the ratio, various problems on that.
Drawing scale, problems on it.
Proportional division, problems on it.
Percentage, simple profit, 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 idea of the geometric solid, 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: using the unit of capacity (liter).
The rectangular prism, its properties, finding its volume, finding its lateral and total surface areas.
Various problems on the surfaces and solids that the students studied.
General problems on everything mentioned in the curriculum.
Ministry of Education Press - Baghdad
Page 404
Republic of Iraq
Directorate of Education of Baghdad Governorate / Al-Rusafa
Secondary Personnel
Number - ⟦2212⟧
Date - ⟦25⟧ / 10 / 1959
To -
Administrations of all public, private, and foreign primary, secondary, and intermediate schools
Subject / Temporary curriculum for Physical Education
Based on the letter of the Directorate of General Technical Affairs - Curricula and Books 8945
on 18 / 10 / 1959.
1 - Attached is a copy of the prescribed curriculum for Physical Education for your schools.
Please act accordingly starting from the 959 - 960 academic year.
2 - In applying the new curriculum, topics already 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 upon them is considered necessary for the students.
3 - In order for students not to miss out on studying some important topics that were assigned according to
the arrangement of the new curriculum to lower grades than theirs, the important parts of them shall be taught
to them briefly before starting their new grade curriculum.
⟦signature⟧
Jamil Latif
For the Director of Education of Baghdad Governorate - 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
Page 406
- 1 -
Physical Education Curriculum
1959 - 1960
Introduction
Physical education lessons and activities are considered an essential and important aspect of school
curricula, and therefore they need to proceed according to principles drawn with complete care related
to their continuous development. Physical education must be deep in its perspectives to see where it stands
regarding the purposes it aims for, and what happens to the male or female student when they practice
its activities, and to be consistent with moral and cultural values.
The duty of the male and female teacher is to fully realize that (routine) physical exercises
need support related to educational values in order to define their purpose, and this purpose
must be appropriate to the nature of the individual and their social goals. Moreover, physical education
curricula must be placed on the same foundations and principles aimed at by general
education. Finally, physical education in all stages of study must meet
the natural, social, and cultural needs of the male or female student, and the impact of these relationships
in our prosperous Republican era is clear and can be summarized in the following points: -
1 - Our desire to preserve the gains of our precious Republic.
2 - Our desire to preserve the noble democratic way of life by making physical education
curricula teach the male or female student noble democratic behavior and use
democratic methods in work.
3 - Our desire in the noble democratic society for the male or female student to obtain their sufficient share
of life through the guidance and application of physical education and scientific
information about the living organism - how it grows and the difficulties and dangers it faces
and the environment in which it lives.
4 - Our desire that physical education curricula be developed and implemented with complete accuracy on the basis of the highest
educational goals and methods, - and to cast aside everything that conflicts
with correct democratic education.
In light of the previous points, the sports curricula were developed aiming to solve any problem
and train any class and treat any male or female student within the limits of this framework, and any departure from it
is considered a wrong act and an uneducational procedure.
For Primary Schools
First - Special instructions for physical education curricula: -
When children enter the first grade of primary schools (especially children who
did not enter kindergarten), we find them individualistic in their behavior and actions and unready
to contribute and integrate into group activities that require cooperative work, and in reality
group activity, whether in work or play, is considered a gradual growth process that begins from
early childhood and continues to develop with the child's growth, and physical education
contributes greatly to preparing and directing the child toward this goal.
The child's experiences in physical activity upon first joining the first grade of primary
schools, which include basic movements such as jogging, walking, jumping, kicking, throwing,
climbing, pushing, pulling, and others, are few and irregular. Given the application of physical education
curricula to the child since first joining the first grade, the male or female teacher must emphasize
group cooperation while using basic movements in a more organized manner alongside
other types of activities. Emphasis must also be placed on the importance of the quality of innovation and individual experiments
that the child tends to perform due to their broad imagination and ability to imitate and simulate. And as
the child progresses in the educational stage, their group cooperation strengthens and increases in every
Page 407
- 3 -
B - Small individual games such as simple competitions that train the child to exert effort.
C - Small simple group games that teach the child order, speed of response, cooperation,
and respect for and adherence to the rules of play.
2 - Third and Fourth Primary Grades: -
The systematic physical education lessons for the third and fourth grades include the
following activities: -
A - Physical exercises that are more difficult and complex than those in the curriculum of the first and second
primary grades, especially those dealing with the posture of male and female students and providing them with
correct physical habits in positions and movements, as well as some order
exercises and simple jumping movements on equipment (if available) and with personal
assistance.
B - Competitions and games in which the individual's effort appears within the group and its impact on it.
As well as training male and female students on the basic principles (in a
simple way) for throwing, jumping, aiming, and jogging activities, and training the hands
and feet.
C - Small games suitable for the ages of male and female students aimed at developing skills
and abilities for the basic principles of organized games: football (for boys only),
basketball - volleyball - track and field games (for boys only) -
badminton.
D - Simple rhythmic movements (simple folk dances) and folk games suitable for
the children's ages. It is preferable to provide them with music (if possible) or with
anthems or folk chants.
3 - Fifth and Sixth Primary Grades: -
The systematic physical education lessons for the fifth and sixth primary grades include
the following activities: -
A - Exercises and movements more difficult than those in the curriculum of the third and fourth primary grades,
with emphasis on the correctness of basic and derived positions and providing some
jumping and agility movements on sports equipment (if available) or with personal assistance.
B - Emphasis on the basic principles of organized games: football (for boys only) -
basketball - volleyball - and track and field games (for boys only).
C - Preliminary group games for organized games, the purpose of which is to accustom
and train male and female students to acquire the specific skills mentioned in
paragraph - B -.
D - Emphasis on folk games and rhythmic movements (such as Dabke and folk
dances) with the use of music (if possible), especially in girls' schools.
E - Simplifying the rules of organized games to suit the ages of male and female students.
Sixth - Aspects of sports activity outside of lesson periods: -
The purpose of sports activity outside of lesson periods is to accustom male and female students
to benefit from leisure time and to train and guide them according to their inclinations toward games and activities
that are useful and provide them with skill and fitness and develop in them a spirit of cooperation and assistance. These
activities include the following: -
A - Practicing the following games according to the students' physical and mental levels: -
Basketball - football (for boys only) - volleyball - badminton -
ring tennis - table tennis. Special teams representing various
advanced school classes must also be formed, and teams representing the entire school, especially in large
schools.
B - Organizing sports matches between school classes in the games mentioned in
paragraph - A -.
- 2 -
class of the stage to which he moves, and thus individual manifestations gradually diminish in him in
cases that require group work until they become invisible.
Second - Purposes of Physical Education: -
Physical education curricula in this stage of study aim to develop male and female students
physically and to help them acquire a sound, upright posture, and correct
useful habits, and to develop their motor skills through appropriate games, movements,
correct positions, jumping, and simple agility suitable for the abilities of male and female students in
this stage of their school life.
Physical education also aims to accustom male and female students to obedience, love of order,
cooperation with the group, and the ability to express themselves through the formation of sports teams
and school groups such as class teams and school teams, and through trips and other
hobbies.
One of the most important purposes of physical education is also to help male and female students in natural
growth by keeping pace with their natural inclinations, by adapting the activity itself to suit
the physical and mental capacity of male and female students. This is achieved through motor stories,
representative movements, informal exercises, and activities outside of class hours
such as races between class teams and scouting seminars for Cubs and Flowers (Little
Guides).
Third - What should be observed in physical education lessons: -
Physical education teachers (female and male) must observe the following matters during their daily lessons
and during sports activities outside of class hours: -
1 - It is preferable that most physical education lessons be in the morning and not immediately after
eating.
2 - Correct guidance from athletic, health, and social aspects.
3 - Gradual training of body parts and training male and female students on the basic
aspects of various games such as throwing, catching, and aiming.
4 - Accustoming male and female students to self-control during play, order, and speed of response.
5 - Providing male and female students with appropriate material in terms of age, gender, ability,
and desire.
6 - Using sports tools and equipment on a wide scale during lesson hours
and sports activities.
Fourth - Physical education lessons: -
The primary education stage is divided into three sections: -
1 - First and second primary grades: -
The systematic physical education lessons for the first and second primary grades include
the following activities: -
A - Physical exercises in the form of games and physical exercises linked to each other in the form of
selected motor stories from what the child reads, hears, or sees. Through them,
the teacher uses the child's power of imagination and visualization and benefits from his ability
to imitate and mimic, and benefits from his inclination for spontaneous movements. Thus, the
lesson becomes interesting and beautiful, linking the child's information with his games. It must also
be observed in training children the correctness of original and derived positions and movements
comprehensive for the work of large muscles. And teaching them walking and jogging with care
for posture and timing (rhythm) by using music (if possible)
and chanting.
Page 408
- 5 -
the body, in addition to the other exercises it includes aimed at eliminating what may be
there of physical defects and distortions. Exercises that give the body flexibility, lightness
and agility to help gain skills in games (for boys and girls) and track
and field games (for boys). It should be taken into account in these exercises that they increase in strength,
complexity, and difficulty as the male or female student advances in age and growth.
B - Using the method of teams and groups in which each team or group
of male and female students in the class has a leader or head who supervises the activity
of his team and its organization and helps the male or female teacher in running the lesson activity.
C - Individual and collective games such as competitions of various forms and types.
And preparatory games: basketball, volleyball, table tennis, and
badminton (for boys and girls) and football (for boys only).
D - Exercises on the basic principles of track and field games - running, throwing,
and jumping (for boys).
E - Training rhythmic movements (Dabke and folk dances) with the help of
music (as much as possible), and thus the lesson becomes varied in its material, comprehensive
of important training aspects, which encourages male and female students to engage in the
lesson and take an ample share of sports activity. And it endears to them some
games to practice in their spare time.
Third - Aspects of sports and social activity outside of lesson periods:-
A - To educate male and female students in an independent education and spread the sports movement among them,
a sports association is established in the school that has sub-councils consisting of male or
female students elected from each class under the supervision of the class guide, provided that
each council is represented by one or two students in the sports association, which is under
the supervision of the sports teacher. The purpose of this is for the male or female students to choose
for themselves the games suitable for them and organize internal matches between the classes,
prepare the school fields, appoint match referees, record their results,
and assist the physical education teacher and the school administration in organizing
school sports festivals.
B - The games selected for the intermediate and preparatory stages of study include:-
Basketball, volleyball, table tennis, and badminton (for boys and girls),
and football and track and field games in all their sections (for boys only).
C - Holding friendly matches between school teams or neighboring schools at dates
to be agreed upon.
D - Forming scouting, roaming, and guiding teams, the purpose of which is to prepare the male
and female student as a useful citizen and accustom them to practicing public service so that they are
ready at all times to serve others in all circumstances. Among the means of
this is for the female or male students - under the guidance and care of the female or
male teacher - to go on short trips by staying in camps and encouraging them to benefit
from spare time by practicing special hobbies under the supervision of the male
or female teacher.
E - In the final stage of secondary education - the preparatory section - care should be taken to encourage
male and female students to choose a sports aspect that they can practice alone or with
a colleague after graduating from secondary school for the university stage and beyond,
such as roaming (camping), football - basketball - volleyball -
table tennis - badminton - track and field games
or any other game.
- 4 -
C - Training students in some track and field games (100m, 200m, 400m,
80m hurdles (2.5 feet), hockey ball throw, long jump, high jump).
D - Organizing matches between school teams and teams from city and district schools in football,
basketball, volleyball, table tennis, and track and field games.
E - Holding school sports festivals and inviting parents of male and female students
to encourage the spread of sportsmanship.
F - Forming special teams to perform unified exercises, and the school selects the most fit
and healthy students to participate at the end of the year in the general parade
organized by the district.
G - Encouraging male and female students (according to their ages) to form Cub Scout,
Brownie, Scout, or Girl Guide teams, and they are trained in meetings held
to occupy leisure time on the programs of the ranks of Cubs, Brownies, Scouts,
or Girl Guides. Attention must also be paid to organizing trips to study the environment,
hiking trips, and setting up short-term camps.
H - Encouraging male and female students to form associations under the guidance of the school's
male and female teachers, such as the Red Crescent, school service, cooperative societies, and others.
This type of activity aims to build the personality of the male and female student
and develop them socially and morally. This activity develops in them a love of service,
cooperation, and the adoption of commendable social qualities such as cooperation and social service,
and combating poverty, ignorance, and disease through their associations during their
leisure time.
Note: -
1 - Social guidance is carried out - compulsorily - by the class mentor or counselor.
2 - It is preferred that the physical education teacher be a specialist from the graduates of primary
teachers' training institutes - Physical Education Department.
For Intermediate and Secondary Studies
First - What should be observed in physical education classes: -
A - What was followed in the primary education stage is taken as a basis to proceed upon in
intermediate schools, then progressing with the work in preparatory schools.
B - Strengthening body parts and giving them flexibility and agility in positions and movements
for endurance and courage.
C - Providing male and female students with skills in sports aspects through
organized training.
D - Paying attention to correct sportsmanship.
E - Accustoming male and female students to leadership and working in groups.
F - Providing male and female students with skills to utilize their leisure time.
G - Encouraging them to provide services in and out of school.
H - Working to instill commendable social and moral qualities and self-control.
Second - Physical education lessons: -
Physical education lessons for intermediate and preparatory schools for boys and girls
include the following aspects: -
A - Physical exercises: These are essentially of the type that helps achieve
physical fitness, correct and healthy physical build, and posture education,
as well as helping to strengthen all muscle groups and joint flexibility in
Page 410
Republic of Iraq
Directorate of Education of Baghdad Province - Rusafa
Secondary Personnel Department
Number - 1609
Date - 26 / 10 / 1959
To - Administrations of Official, Private, and Foreign Secondary Schools only
For Boys and Girls
Subject / General Science Curriculum for the Fourth and Fifth Literary Grades
Based on the letter from the Directorate of General Technical Affairs - Curricula, Books
and Illustration Aids No. 90938 on 21 / 10 / 959.
Enclosed herewith is a copy of the syllabus for the book (General Science), fifth
edition, scheduled to be taught in the fourth and fifth literary classes for the
academic year 959 / 1960. Please act accordingly.
⟦illegible⟧
Jamil Nassif
On behalf of the Director of Education of Baghdad Province - Rusafa
A copy to:
Secondary Personnel - with a copy of the attachment
Records - with a copy of the attachment
Qaisar 25
Republic of Iraq
Directorate of Education, Baghdad Province - Rusafa
Secondary Personnel
Number - 2659
Date - 26 / 10 / 1959
To - Administrations of Public, Private, and Foreign Secondary Schools only
For Boys and Girls
Subject / General Science Curriculum for the Fourth and Fifth Literary Grades
Based on the letter from the Directorate of General Technical Affairs - Curricula, Books
and Illustration Aids No. 90938 on 21 / 10 / 959.
Enclosed you will find a copy of the syllabus for the (General Science) book, the fifth
edition, scheduled to be taught in the fourth and fifth literary classes for the academic
year 959 / 1960. Please act accordingly.
⟦Signature⟧
Jamil Nassif
For the Director of Education, Baghdad Province / Rusafa
Copy to ...
Secondary Personnel - with a copy of the attachment
Records - with a copy of the attachment
Qais 25
Page 411
Vocabulary of the General Science Book Fourth Fifth
Note:
The Fourth Literary Grade studies from the beginning until the end of Chapter Nine.
The Fifth Grade studies from the beginning of Chapter Ten until the end of the book.
Part One in Biology
Chapter One
General Information about Biology
1- Characteristics of living organisms: Movement (spontaneous) and its types, sensation, alertness, mechanical stimuli
and physical and chemical, nutrition and growth, vital actions, reproduction.
2- The difference between animals and plants.
Chapter Two
1- Cellular organization in living organisms
2- Cell structure - nucleus, cytoplasm, cytoplasmic membrane and cell wall.
3- Cell division - direct, indirect or mitotic, meiosis.
4- Chromosomes - their personal number in living organisms, their genetic importance.
Chapter Three
The relationship of the environment to the plant.
1- Meaning of the plant environment - its effect on the plant 2- Some environmental factors
a- Water and humidity - the effect of water on the distribution of plants and their adaptation, aquatic plants, plants
desert, saline plants, plants of temperate regions. Atmospheric humidity.
b- Air - its components, the importance of nitrogen for the plant, the importance of oxygen for the plant, the importance of second
carbon dioxide for the plant. The effect of atmospheric air in general.
c- Light and heat and their effect on the distribution of plants, their growth and their performance of their vital actions.
d- Suitable soil - its composition and its effect on plant growth.
Chapter Four
Photosynthesis, its importance and characteristics
1- The importance of carbon dioxide in making plant food.
2- The importance of light in making plant food
3- The course of the photosynthesis process.
4- Chlorophyll and its importance.
5- Natural factors affecting the photosynthesis process.
6- Final and incidental results of photosynthesis
7- Exploiting the results of photosynthesis
Chapter Five: Flowers and the process of sexual reproduction.
1- Basic parts of the flower 2- Auxiliary parts in the flower 3- Reproduction by flowers
Pollen grain formation, embryo sac formation, pollination, pollen tube formation, fertilization, embryo and endosperm formation
Final development into seed and fruit.
Pollen grain formation
(To be continued)
Page 413
( 3 )
Chapter Eleven: Bacteria, Their Benefits and Harms to Humans
1- General description of bacteria
2- Distribution of bacteria
3- Importance of bacteria
A- Nitrogen bacteria
B- Soil bacteria
C- Pathogenic microbes (bacteria) - methods of spread, entry points into the body, prevention
Immunity - natural and acquired.
4- Some winter diseases - common cold - diphtheria - typhoid.
Chapter Twelve: Heredity
1- Mendel's experiments
2- Law of Segregation of Factors
3- Law of Independent Assortment.
Part Two
In Chemistry and Industry
Chapter Thirteen
1- Elements and the Earth's crust
2- Molecules and atoms
3- The atom and its structure
4- Atom smashing
Chapter Fourteen: Metals and Non-metals
1- General comparison between metals and non-metals
2- General methods for preparing metals in the laboratory - reductive heating, electrolysis
3- Industrial methods for preparing metals - electrolysis, self-reduction.
4- Chemical reaction of metals.
Chapter Fifteen
1- Iron - its properties, ores, extraction, types (cast, wrought, and steel), iron rust
2- Zinc - occurrence, properties, some uses, dry batteries.
3- Lead - occurrence, extraction, properties, uses, lead accumulators (batteries)
Chapter Sixteen
1- Copper - occurrence, preparation, properties, uses, copper electroplating
2- Tin - occurrence, mining, properties, uses.
3- Aluminum - occurrence, mining by Hall's method, properties, uses
4- Alloys.
Chapter Seventeen
1- Cement - manufacture, uses, concrete.
2- Tile industry
3- Glass - manufacture, sheet glass, lamp glass, and bottles.
4- Petroleum - formation in nature, occurrence, extraction, refining, obtaining its derivatives
Conversion of coal into petroleum and its derivatives
Page 414
( 4 )
5- Soap - its manufacture, its types.
6- Cane sugar - its manufacture
7- Artificial silk - its manufacture.
8- Paper - its manufacture
Part Three
On Physics and some phenomena of nature
Chapter Eighteen: Light
1- Its nature and propagation
2- Ether and the optical medium
3- Light sources
4- Analysis of white light
5- Colors of objects
6- Speed of light
7- Rectilinearity of light rays
8- Lunar and solar eclipses
9- Refraction of light
10- Reflection of light.
Chapter Nineteen: Lenses
1- Converging and diverging lenses and their shapes - the focus
2- Use of lenses - microscope, telescope.
3- The eye and the laws of lenses - structure of the eye: the outer layer, the choroid layer,
the retinal layer, the crystalline lens, the anterior chamber and the posterior chamber, how
vision occurs, vision defects.
4- The camera
Chapter Twenty: Optical instruments and astronomical discoveries
1- Ptolemy - Copernicus - Galileo.
2- The impact of the telescope on modern astronomical discoveries.
3- The spectroscope and astronomical studies
4- The spectrograph.
5- Newton and the law of gravity - tides.
Page 416
Republic of Iraq
Directorate of Education, Baghdad Governorate - Rusafa
Secondary Personnel Department
Number - 2275
Date - 26 / 10 / 1959
To / Administrations of all public, private, and 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 the classes
of primary school for the academic year 1959 - 1960. Please act accordingly.
2 - In applying the new curriculum, topics studied from it in previous years are not to be repeated, or are to 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 order
of the new curriculum to classes lower than their class, what is important of them should be taught to them briefly before starting
the curriculum of their new class.
⟦signature⟧
Ali Hussein Al-Shouk
For Director of Education, Baghdad Governorate - Rusafa
A copy to:
Directorate of General Technical Affairs - Curricula and Books
Secondary Personnel Department - with a copy of the attachment
Records - with a copy of the attachment
Qaisar 23
Mr. Ahmed
Please be informed ⟦and act accordingly⟧
⟦signature⟧
27 / 10 / 59
Page 417
Republic of Iraq
Directorate of Education of Baghdad Province - Rusafa
Secondary Personnel Department
Number - 2072
Date - ⟦21⟧ / 10 / 1959
To the administrations of all official and private intermediate schools for boys and girls
Subject/ General Science curriculum for intermediate studies
Based on the letter from the Directorate of General Technical Affairs - Curricula, Books and Illustration Aids
Numbered 4228 on 17 / 10 / 1959.
1 - We attach herewith a copy of the curriculum for the subject - General Science - prescribed for the first
and second grades of intermediate study for the academic year 59 / 960. Please act accordingly.
2 - Regarding the attached first-grade curriculum, if there are some topics found in it that the
current second-grade students missed studying during the past year, they should be taught to them this
year briefly before starting the second-year curriculum.
⟦signature⟧
Jamil Latif
For the Director of Education of Baghdad Province / Rusafa
A copy to:
Directorate of General Technical Affairs - Curricula and Books - your above letter
Secondary and Private Personnel - with a copy of the curriculum attached
Qaisar 23
⟦signature⟧
⟦signature⟧
Page 418
Republic of Iraq
Directorate of Education of Baghdad Province / Rusafa
Books and Stationery Warehouse / Rusafa
Number /: 2046
Date /: 10 / 959
22
To -
Administrations of official and private primary and elementary schools affiliated
with the former Northern Rusafa Warehouse - Directorate of Education of Baghdad Province
Rusafa
The books listed below have arrived at the Books and Stationery Warehouse / Rusafa located
in Al-Aywadhiya next to Al-Zafariya School for Girls. School principals (male and female) are requested to visit
the warehouse to receive their needs at the scheduled times after observing the following:-
1- It is not permissible to sign the release lists except by the official employee in charge (Principal
or Headmistress of the school) subject to the guarantee according to paragraph (C) of Article Seven of the instructions
for the sale of books and stationery.
2- It is not permissible to send any teacher (male or female) to receive the books instead of the Principal or Headmistress except in
special exceptional circumstances and with an official authorization after obtaining the approval of this Directorate.
3- Please ensure the accuracy of receiving the books as recorded in the release list in a
precise and correct manner. Any school claiming a shortage after receipt will be held responsible
for this shortage, and it is not permissible to consult the warehouse supervisor in this regard.
4- Please submit the request lists directly to this Directorate for approval before
visiting the warehouse.
5- Please make your visit to the warehouse before 12:00, because the time allocated
after 12:00 will be for recording the lists in the registers and auditing them.
6- For ease of statistics and recording, please organize the request lists according to the sequence of books
listed below, provided that the quantities are in multiples of five.
7- Please adhere to the designated time to ensure organized distribution. In case of a
sudden emergency requiring delay, please contact by telephone at number (86794) to set a
new appointment.
⟦signature⟧
K. Abdul Karim Al-Attar
Director of Education of Baghdad Province
Rusafa
A copy to -
Directorate of General Technical Affairs / Curricula and Books for kind information
Directorate of General Technical Affairs / Supplies / for kind information and to provide us
with the rest of our needs.
Assistant Mr. Ghanem Hamdoun / for kind information.
General Education Inspectorate / for kind review.
Department Accountant - for kind information
Supervision of Books and Stationery Warehouse / Rusafa
Al-Tamimi / 22
(To be continued please)
Page 419
(P. 4)
Continuation of Wednesday 4 / 11 / 1959
Al-Aqouli, Al-Qabas, Al-Ghassaniya, Qutaiba bin Muslim.
Thursday 5 / 11 / 59
Al-Fahama, Al-Sulaikhia, Al-Makhzoumia, Al-Muthanna, Al-Mu'alla, Al-Mamounia, Al-Kiyania, First Karrada Sharqiya, Second Karrada Sharqiya, Al-Karama, Al-Mahdia, Al-Muhammadiya, Al-Ma'arif, Al-Nu'man, Al-Nizariya, Al-Wathiqiya, Al-Naseer, Al-Nasser, Al-Najda, Al-Nibras.
Saturday
Al-Najah, Al-Wasila, Al-Haythamiya, Al-Fath in Abi Arrouj, Al-Fath in Al-Nahrawan / Arab Jassim Al-Ibrahim, Al-Fath in Kassiba / Arab Muhammad Al-Dahi, Al-Fath in Humaidha area / Arab Salloum Aitan, Al-Fath in Humaidha / Arab Sakab and his group, Al-Fath in Al-Shama'iya area, Al-Fath with Ras Al-Qarya, Al-Fath in Al-Hasaniya village, Al-Fath in Al-Nahrawan / Arab Jab Al-Mahboub, Al-Fath in Al-Basmamiya / Arab Al-Akidi, Al-Fath in Al-Jamilat, Al-Fath in Al-Jazeera land, Al-Fath in Sabe' Abkar, Al-Fath in Al-Ja'ara / Arab Al-Bu'amima, Al-Fath in Arab Ziyar Al-Khamis, Al-Fath in Humaidha area / Arab Ali Al-Shukr, Al-Fath in Humaidha area / Arab Aliwi Al-Shallal, Al-Fath in Shaghoura Umm Jidr.
Schedules for Private and Foreign Primary Schools for Boys and Girls
Sunday 8 / 11 / 959
Armenian Catholic, United Armenian, Eastern Armenian, Western Armenian, Al-Irshad, Al-Ta'weedh, Al-Ta'weedh Kindergarten, Al-Taqaddum, Al-Ja'fariya, Al-Hikma, Al-Khuloud, Al-Husayniya, Chaldean Sisters, Sisters of Mary for Armenian Catholics, Al-Rafidain, Dar Al-Tufula.
Monday 9 / 11 / 959
Central Presentation Sisters, Presentation Sisters in Bab Al-Sharqi, Presentation Sisters in Karrada Sharqiya, Chaldean Sisters (Church Road), Adel, Syriac, Frank Iny, Al-Ahliya, Al-Ahliya Evening, Saint Joseph, Qismat, Al-Hashimiya, Al-Nashi'a, Al-Mashriq, Menahem Daniel, Iranian Partnership.
Al-Nuaimi / 22
Page 420
— 2 —
Grade | Subject | Unit Price
Second | Arithmetic Ed. 10 of 1959 | 45 Fils ✓ | 1
Second | Juz' Amma | 15 Fils ✕ |
Second | Al-Jadeed in Spelling | 110 Fils ✓ | 22
Third | Arithmetic Ed. 9 of 1959 | Not priced ✓ | 17
Third | History of Ancient Man Ed. 8 | Not priced ✓ | 9
Fourth | Arithmetic Ed. 10 of 1959 | 45 Fils ✓ | 20
Fourth | Assignments | ✓ | None
Fourth | Juz' Tabarak | 15 Fils ✕ |
Fourth | History | ✓ | 12
Fourth | Geometry Boxes | 75 Fils ✕ |
Fifth | Arithmetic Ed. 9 of 1959 | Not priced new |
Fifth | English Reading | 56 Fils | ✕
Fifth | English Copybook No. 1 | 60 Fils | ✕
Fifth | English Copybook No. 2 | 60 Fils | ✕
Sixth | Arithmetic Ed. 8 of 1959 | 95 Fils ✓ | 7
Existence
Al-Tamimi / 22
Page 421
( P. 2 )
( Schedules for Official Girls' and Children's Schools )
Sunday Al-Asma'i, Al-Adhamiya First, Al-Adhamiya Second, Al-Andalus, Al-Istiqlal,
25 / 10 / 1959 Al-Ahrar, Ibn al-Haytham, Al-Afladh, Al-Ishraq, Al-I'timad, Al-I'tidal,
Al-Iddikhar, Al-Ibtihaj, Al-Ijtihad, Al-Izdihar, Al-Amin, Al-Ahilla, Al-Basha'ir,
Al-Baroudiya.
Monday Al-Batoul, Bab al-Sheikh, Al-Bataween, Al-Budour, New Baghdad, Al-Tajaddud,
26 / 10 / 959 Al-Tahsil, Al-Tatbiqat, Al-Tayaqquz, Al-Tahdhib, Al-Thuraya, Al-Ta'bir, Al-Tawfiq,
Tal Muhammad, Al-Khansa Second, Al-Hariri Elementary, Al-Haydariya, Al-Hayat, Halima al-Sa'diya
Tuesday Khadija bint Khuwaylid, Al-Jili, Al-Jazeera, Khadija al-Kubra, Al-Khulud, Al-Khazrajiya
27 / 10 / 959 Khawla bint al-Azwar, Al-Dahana, Al-Darari, Al-Rif'a, Al-Adhamiya Kindergarten, Republic
Kindergarten, Al-Rusafa, Al-Rashid, Al-Rabita, Al-Rayahin Kindergarten, Al-Nasreen Kindergarten, Al-Shaqa'iq Kindergarten
, Al-Yasmin Kindergarten, Al-Worood Kindergarten.
Wednesday Al-Raja, Ra's al-Qarya, Al-Bahja Kindergarten, Al-Za'faraniya, Al-Mustafa Kindergarten, Motherhood
28 / 10 / 959 Kindergarten, Al-Ra'id, Al-Zaynabiya, Al-Zwiya, Al-Sa'ada, Al-Shafaq, Al-Shammasiya, Al-Sarmadiya
Al-Haydariya Branch, Siraj al-Din, Al-Sharqiya, Al-Sayyida Sukayna, Al-Sa'doun, Al-Shumous,
Salman Pak.
Thursday Al-Sour. Al-Surour. Al-Tala'i', Al-Safa, Al-Safariya, Al-Isma, Granada, Al-Sarwiya,
29 / 10 / 959 Al-Izza, Al-Alawiya, Al-Faraqid, Al-Qurayshiya, Cordoba, Al-Fasl, Al-Fath, Al-Firdaws,
Al-Fath in Sa'ida, Al-Fath in New Baghdad, Al-Fath in Al-Sa'doun Kindergarten, Al-Fath
in Al-Sulaikh.
Saturday The New Al-Fath in Raghiba Khatun, Al-Qastal, Al-Fath with Al-Khulud, Al-Fath in
31 / 10 / 959 Hassan al-Najm, Al-Fath in Madinat al-Sulayman, Al-Fath in Raghiba Khatun, Al-Fath
in Al-Masbah, Al-Fath in Al-Za'faraniya, Al-Fath in Sab' Abkar, Al-Fath with Al-Sour
Al-Fath with Al-Zaynabiya, Al-Fath with Al-Zwiya, Karrada al-Sharqiya First, Karrada al-Sharqiya Second
Al-Mu'ayyadiya, Al-Ma'athir, Al-Muhaj, Al-Muhadhaba, Al-Mawahib, Al-Muhammadiya.
Sunday Al-Muhassanat, Al-Mabahij, Al-Mafakhir, Al-Ma'arib, Central for Children, Al-Manar,
1 / 11 / 959 Al-Mashtal, Al-Muwaffaqa, Central, Al-Maziniya, Al-Waziriya, Al-Nu'man, Al-Nuhud, Al-Nayyirat, Najib Pasha
Al-Nabaha, Al-Nahda, Al-Noor, Al-Wathba, Al-Wi'am, Al-Nujum, Al-Najat, =
Monday (( Schedules for Boys' Primary and Elementary Schools ))
2 / 11 / 959 Al-Adhamiya Second, Al-Irtiqa, Al-Anjad, Al-Intilaq, Al-Bu'amir, Al-Istiqama, Al-Ashbal,
Ibn al-Jawzi, Al-Iqbal, Al-Awsiya, Al-Islahiya, Al-Abrar, Al-Asadiya, Ibn Kathir, Ibn Khaldun
Ibn al-Mu'tazz, Al-Istiqlal, Al-Tatbiqat, Al-Tasabil, .
Tuesday Bani Sa'id, Bab al-Sheikh, Al-Bataween Second, Al-Bataween First, Baghdad, Al-Baroudiya,
3 / 11 / 959 Al-Bayan, Diyala Bridge, Al-Khuza'iya / Al-Harith, New Al-Fath with Al-Harith, Al-Khanasa,
Al-Hurriya, Al-Rashidiya First, Al-Rashidiya Second, New Al-Fath in Al-Rashidiya area,
( Al-Bu'amir ) Al-Dawudiya, Ra's al-Qarya, Al-Rashid, Al-Rusafa, Al-Zawra
Wednesday Al-Za'faraniya, Al-Rustumiya, Al-Safina, Al-Shaybaniya, Al-Shammasiya, Salman Pak, Sa'ida
4 / 11 / 959 Al-Tahira, Al-Tali'a, Al-Samadiya, Al-Faraqid, Al-Fakihiya, Al-Iffa, Al-Qudwa, Al-Falah, Al-Fadl,
⟦illegible⟧ ( ⟦illegible⟧ )
Page 422
Republic of Iraq
Directorate of Education of Baghdad Province - Rusafa
Certificates
Number - 2244
Date - 18 / 10 / 1959
To -
Administrations of primary schools affiliated with this directorate
All evening, literacy, and private day schools
And official schools for boys and girls
Please provide the Books and Stationery Warehouse for Rusafa Education with a letter
Stating your needs for books and stationery for each grade of the school
Provided that day schools are separated from evening schools.
⟦illegible⟧
Jamil Nassif
On behalf of the Director of Education of Baghdad Province / Rusafa
A copy to -
Books and Stationery Warehouse - Rusafa - Your letter 60 dated 14 / 10 / 959
The basic education and social affairs courses are not affiliated with our directorate
Assistant Mr. Ghanem Hamdoun
Papers Observer - Please refer the letters that come to you from schools in this
Regard to the Books and Stationery Warehouse - Rusafa
Professor Ahmed
Please provide the Rusafa Education book warehouse with a list of the names of the books our school needs
For the purpose of distributing them to students in ⟦Frank Eini⟧ Primary School after purchasing them from Education
⟦illegible⟧
21 / 10 / 59
Qais 16
Page 424
Republic of Iraq
Directorate of Education of Baghdad Province
Accounts / Secondary
Number - 21920
Date 4 / 7 / 959
To "-
⟦line⟧ Administrations of all official secondary and intermediate schools
We transmit to you below a copy of the letter from the Ministry of Education - Directorate of Supplies 37864 on 21 / 6 / 959
Hoping for your review and action accordingly.
⟦illegible⟧
Ghanem Hamdoun
For/ Director of Education of Baghdad Province
Copy to "-
Secondary Store for action accordingly
Secondary Accounting.
(( Copy of the Letter ))
Based on the expected increase in demand for school notebooks allocated for primary school students
and literacy classes, we have decided that the student's annual share of them and school supplies shall be as follows "-
1- Eight notebooks of (30) thirty sheets for each student in the first, second, and third primary grades.
2- Four notebooks of (30) = = = = = = literacy classes
3- Eight notebooks of (60) sixty sheets for each student in the fourth, fifth, and sixth primary grades
4- Five pencils for each student in primary schools
5- Three pencils for each student in literacy classes
6- One geometry box for each student in the fourth primary grade, to remain with them until the end of the
primary school stage.
7- One copy of the Iraqi Atlas for each student in the fifth primary grade
8- Ten notebooks of (100) one hundred sheets for each student covered by the exemption among secondary and vocational school students
9- One geometry box for each student covered by the exemption among fourth-grade secondary students only.
10- One copy of the English language dictionary for each student in the third intermediate grade
to remain with them until the end of the secondary stage.
Nouri 7/1
Page 425
Shamash
From Shamash School
Study Inspection
Intermediate Schools 4
Republic of Iraq
Directorate of Education for the Baghdad District
Secondary Warehouse
Number / 2074
Date / 30 / 4 / 1959
Subject / Civics Book
⟦line⟧
To all administrations of secondary and intermediate schools
We have received the Civics book printed specifically for the current academic year and scheduled to be taught
in the first, second, and third intermediate grades. School administrations in need of it should visit the warehouse
of this Directorate in Al-Bataween to receive their requirements.
⟦signature⟧
Ghanem Hamdoun
p.p. Director of Education for the Baghdad District
Copy to / - Secondary Book Warehouse Supervisor.
Mr. Ahmed
Please inquire whether our school needs to request the Civics book
⟦signature⟧
27 / 4 / 59
referred to
⟦illegible⟧
Mohsen / 19