Secondary School Certificate

Examination Syllabus
PAKISTAN STUDIES
CLASSES IX-X
Published by
Aga Khan University-Examination Board
Bungalow # 233/E.1,
Daudpota and Raja Ghazanfar Ali Khan Roads,
Behind Hotel Mehran, Off Sharae Faisal,
Karachi, Pakistan.
November 2004
Revised August 2008
Secondary School Certificate
Examination Syllabus
PAKISTAN STUDIES
CLASSES IX-X
S. No. Table of Contents Page No.
Preface 5
1. Aims/Objectives of the National Curriculum (2002) 7
2. Rationale of the AKU-EB Examination Syllabus 7
3. Topics and Specific Learning Objectives of the Examination Syllabus 10
4. Scheme of Assessment 26
5. Teaching-Learning Approaches and Suggested Activities 28
6. Recommended Texts and Reference Materials 29
7. Areas for Development of Learning Support Materials 30
8. Definition of Cognitive Levels and Command Words in the Specific 31
Learning Objectives and in Examination Papers
Annex: SSC Scheme of Studies 33
For queries and feedback
Address: Director, AKU-Examination Board
Bungalow No. 233/E.I Lines, Daudpota and Raja Ghazanfar Ali Khan Roads
Behind Hotel Mehran, Off. Sharae Faisal, Karachi-Pakistan.
Phone: (92-21) 5224702-09
Fax: (92-21) 5224711
E-mail: examination.board@aku.edu
Website: www.aku.edu/akueb
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5
PREFACE
In pursuance of National Education Policy (1998-2010), the Curriculum Wing of the Federal
Ministry of Education has begun a process of curriculum reform to improve the quality of education
through curriculum revision and textbook development (Preface, National Curriculum documents
2000 and 2002).
AKU-EB was founded in August 2003 with the same aim of improving the quality of education
nationwide. As befits an examination board it seeks to reinforce the National Curriculum revision
through the development of appropriate examinations for the Secondary School Certificate (SSC)
and Higher Secondary School Certificate (HSSC) based on the latest National Curriculum and
subject syllabus guidance.
AKU-EB has a mandate by Ordinance CXIV of 2002 to offer such examination services to English
and Urdu medium candidates for SSC and HSSC from private schools anywhere in Pakistan or
abroad, and from government schools with the relevant permissions. It has been accorded this
mandate to introduce a choice of examination and associated educational approach for schools,
thus fulfilling a key objective of the National Curriculum of Pakistan: Autonomy will be given
to the Examination Boards and Research and Development cells will be established in each Board
to improve the system (ibid. para. 6.5.3 (ii)).
AKU-EB is committed to creating continuity of educational experience and the best possible
opportunities for its students. In consequence it offered HSSC for the first time in September, 2007
to coincide with the arrival of its first SSC students in college or senior secondary school. Needless
to say this is not an exclusive offer. Private candidates and students joining AKU-EB affiliated
schools and college for HSSC Part 1 are eligible to register as AKU-EB candidates even though
they have not hitherto been associated with AKU-EB.
This examination syllabus exemplifies AKU-EBs commitment to national educational goals.
It is in large part a reproduction, with some elaboration, of the Class IX and X National
Syllabus of the subject.
It makes the National Syllabus freely available to the general public.
The syllabus recommends a range of suitable textbooks already in print for student purchase
and additional texts for the school library.
It identifies areas where teachers should work together to generate classroom activities and
materials for their students as a step towards the introduction of multiple textbooks, another
of the Ministry of Educations policy provisions for the improvement of secondary education
(ibid. para. 6.3.4).
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This examination syllabus brings together all those cognitive outcomes of the National Curriculum
statement which can be reliably and validly assessed. While the focus is on the cognitive domain,
particular emphasis is given to the application of knowledge and understanding, a fundamental
activity in fostering civilized behaviour, attitudes befitting useful and peaceful citizens and the
skills for and commitment to lifelong learning which is the cornerstone of national economic
development (Preface to National Curriculum documents 2000 and 2002).
To achieve this end AKU-EB has brought together university academics, teacher trainers, writers
of learning materials and above all, experienced teachers, in regular workshops and panel meetings.
AKU-EB provides copies of the examination syllabus to subject teachers in affiliated schools to
help them in planning their teaching. It is the syllabus, not the prescribed text book which is the
basis of AKU-EB examinations. In addition, the AKU-EB examination syllabus can be used to
identify the training needs of subject teachers and to develop learning support materials for students.
Involving classroom teachers in these activities is an important part of the AKU-EB strategy for
improving the quality of learning in schools.
The Curriculum Wing of the Federal Ministry of Education has recently released new subject
specifications and schemes of study to take effect in September, 2008. These documents are a major
step forward towards a standards-related curriculum and have been welcomed by AKU-EB. Our
current SSC syllabuses have been revised to ensure conformity with the new National Curriculum.
We stand committed to all students entering the SSC course as well as those who have recently
embarked upon the HSSC course in facilitating their learning outcome. Our examination syllabus
document ensures all possible support.
Dr. Thomas Christie
Director,
Aga Khan University Examination Board
August 2008
1. Aims/Objectives of the National Curriculum (2002)
The objectives of teaching Pakistan Studies at the secondary level given in the National
Curriculum document (2002) are as follows:
1. To inculcate the sense of gratitude to Almighty Allah for His blessings.
2. To emphasize learning of various concepts regarding Pakistan Studies in a way that
it encourages observation, creativity and other higher order thinking.
3. To promote the understanding of Ideology of Pakistan, struggle of Muslims for
emergence of an ideological state, and efforts for achieving the goals of Islamization.
4. To enhance the understanding of physical and human aspects of Pakistan Geography.
5. To develop an awareness regarding some socio-cultural aspects of the civic life and
a positive attitude towards the role of the people in the development of society.
6. To create awareness about current socio-cultural and socio-economic patterns of
society.
7. To understand Pakistans international relations. (p.2)
2. Rationale of the AKU-EB Examination Syllabus
2.1 General Rationale
2.1.1 In 2007, the Curriculum Wing of the Federal Ministry of Education (MoE) issued
a revised part-wise Scheme of Studies according to which the total marks for the
SSC examination have been increased from 850 to 1100 from the year 2008 and
onwards. All subjects, are to be taught and examined in both classes IX and X. It
is therefore important for teachers, students, parents and other stakeholders to know:
(a) that the AKU-EB Scheme of Studies for its SSC examination (Annex A) derives
directly from the 2007 Ministry of Education Scheme of Studies;
(b) how the marks for each subject will be allocated to different topics and sub-topics
across Objective Tests and Constructed Response Papers;
(c) which topics will be examined in Class IX and in Class X;
(d) at which cognitive level or levels (Knowledge, Understanding, Application and
other higher order skills) the topics and sub-topics will be taught and examined;
(e) which areas of the syllabus will require additional support materials and the resources
where such materials can be found.
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Government of Pakistan (2002), National Curriculum; Pakistan Studies Classes IX-X, Islamabad, Ministry of
Education (Curriculum Wing)
2.1.2 This AKU-EB examination syllabus addresses these concerns. Without such
guidance teachers and students have little option other than following a single
textbook to prepare for an external examination. The result is a culture of rote
memorization as the preferred method of examination preparation. The pedagogically
desirable objectives of the National Curriculum which encourage observation,
creativity and other higher order thinking [skills] are generally ignored. AKU-EB
recommends that teachers and students use multiple teaching-learning resources
for achieving the specific objectives of the National Curriculum reproduced in the
AKU-EB examination syllabuses.
2.1.3 The AKU-EB examination syllabuses use a uniform layout for all subjects to make
them easier for teachers to follow. Blank sheets are provided in each syllabus for
writing notes on potential lesson plans. It is expected that this arrangement will
also be found helpful by teachers in developing classroom assessments as well as
by question setters preparing material for the AKU-EB external examinations. The
AKU-EB aims to enhance the quality of education through improved classroom
practices and improved examinations.
2.1.4 The Specific Learning Objectives (SLOs) in Section 3 start with command words
such as list, describe, relate, explain etc. The purpose of the command words is
to direct the attention of teachers and students to specific tasks that candidates
following the AKU-EB examination syllabuses are expected to undertake in the
course of their subject studies. The examination questions will be framed using the
same command words, but not necessarily the same content, to elicit evidence of
these competencies in candidates responses. The definitions of command words
used in this syllabus are given in Section 8. It is hoped that teachers will find these
definitions useful in planning their lessons and classroom assessments.
2.1.5 The AKU-EB has classified SLOs under the three cognitive levels Knowledge (K),
Understanding (U) and Application of knowledge and skills (A) in order to derive
objective test items and constructed response questions on a rational basis from the
subject syllabuses ensuring that the intentions of the National Syllabus should be
met in full. On the basis of the total number of SLOs falling under each cognitive
level and depending on the nature of the command words, marks have been allocated
to each topic or section of the syllabus content. The allocation of marks to the
Objective Test and Constructed Response Papers is also derived from the SLOs,
command words and cognitive levels. In effect the SLOs derived from the
National Syllabus determine the structure of the AKU-EB subject examination set
out in Section 4.
2.1.6 Some topics from the National Syllabuses have been elaborated and enriched for
better understanding of the subject and/or to better meet the needs of students in
the twenty-first century. These additional topics have been italicized in Section 3
of this syllabus.
2.2 Specific Rationale of the AKU-EB Pakistan Studies Examination Syllabus
2.2.1 In developing the Pakistan Studies examination syllabus, the AKU-EB has followed
the National Curriculum document and its content areas. It has however,
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recommended some supplementary topics to provide a perspective of historical
continuity in the contemporary challenges faced by the country and to give an
insight into the realistic understanding of the origin, creation and development of
Pakistan. A chapter on the historical background, therefore, has been added to
acquaint students with the historical roots of Pakistan. Hence, the sequence of the
chapters in this syllabus is different from the national curriculum document, in that
the chapter on the Ideology of Pakistan appears as the third chapter instead of
second as in the national curriculum document.
2.2.2 It is expected that the specific learning objectives included in this examination
syllabus will encourage teachers and students to develop critical consciousness and
analytical skills which are components of higher order thinking.
2.2.3 Students should be able to appreciate the diversity and plurality in Pakistani society
and its cultures as manifested in its languages, dress, built environment, art and
architecture. For students to become familiar with the past heritage of Pakistan, a
sub topic Art and Architectural heritage has been added under the topic cultures
of Pakistan as given in the National Curriculum document.
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3. Topics and Specific Learning Objectives of the Examination Syllabus
Part-I (Class IX)
K = Knowledge, U = Understanding, A= Application (for explanation see section 8: Definition of command words used in Specific Learning Objectives and in Examination
Questions).
Topics Specific Learning objectives Cognitive levels
K A U
1. The Historical Background
1.1 Importance of Pakistan
Studies
1.2 Ancient roots of Pakistan
1.3 Coming of Islam and its
impact on the
subcontinent
1.4 A brief introduction to
the Muslim rule in the
subcontinent
1.5 British period in India
1.6 Condition of the Muslims
in the 19
th
century
Candidates should be able to:
1.1.1 explain the importance of how Pakistan Studies as a subject can help in
understanding the background of Pakistan;
1.2.1 describe outstanding features of the Indus Valley, Buddhist and Hindu
civilizations of the region before the arrival of the Arabs;
1.3.1 describe the arrival of the Arabs and spread of Islam in the Subcontinent with
specific reference to Muhammad Bin Qasim;
1.3.2 discuss the impact of Islam on social, political and religious life in the
Subcontinent during Arab rule;
1.4.1 state the chronology of major dynasties that ruled over India after
Muhammad Bin Qasim including the sultans of Delhi and the Mughals;
1.4.2 give examples of developments in the cultural, administrative, religious and
social fields during the Sultanate and Mughal periods;
1.5.1 explain the socio-economic and political situation of India at the time of
annexation by the British;
1.5.2 describe the administrative, economic, religious, military and social
developments in India during British India;
1.6.1 describe the condition of the Indian Muslims in terms of their social and
religious development during British India;
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*
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NOTES
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K A U 2. Making of Pakistan
2.1 Emergence of political
consciousness in Indian
Muslims
2.2 Foundation and role of
the Muslim League
2.3 Key concepts
2.4 Key events and leaders
Candidates should be able to:
2.1.1 explain the reasons, events and outcomes of the war of independence in 1857;
2.1.2 describe the main features of movements led by
(a) Shah Wali Ullah,
(b) Syed Ahmed Barailvi,
(c) Haji Shariat Ullah, (Faraizi Movement)
(d) Sir Syed Ahmed Khan (Aligarh Movement);
2.2.1 state the aims of the founding of the Muslim League;
2.2.2 explain the role and achievements of the Muslim League in the political
endeavors of Indian Muslims;
2.3.1 trace the development of the Two Nation Theory and explain its relevance to
the making of Pakistan;
2.3.2 explain the concepts of majority, minority, injustice and inequality in the
context of the Pakistan Movement;
2.3.3 locate and label Muslim majority areas as an outline map of the sub-continent;
2.3.4 show the borders of Pakistan on an outline map of the Sub-continent;
2.4.1 explain the roles played by Allama Iqbal and Quaid-e-Azam Muhammad Ali
Jinnah in the creation of Pakistan;
2.4.2 discuss Jinnahs perception of the state and society in Pakistan (speeches and
statements);
2.4.3 describe the contribution of different provinces to the Pakistan movement.
*
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3. Ideological basis of
Pakistan
3.1 Contents of Ideology
3.2 Ideology of Pakistan
Candidates should be able to:
3.1.1 define Ideology;
3.1.2 explain the concept of sovereignty of Allah in Islam;
3.1.3 explain how the guiding principles of the Islamic way of life (justice, equality
and brotherhood) form the basis of Pakistan ideology;
3.1.4 describe the principles of democracy as enunciated in Islam;
3.2.1 give relevant statements of Allama Iqbal and Quaid-e-Azam Muhammad Ali
Jinnah defining Ideology of Pakistan (including Quaids address to the
Constituent Assembly on August 11, 1947).
*
*
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NOTES
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K A U 4. The Islamic Republic of
Pakistan
4.1 Quaid-e-Azams role as
the first Governor
General of Pakistan, his
character and
achievements
4.2 The Objectives
Resolution
4.3 Constitutional history
of Pakistan
4.4 Fall of East Pakistan
4.5 Status of Pakistan after
Sept. 11, 2001
Candidates should be able to:
4.1.1 discuss the main problems confronting Pakistan when Quaid-e-Azam
became the Governor General of Pakistan;
4.1.2 describe the outstanding features of the character of Quaid-e-Azam;
4.1.3 analyse how Quaid-e-Azam dealt with the major challenges facing Pakistan;
4.2.1 describe and explain the significance and salient features of the Objectives
Resolution (1949);
4.3.1 explain the need for and importance of a state constitution;
4.3.2 trace the evolution of the constitution of Pakistan through the developments
of 1956 and 1962;
4.3.3 state the salient features of the constitution of 1973 with special reference to
its Federal characteristics and the chapter on fundamental rights;
4.3.4 discuss the constitutional amendments and political developments since 1973
with respect to national cohesion;
4.4.1 state and analyse the internal and external factors behind the creation and
recognition of Bangladesh;
4.5.1 state the problems Pakistan is facing due to the events following 9/11;
4.5.2 explain why Pakistan became the focus of international attention after 9/11.
*
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*
*
*
*
5. Land and Climate of
Pakistan
5.1 Location
Candidates should be able to:
5.1.1 locate Pakistan on the map of the World and outline the political and
administrative areas of Pakistan;
5.1.2 explain the strategic importance of the location of Pakistan;
*
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NOTES
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*
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*
*
*
K A U
5.2 Land
5.3 Climate of Pakistan
5.4 Environment
5.2.1 describe the physical features of Pakistan-mountain ranges, river valleys;
5.3.1 explain how climate affects the life of people and how human activity affects
the climate;
5.3.2 identify the factors that influence the climate of Pakistan;
5.3.3 describe how natural hazards (floods, droughts, storms) are caused;
5.3.4 discuss the likely impact of global warming on Pakistan;
5.4.1 name the main pollutants of air, water, land (including sub-soil) and show how
these are hazardous to human health;
5.4.2 identify the main sources of pollution - industrial emissions (air), human waste,
arsenic (water), plastic packaging, salinity (land);
5.4.3 describe the acute problems caused by pollution;
5.4.4 discuss the responsibilities of the individual citizen, the private sector of the
economy and the state in the control of pollution.
*
*
*
*
*
*
*
*
6. Resources of Pakistan
6.1 Natural resources
6.2 Energy resources
Candidates should be able to:
6.1.1 name different types of natural resources found in Pakistan (soil, forest,
minerals, energy and water);
6.1.2 give examples of how Pakistans resources are used in the economic
development of the country;
6.1.3 explain by giving examples of how natural resources can be:
explored;
exploited;
used and conserved.
6.2.1 name the different kinds of energy resources available in Pakistan
(hydroelectric, thermal, solar and nuclear) and explain their use;
*
*
*
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NOTES
18
*
*
*
*
K A U
6.3 Agriculture
6.4 Interdependence of
human and natural
resources
6.3.1 define the major forms of agriculture in Pakistan-arable, livestock, forestry;
6.3.2 explain how agriculture provides resources for the economic development of
Pakistan through cash crops;
6.3.3 describe the problems faced by the agricultural sector and suggest their
remedies;
6.3.4 illustrate the importance and implications of building water reservoirs and
other means of irrigation and power generation;
6.4.1 give examples of the interdependence of human and natural resources in
relation to population densities in the different provinces and administrative
areas of Pakistan;
6.4.2 demonstrate an understanding of national self reliance and the role Pakistani
citizens can play in achieving it.
*
*
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NOTES
20
K A U
*
*
*
7. Industrial Development
7.1 Industries
7.2 Trade and commerce
7.3 Transport and
Communication
Candidates should be able to:
7.1.1 describe different kinds of industries in Pakistan. (cottage, heavy);
7.1.2 name the important industries of Pakistan and their locations;
7.1.3 demonstrate how the eco-system is affected by industrialization;
7.2.1 define and explain trade, commerce and foreign exchange, and their inter-
relations;
7.2.2 explain why internal and external trade and commerce are important for
economic development;
7.2.3 list the major imports and exports of Pakistan;
7.2.4 state and analyse the problems faced by labourers (including bonded and child
labour) in the agricultural, industrial and trade sectors and their remedies;
7.3.1 describe the modes of transport used in Pakistan (land, air and water);
7.3.2 explain the importance of transport in the economic development of the
country;
7.3.3 discuss the impact of electronic communications on the economy of Pakistan
and the life of its people.
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Part-II (Class X)
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8. Population of Pakistan
8.1 Concept and
characteristics of
population
8.2 Population and
development
Candidates should be able to:
8.1.1 define and explain what is meant by census, population growth, urbanization,
migration, demography and quality of life;
8.1.2 interpret graphs of Pakistans population size and characteristics e.g.
urban/rural, male/female, region, language, literacy and birth/death rate;
8.1.3 account for the rapid growth of population in Pakistan;
8.2.1 explain the problems arising from over-population;
8.2.2 demonstrate how rapid growth of population increases migration and slows
economic development;
8.2.3 analyse the impact of population growth on the education, health and nutrition
levels of the people of Pakistan;
8.2.4 illustrate the problems associated with migration from the countryside with
reference to a specific urban center they have studied.
*
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NOTES
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K A U
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*
9. Cultures of Pakistan
9.1 Definition of Culture
9.2 Understanding culture
9.3 Pakistan: A cultural
mosaic
9.4 Art and architectural
heritage
Candidates should be able to:
9.1.1 define culture, society, diversity, unity, national cohesion and integration;
9.2.1 describe the elements and influences that form cultures-languages, dress, arts,
crafts, music, festivals;
9.3.1 define and understand cultural diversity and explain how it can be made use of
in forging better understanding and unity among various peoples of Pakistan;
9.3.2 explain the role of mass media in the promotion of cultures;
9.3.3 give examples of and interpret how unity and diversity between Provinces
co-exist in Pakistan;
9.3.4 name and describe the popular religious and cultural festivals of Pakistan;
9.3.5 list the main regional languages of Pakistan and the regions where these are
spoken;
9.3.6 explain with examples how the national language is used as a vehicle of
communication;
9.3.7 explain the role of English as an official language;
9.4.1 describe and explain the main features of art and architecture of
Mohenjodaro, Gandhara and the Mughal period.
*
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*
10 Education in Pakistan
10.1 Importance of
education
10.2 Forms of education
Candidates should be able to:
10.1.1 explain how education is key to all development and demonstrate that
education promotes social, economic and moral development;
10.1.2 list the different kinds of provider of school in Pakistan-public, private for
profit, charitable, madresahs;
10.2.1 define literacy, formal education, non-formal education, curriculum,
information technology; technical and vocational education, higher education
continuous and life long education;
10.2.2 explain the role of distance education and virtual universities in the expansion
of education in Pakistan;
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NOTES
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K A U
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11 Pakistan-A Welfare State
11.1 Concept of a welfare
state in Islam
11.2 National goals for
becoming a welfare
state
11.3 Rights and
responsibilities of an
individual in a welfare
state
Candidates should be able to:
11.1.1 define and explain welfare state, dignity of labour, self-reliance;
11.1.2 describe the main features of a welfare state;
11.2.1 explain why self-sufficiency, universal education and equitable distribution
of resources are important for the establishment of a welfare state;
11.2.2 discuss Pakistans current status as a welfare state and suggest what further
steps need to be taken;
11.3.1 describe the rights and responsibilities of an individual in a welfare state.
*
*
*
*
*
*
10.3 Education policy
10.4 Literacy
10.3.1 list the different education policies of the government and describe the main
features of current education policy 1998-2010;
10.3.2 give examples of the main problems faced by the education sector in
Pakistan: allocation of budget, access, medium of instruction, curriculum and
textbooks, availability and quality of teachers, management and
administration (crisis of numbers);
10.4.1 define literacy and describe its importance in national development;
10.4.2 analyse the reasons for low literacy especially of females in Pakistan;
10.4.3 discuss the relative contribution of formal and non-formal education to the
promotion of literacy.
*
*
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NOTES
4. Scheme of Assessment
Class IX
Table 1: Number of Specific Learning Objectives by Cognitive Level
Table 2: Allocation of Marks for the Objective Test,
Constructed Response Paper and Extended Response Question
26
Topic
No.
Topics
SLOs
K
The Historical Background
Making of Pakistan
Ideological basis of Pakistan
The Islamic Republic of Pakistan
1
2
3
4
5
6
3
4
2
6
6
5
Land and Climate of Pakistan
Resources of Pakistan
Total
Percentage
25 13
21
26
41
No. of
Sub-Topics
6
4
2
5
4
4
U
4
7
2
3
3
5
A
2
1
1
4
3
2
24
38
Total
9
12
5
13
12
12
63
Topics
Topic
No.
No. of
Sub-Topics
Objective
Test
Constructed
Response
Paper
Total
6
4
2
5
4
4
41
13
7
20
15
10
25
33
17
50
Marks
Total
1.
2.
3.
4.
5.
6.
The Historical Background
Making of Pakistan
Ideological basis of Pakistan
The Islamic Republic of Pakistan
Land and Climate of Pakistan
Resources of Pakistan
ERQ
5
-
5
Class X
Table 3: Number of Specific Learning Objectives by Cognitive Level
Table 4: Allocation of Marks for the Objective Test,
Constructed Response Paper and Exteneded Response Question
4.1 Tables 1 and 3 summarize the number and nature of SLOs in each topic in class IX and
X. This will serve as a guide in the construction of the examination paper. The SLOs
indicate that emphasis in Pakistan Studies is on Knowledge (26%) about Pakistan and
Understanding (24%) of issues it faces and application of knowledge (13%).
4.2 Tables 2 and 4 show the distribution of marks for each topic. There will be 20 objective
test items each carrying one mark. The Constructed Response Paper will carry 30 marks
including an extended response question carrying 5 marks. It is AKU-EB policy that every
topic should be examined.
4.3 There will be two examinations, one at the end of Class IX and another at the end of
Class X.
4.4 In each year the question paper will be in two parts: Part I and Part II. Both parts will be
administered within 3 hours. Part I will be a separately timed Objective Test of 30 minutes,
administered before the Constructed Response Paper (Part II). There will be no choice in
the Objective Test.
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Topic
No.
Topics
SLOs
K
Industrial Development 7 6
Population of Pakistan 8 1
Total
Percentage
16 14
27
20
38
Education in Pakistan
9
10
Cultures of Pakistan
Pakistan-A Welfare State 11
6
5
2
No. of
Sub-Topics
3
2
4
4
3
U
3
2
6
3
4
A
3
5
18
35
2
3
1
Total
12
8
63
14
11
7
Topics
Topic
No.
No. of
Sub-Topics
Objective
Test
Constructed
Response
Paper
Total
3
41 20 25
Marks
2
8 10 23
4
4
3
Total
7.
8.
9.
10.
11.
15 27 12
Industrial Development
Population of Pakistan
Education in Pakistan
Cultures of Pakistan
Pakistan-A Welfare State
ERQ
5
5
-
50
4.5 There will be five guestion in Paper II including one ERQ question. In the constructed
response questions there will be no choice in questions, but alternative tasks within a
topic may be set. There will however, be a choice in extended response questions (ERQ)
4.7 The Constructed Response Paper will be in a booklet which will also serve as an answer
script.
5. Teaching-Learning Approaches and Suggested Activities
5.1 The Pakistan Studies encourages such skills as observation, curiosity, creativity, questioning
and application of knowledge. The teaching methodology should also promote these active
learning skills. To achieve this objective, it is suggested that:
critical, analytical and reflective approaches be adopted while teaching the subject;
students should be encouraged to demonstrate their knowledge, understanding and
skills through presentations, project work, report writing, group participation, role
play, speeches, debates and articulation of their thoughts in writing;
teachers should plan their lessons keeping in view the objectives of the National
Curriculum and Specific Learning Objectives of the AKU-EB Examination Syllabus;
a resource based approach should be encouraged so that pupils are engaged with maps,
charts, statistical data, newspapers, internet and other relevant materials to enhance
higher order thinking skills.
5.2 Suggested Activities (summarized from the National Curriculum for Pakistan Studies,
2002)
5.2.1 Students should be encouraged to engage in the following activities to stimulate
their interest in the topics being studied and to develop a better understanding of
the syllabus content:
(a) Draw, read, fill-in maps:
Draw an outline map of Pakistan.
Show Muslim majority areas before the establishment of Pakistan on an outline
map of Subcontinent.
Fill-in boundaries of Pakistan on an outline map of the Subcontinent.
Make a map of Pakistan on the ground or hardboard showing different landforms.
Draw a map of Pakistan showing distribution of forests, agricultural products
and minerals.
Show industrial areas on an outline map of Pakistan.
28
(b) Make charts, graphs, tables:
Make charts showing imports and exports of Pakistan.
Collect demographic information from the neighbourhood, community and
present it in the form of tables, charts and graphs.
Prepare population charts showing population growth, distribution by gender,
age etc.
Prepare organizational charts of education in the province.
Collect statistical information regarding literacy within the neighbourhood and
present it in tables, graphs and charts.
Make a chart showing essential characteristics of a welfare state.
(c) Visit and write reports or make presentations on places visited:
Historical places.
Assembly sessions.
Rivers, mountains, fields, forests, mines, canal headworks.
Urban areas where urban development is taking place.
Museums, industries, factories, cultural centers and melas.
(d) Participate in:
Debates, dramas and role-play.
Group discussions.
Mock session of National/Provincial Assembly, UN Security Council,
Organization of Islamic Countries (OIC).
Seminars and shows emphasizing cultural diversity and unity.
Plays reflecting dignity of labour, nation building programs, social justice and
equality.
Volunteer services.
School, neighbourhood cleaning.
(e) Collect, display, document:
Specimens of various kinds of wood, agricultural products, regional handicrafts
and put them in the class museum.
Words in regional languages and objects representing them to display in class.
Special objects of everyday use from different regions of Pakistan with captions
for display in class/museum.
Newspaper/magazine clippings relevant to the topic under study and prepare
personal scrapbook.
Oral history from grandparents, parents and other sources
Case studies, investigative studies
6. Recommended Texts and Reference Materials
6.1 Textbook:
Khan. A. Q. (2004). Mutalia-i-Pakistan barae Jamat nahum wa dahum. National Book
Foundation, Islamabad.
For students who wish to attempt this paper in English:
Khan. A. Q. (2004). Pakistan Studies for Secondary Classes. Islamabad: National Book
Foundation.
29
6.2 Reference Books:
1. Rabbani, M. I. (2003). (Revised Edition). Introduction to Pakistan Studies. Lahore:
Caravan Book House.
2. Ali, C. M. (1998). The Emergence of Pakistan. Lahore: Research Society of Pakistan.
3. NWFP Textbook Board (2007). Mutaalae Pakistan Jamaat Dahum. Peshawar: Awan
Printers.
4. Punjab Textbook Board (2007). Pakistan Studies: Class X. Lahore: Suleman
Publishers.
5. Smith, N. (2007). Pakistan: History, Culture and Government. Karachi: Oxford
University Press.
6.3 Supplementary Materials
1. Burke, S. M. and Qureshi, Salim al-Din. (1995). The British Raj in India, Karachi:
Oxford University Press.
2. Khan, F. K. (1991). A Geography of Pakistan: Environment, People and Economy.
Karachi: Oxford University Press.
3. Qureshi, H. (Ed.). (1987). A Short History of Pakistan. (Books 3 and 4). Karachi:
University of Karachi.
4. Aziz, M. A. (1979). A History of Pakistan, Lahore: Sang-e-Meel.
5. Ikram. S. M. (1965). Modern Muslim India and Birth of Pakistan, Lahore: Sheikh
Muhammad Ashraf.
6. Haq, S. M. (1982). Ideological basis of Pakistan, Karachi: Pakistan Historical Society.
7. Wolpert, S. (1993). Jinnah of Pakistan. Karachi: Oxford University Press.
http://pakistanspace.tripod.com and some pages from http://khurramshafique.com
7. Areas for Development of Learning Support Materials
7.1 Most of the materials for the above topics can be found in the prescribed and recommended
texts in section 6 above. However, materials need to be developed for some Sections
including the added topics as listed below on the basis of gaps identified in the textbooks.
(a) Historical Background
The material for importance of studying Pakistan Studies is not found in the
textbooks since this is a new topic. Material for this topic is not available in
sufficient detail in the Sindh, Punjab and NWFP textbooks. Some glimpses can
be found in some other reference books in Section 6 of this document.
(b) Resources of Pakistan
Materials would be needed to highlight the importance of preserving resources.
(c) Industrial Development
Materials would be needed to demonstrate the negative impact of uncontrolled
industrial development on the environment.
30
(d) Population of Pakistan
Materials are needed to update information and highlight problems caused by
rapid population growth.
(e) Cultures of Pakistan
Materials need to be developed on the concept of diversity in cultures of Pakistan.
(f) Education in Pakistan
New materials would be needed for sub-topics like life-long/distance education,
virtual university and problems in the education sector and the importance of
education.
(g) Pakistan-A Welfare State
Materials to engage candidates as future citizens of a welfare state need to be
developed.
8. Definition of Cognitive Levels and Command Words in the Specific Learning Objectives
and in Examination Papers
8.1 Definitions of Cognitive Levels (Knowledge, Understanding and Application)
Knowledge:
This requires knowing and remembering facts and figures, vocabulary and contexts, and
the ability to recall key ideas, concepts, trends, sequences, categories, etc. It can be taught
and evaluated through questions based on: who, when, where, what, list, define, describe,
identify, label, tabulate, quote, name, state, etc.
Understanding:
This requires understanding information, grasping meaning, interpreting facts, comparing,
contrasting, grouping, inferring causes/reasons, seeing patterns, organizing parts, making
links, summarizing, solving, identifying motives, finding evidence, etc. It can be taught
and evaluated through questions based on: why, how, show, demonstrate, paraphrase,
interpret, summarize, explain, prove, identify the main idea/theme, predict, compare,
differentiate, discuss, chart the course/direction, report, solve, etc.
Application:
This requires using information or concepts in new situations, solving problems, organizing
information and ideas, using old ideas to create new ones, generalizing from given facts,
analyzing relationships, relating knowledge from several areas, drawing conclusions,
evaluating worth, etc. It can be taught and evaluated through questions based on: distinguish,
analyze, show relationship, propose an alternative, prioritize, give reasons for, categorize,
illustrate, corroborate, compare and contrast, create, design, formulate, integrate, rearrange,
reconstruct/recreate, reorganize, predict consequences etc.
31
8.2 Definition of Command Words:
Account for: Spell out a chronology and show in what ways the event or circumstance
to be accounted for derives from or is dependent on earlier events.
Analyse: Go beyond the given information to relate and/or differentiate aspects of a
situation and draw conclusions on the basis of evidence information.
Define: Provide a precise statement or meaning of words or terms to describe their
nature, properties or essential qualities.
Demonstrate: Show or prove by evidence and/or argument.
Describe: Explain in words and/or diagrams (where necessary) to demonstrate
knowledge of facts.
Discuss: Express views in a logical and lucid way considering all aspects of a matter
under discussion and draw conclusions.
Explain: Give a clear and detailed account of related information with reasons or
justification.
Give examples/ Cite specific instances or cases to demonstrate the occurrence of an event
Statements: or existence of a situation or phenomenon.
Identify: Pick out, recognizing specified information from a given content, situation.
Illustrate: Give clear examples to state, clarify or synthesize a point of view.
Interpret: Clarify both the explicit meaning and the implications of given information.
Label Write appropriate descriptors.
List: Name item-by-item, usually in one or two words, precise information such
as dates, characteristics, places, names.
Locate: Determine the precise position or situation of an entity in a given context,
e.g. in a map.
Name: Mention specific biological/chemical agents, natural/mineral resources,
industries etc. as required in the question.
Show: Indicate by writing, drawing or through grapha/charts.
State: Give a brief and factual answer with no explanation.
Suggest: Apply knowledge in a given situation to give a rational opinion.
Trace the Mention, list, name information/facts in a sequence.
developments of:
32
33
SSC Scheme of Studies
6
AKU-EB as a national board offers qualifications for both English medium and Urdu medium
schools. The revised SSC Scheme of Studies issued by the Curriculum Wing in September 2007
is designed for two years. Accordingly, each SSC subject will be taught across both the classes IX
and X. The first SSC-I part wise (Class IX) examination will be held in May 2008 and SSC-II
(Class X) in 2009. The Science group and the most popular Humanities group subjects are offered.
The marks allocated to subjects in the revised National Scheme of Studies of September 2007 have
been followed.
SSC I and II (Class IX and X) subjects on offer for examination in 2008-2009
SSC Part-I (Class IX) Science Group
SSC Part-II (Class X) Science Group
a Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory, subject
to the boards approval.
b Candidates from the province of Sindh may appear in Urdu-I in SSC Part I and in Sindhi Aasan in Part
II examination.
c For non-Muslim candidates only.
Annex A
6
Government of Pakistan September 2007 and May 2003. Scheme of Studies for SSC and HSSC (Classes IX-XII),
Islamabad: Ministry of Education,Curriculum Wing.
Urdu OR
History and Geography
of Pakistan
a
OR
Sindhi Aasan
b
Theory
Subjects
Marks
Number of Periods
(per week) Practical Total
Islamiyat OR Ethics
b
Physics
Mathematics
Chemistry
Biology OR
Computer Science
English
Total:
75
50
75
-
-
-
75
50
75
75
5
5
Pakistan Studies 50
-
50
75
-
65
65
10
10
10
75
75
75
2
2
6
6
6
6
520 30 550 38
Urdu OR
History and Geography
of Pakistan
a
OR Urdu-I
b
Theory
Subjects
Marks
Number of Periods
(per week) Practical Total
Islamiyat OR Ethics
c
Physics
Mathematics
Chemistry
Biology OR
Computer Science
English
Total:
75
50
75
-
-
-
75
50
75
75
5
5
Pakistan Studies 50
-
50
75
-
65
65
10
10
10
75
75
75
2
2
6
6
6
6
520 30 550 38
65
65
34
SSC Part-I (Class IX) Humanities Group
SSC Part-II (Class X) Humanities Group
a Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory, subject
to the boards approval.
b Candidates from the province of Sindh may appear in Urdu-I in SSC Part I and in Sindhi Aasan in
Part II examination.
c For non-Muslim candidates only.
d Subject will be offered as Additional Subject.
Note: For the effective learning students are expected to visit library for at least two periods in a week.
Urdu OR
History and Geography of Pakistan
a
OR
Urdu-I
b
Islamiyat OR Ethics
c
General Mathematics
English
75
50
75
5
5
Pakistan Studies 50
75
2
2
6
Any three of the following Elective Subjects
1. Geography
2. General Science
3. Computer Science (65 + 10 practical)
4. Economics
5. Civics
6. History of Pakistan
7. Sindhi Elective
8. Elements of Home Economics
9. Food and Nutrition
10. Art & Model Drawing
11. Business Studies
12. Environmental Studies
13. English Literature
d
14. Commercial Geography
d
225
(75 each)
18
Subjects
Marks
Number of Periods
(per week)
Total:
550 38
Urdu OR
History and Geography of Pakistan
a
OR
Sindhi Aasan
b
Islamiyat OR Ethics
c
General Mathematics
English
75
50
75
5
5
Pakistan Studies 50
75
2
2
6
Any three of the following Elective Subjects
1. Geography
2. General Science
3. Computer Science (65 + 10 practical)
4. Economics
5. Civics
6. History of Pakistan
7. Sindhi Elective
8. Elements of Home Economics
9. Food and Nutrition
10. Art & Model Drawing
11. Business Studies
12. Environmental Studies
13. English Literature
d
14. Commercial Geography
d
225
(75 each)
18
Subjects
Marks
Number of Periods
(per week)
Total:
550 38