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Contents
Introduction
...
2
Lesson 2 World climate
...
6
Lesson 4 Life in the forest
...
10
Unit 2 Geography of Pakistan
Lesson 6 Our country
...
15
Lesson 8 Water and irrigation
...
18
Lesson 10 Power resources
...
23
Lesson 12 Some important cities
...
27
Unit 3 History and Rights
Lesson 14 Early history of Islam
...
32
Lesson 16 The struggle for independence
...
35
Lesson 18 After independence, 1947–71
...
39
Lesson 20 More about human rights
...
World Geography
Lesson 1 Maps
...
46
Lesson 3 Maps
...
48
Lesson 5 World climate
...
50
Lesson 7 Life in the desert
...
53
Lesson 9 Life in the desert
...
55
Lesson 11 Life in the forest
...
58
Lesson 13 Life in the polar regions
...
61
Lesson 15 Life in the polar regions
...
63
Lesson 17 Our country
...
65
Lesson 19 Agriculture in Pakistan
...
67
Lesson 21 Water and irrigation
...
69
iii
Lesson 23 Minerals
...
71
Lesson 25: Power resources
...
73
Lesson 27: Industrial development
...
75
Lesson 29: Industrial development
...
78
Lesson 31: Some important cities
...
81
Lesson 33: Pakistan and her neighbours
...
83
Unit 3 History and Rights
Lesson 35: Early history of Islam
...
86
Lesson 37: Europeans and the subcontinent
...
89
Lesson 39: The struggle for independence
...
91
Lesson 41: Lessons from history
...
93
Lesson 43: After independence 1947–71
...
95
Lesson 44: Pakistan since 1971
...
97
Lesson 46: More about human rights
...
99
appendix:
worksheets book 5
...
The series
presents updated facts and figures in a well-illustrated, attractive, and user-friendly format
...
The
Teaching Guides have also been revised correspondingly and are presented in a new format
...
Furthermore,
extensive lesson plans have been included along with more worksheets, as appropriate, to facilitate
the teachers
...
)
The main objective of this Teaching Guide is to give ideas to make teaching and learning enjoyable,
interesting, and useful
...
The guidelines for each lesson cover mainly four parts
...
It has been
suggested how the teacher may begin the topic and initiate questions and points of discussion that
should be incorporated into the introduction and the reading of the text
...
Secondly, there are comments on the questions, Work Pages, and ‘Things to do’, given in the
textbook
...
From Class 3 onwards to Class 5, the use of a good
children’s atlas is strongly advised to help them understand basic geographical concepts and to
introduce geographical skills such as map-reading; the Oxford Project Atlas for Pakistan, especially
developed for Classes 3, 4, and 5, meets these requirements most suitably and attractively
...
In addition to these, in the third part of the guidelines, an art and craft section has been included
...
Finally, ideas that can be used as homework or developed as worksheets for each lesson have also
been included to give the children supplementary material to choose from
...
Lessons must be planned in advance for the week or month so that the course coverage is assured
along with adequate time for assessments
...
The teacher, being familiar with the class and the time frame to be
followed, is the best judge to select, adapt, and diverge as appropriate
...
Happy
teaching!
1
Unit 1
World Geography
Lesson 1 Maps
Discussion points
• What is a map?
• Does it show the whole picture of the Earth?
• How to study a map
Types of maps: Give some time to explain this lesson for it is vitally important that the students fully
understand the basics of studying a map
...
Make sure you have a globe on your desk and a map of the world at hand as
you explain the lesson to the class
...
Information on this is available on the Internet
and in encyclopaedias
...
The lines of
latitude are horizontally parallel to each other, from the equator (0°) to the poles (90°); the circle is
widest at the equator and gets smaller till it is just a dot/point at each pole
...
Lines of longitude also determine the time zones across the world
...
The Earth completes a rotation in 24 hours, so each hour means a 15°
turn (360 ÷ 24 = 15)
...
The lines of longitude and
latitude form a grid across the Earth
...
Show the
students how a place is referred to in the atlas index, and how it can be located accurately
...
Mark the North and South poles on it
...
The straight line down the middle is marked 0° (Prime Meridian)
...
Emphasize again that these lines do not actually exist, but are all imaginary lines created by map
makers to facilitate location and navigation
...
Students should know:
1 The lines of latitude are marked at a difference of 10°, from 0° at the equator to 90° at each pole
...
5° north and the Tropic of Capricorn is at 23
...
3 The lines of longitude are known as meridians
...
2
In 1884 the Prime Meridian (0°) was marked at Greenwich, in London, where the Royal Observatory
is located
...
How to study a map
1 Show the students the use of the grid, on page 4 of the textbook, to locate a place
...
The directions of the compass are
marked on the maps and there is also a key to help understand the symbols that mark different
features
...
Answers to questions
1
...
2
...
3
...
They converge (meet) at the poles
...
4
...
The
compass rose shows the general directions, and the arrow tells us where north is
...
The location of a place is calculated by its position in degrees, north or south of the Equator and
east or west of the Prime Meridian or the International Date Line
...
B 1 latitude
2 Greenwich
3 scale
4 key
5 180°
C Latitudes: Peshawar, 34° north; Chakwal, 33° north; Sahiwal, 32° north
...
Things to do
1 Use a large map of Asia to do this task as a class exercise
...
It can be an interactive class exercise
...
3
Lesson 2 World climate
Discussion points
• What is climate?
• What are climatic features?
• How does climate affect the land and the people?
In Books 3 and 4 the students have studied about climate as being the usual weather of a place
throughout the year
...
How does the climate of a place affect the lifestyle of the people living there? Climate affects us in
many ways
...
Apart from discussing the illustrations in the book, talk to the class about different places they may
have visited
...
Ask them why the houses in these places have
sloping roofs
...
Climatic zones can be easily identified by the major lines
of latitude, namely, the equator, the tropics, and the Arctic and Antarctic Circles
...
However, ocean currents and the height from sea level also affect a region’s climate
...
The key to the map on page 8 further defines the climatic zones
...
The use of a thermometer to measure body temperature was explained in the Teaching Guide to
Students’ Book 4
...
The thermometers used for
this purpose work on similar principles but are differently designed
...
These are the names of two 18th century scientists,
Daniel Fahrenheit, a Dutchman, and Anders Celsius, a Swede
...
The Celsius scale
marks 0° as the freezing point of water, and 100° as its boiling point
...
Thus the coastal region in the south enjoys a tropical climate while the northern region falls
in the temperate zone
...
4
Suggested activities
• Ask the students to find out the hottest place in Pakistan
...
Then ask them to locate it on a map of Pakistan
...
• Bring a simple thermometer to class to demonstrate how temperature is recorded
...
First dip the thermometer into the cold water and ask the students to
come up and note the temperature
...
They should note the temperature again and
compare the difference
...
Climate affects how we live: the kind of houses we live in, the food we eat, the clothes we wear, our
activities and work, and the way we spend our time indoors and outdoors
...
There are no forests to cut down for wood, nor is stone available to build houses in the Arctic region
...
3
...
4
...
Work Page
A 1 The hill station of Murree: 1789
...
3 mm
Quetta: -2
...
9°C
a) The average winter temperature in Quetta can go as low as -2°C, and the average temperature
in summer can also go high to 25
...
7°C
and maximum temperature in summer is 20
...
b) Murree gets 1789
...
8 mm
...
However, Murree gets a lot more rain than Quetta
...
They should fill in the weather
with symbols (clouds for ‘cloudy’; sun shining for ‘sunny’; raindrops for ‘rainy’; breeze blowing bent
trees for ‘breezy’)
...
5
Lesson 3 Life in the desert
Discussion points
•
•
•
•
•
What are the characteristics of a desert?
Where are deserts generally located?
What is the soil and vegetation like in a desert?
Do animals and birds survive in deserts?
Can deserts be made to bloom with plants and vegetation to support people, animals, birds, and
insects?
Name the different types of deserts and their features
...
You will see that most
deserts fall in tropical regions, and are located on the western side of the continents, except for the
vast desert belt that covers North Africa from the west to the east, up to Arabia, and the Gobi Desert
in Mongolia
...
Some deserts have not been shown on the map on page 11 of the textbook,
but they have been mentioned in the text
...
Deserts are harsh, dry, hot areas of land where no worthwhile vegetation grows because there is no
rainfall and the soil is dry and infertile; it is very difficult for people to live in such conditions, hence
there are no settlements, except at the edges
...
We have tropical deserts, continental deserts, rain
shadow deserts, and coastal deserts
...
Desert climate has been described in detail on page 12
...
Physical features of deserts: Deserts can be sandy as well as rocky
...
Rocky deserts are made up of barren rock, mostly sharply
eroded by the wind
...
While some deserts are naturally created over a period of time, sometimes they are also the result of
careless human activity, which robs a region of its vegetation and makes it a desert
...
Deserts are also created when there is overgrazing by goats and cattle; the plants are eaten away to
the root so they wither away
...
Ask the students if they have heard of or seen the
cactus plant (plural: cacti)
...
Some cacti can also be eaten for they are quite juicy as
their stems store water
...
Warning: cactus plants have thorns that can cause irritation and pain if they prick the skin
...
These are green spaces
with plants that grow around underground sources of water
...
Ask students to collect pictures of an oasis, a wadi, and other desert
features
...
The most well known is the
camel
...
Ask them if
they know how many eyelids a camel has and how many rows of eyelashes
...
The camel’s hump is used to store fat which gives it energy on long journeys through the desert
...
Reptiles
such as vipers, scorpions, lizards, and beetles are also found in the desert
...
Can deserts be made to bloom with life? Yes
...
These countries are oil-rich, so they are able to develop their land with the money they get
from the sale of oil
...
In the UAE, the waters of the Arabian Sea have been diverted inland to create
small lakes around which beautiful houses have been built
...
So, with science, technology, and a
lot of money, a desert can be made to bloom with life
...
Continental deserts are in the middle of a continent; they get no rain clouds, like the Gobi Desert in
Mongolia, and the Great Australian Desert
...
The areas on one side of a mountain that do not get rain as the mountains block the rain-bearing
winds
...
Deserts are hot, dry places, with a harsh climate; there is little or no vegetation, very little water,
poor soil, no farming, and no food crops; there are no settlements and no development, hence the
population is very low
...
4
...
The spines prevent the animals
from eating the plants
...
Saudi Arabia has large reserves of oil underground
...
Work Page
A 1 Bedouin is the name for nomads of the Arabian Desert
...
3 A wadi is a dry river bed in the Middle Eastern desert
...
4 A nomad is a wanderer, a person who does not live in one place and is constantly on the move
...
B Climate—wind, temperature, rainfall, whirlwind
Land—sandy, rocky, wadi, dunes
Vegetation—spiny, leaves, stem, roots
Animals—camel, snake, lizards, hedgehogs
Things to do
• Along with the first activity, it would be a good idea for the students to name all the deserts of the
world
...
This is a good research activity for the class
...
7
Lesson 4 Life in the forest
Discussion points
• What is nature?
• Why do we need forests?
• Why do only a few forests remain today?
• What is the difference between equatorial and temperate forests?
• How does life in these forests change when the trees are cut?
• How does this change affect humans?
Nature is all of the wonderful things that existed and exist on Earth
...
Remind the students that all things in nature are linked to each other and
depend on each other for their survival
...
Forests need rains to grow tall and attract more rain; we need forests to keep the topsoil from
wearing away (erosion), to provide food for wild animals and birds, and to give them protection from
predators and the weather
...
Trees provide humans
with fruit, shade, and wood from which they build houses, make paper, and burn fires for warmth and
protection
...
The colour green is very soothing for the eyes
...
Looking at fresh, crisp, green foliage is like taking a deep breath of fresh air
...
Trees are also cut down for firewood, and hardwood trees are cut for timber
...
The two types of
forests are marked on the continents in lighter and darker shades of green
...
Ask them to guess
why the colours are different
...
The equatorial belt gets the
full impact of the Sun’s heat as well as high rainfall, resulting in lush vegetation and colourful plants
...
Ask students to locate these on a world map
...
Equatorial forests are also rich in medicinal plants, such as quinine, from
the Brazilian rainforest
...
Suggested activity
• Ask the students where all these animals, birds, and insects would go if all the trees were cut down
...
What will happen to them when man ‘deforests’ a forest?
Talk to the students about the reasons for the fewer number of forests in the world now as compared
to the past
...
They
have not evolved with civilization and still hunt animals and gather food (hunter-gatherers) from the
forest floor or from tree branches
...
They have tribal cultures, and modern civilization frightens them
...
8
Suggested activity
• Ask the students to find pictures of pygmies and other tribes that live in equatorial forests in Africa,
South-east Asia, and South America
...
They also carry spears for their protection
...
The vegetation here
is not as dense, the evergreens are a darker shade of green, and the plants species and animals, birds
and insects are also different, because of the colder climate
...
Ask students if they have visited the Gilgit-Baltistan or the Ziarat valley, near Quetta
...
The ancient junipers of Ziarat are a protected
species
...
The animals have thick coats of fur to keep them warm in the severe winters
...
Now it is prohibited to hunt animals for the skins and furs as these
were highly prized and hunting led to the extinction of some species
...
Canada, Russia, and parts of North America fall in this climatic zone
...
Suggested activities
• Bring some pine cones to the class
...
Tell the students to spray-paint
them with silver and gold paint
...
• Ask the students to find out which animals live in temperate and alpine forests: lynx, moose, bears
like the grizzly, mountain lions like the cougar, Siberian tigers, mountain goats, reindeer, caribou,
wolves, and foxes, especially the silver fox
...
Answers to questions
1
...
2
...
3
...
Temperate forests are very cold and the
vegetation is very different: the trees grow apart and there is ground vegetation in the form of
bushes; the animal, bird, and insect population is not as high as in the equatorial regions
...
People find it difficult to travel through these thick, dense forests and they cannot clear the land for
cultivation; they also face the problem of tropical diseases
...
There are fewer temperate forests in the southern hemisphere because there is less land mass, and
more water covering the surface of the Earth
...
9
Work Page
A Green: a lot of sunshine, over 200 cm of rain, hot climate, unnamed species, pygmies, South America,
fast-growing plants, millions of small insects, hot wetlands, heavy rainfall
...
B 1 of the cold climate
...
of the dense vegetation
...
there are laws to protect wildlife species
...
• Ask the students to find information about the Jivaro Indians; headhunters; cannibals
...
• This can be done as a group project in the class
...
People have gone there on expeditions in the
past, but many have died on their way or before coming back to civilization
...
The North Pole is also known as the Arctic Circle and the South Pole is known as the Antarctic Circle
...
Point out the two poles on the globe, or a
world map
...
Because of the tilt of the Earth’s axis, at 23
...
At the peak of summer, in the northern hemisphere, the Sun is
visible for the better part of the day—it does not seem to set—hence the term ‘the land of the
midnight sun’
...
The process reverses, when it is summer in the southern
hemisphere
...
The Antarctic, on the other hand, is a huge
land mass covered with ice and snow
...
The polar ice
caps are nature’s store of fresh water on the Earth
...
10
An interesting fact: there are polar bears in the Arctic, but no penguins; the Antarctic has penguins but
no polar bears!
Other than these animals, there are seals and walruses in the polar regions
...
Write these simple facts on the board:
Top: North Pole – Arctic Circle – Polar bears – No penguins
Bottom: South Pole – Antarctic Circle – Penguins – No polar bears
Hopefully, this will help the students to remember and not to confuse the two polar regions
...
What problems do they face with respect to the weather? How do they live? What work do they do
and what do they eat?
Suggested activity
If your school has audio-visual facilities, you could get a National Geographic or Discovery Science DVD
or CD about the polar regions and arrange to show it to the students
...
The Arctic Circle (North Pole) and the Antarctic Circle (South Pole)
...
a) Seals, whales, and penguins live in Antarctica, and polar bears, seals, walruses, and whales live
in the Arctic Circle
...
3
...
People who travel here cannot bear the cold and often get frostbite
...
Because of these extreme weather conditions, the Antarctic
region has not been explored
...
In the middle of summer in each hemisphere, the Sun remains above the horizon all the time, so
there is daylight all the time
...
5
...
There is very little land except for the
northern coasts of the Asian and North American continents
...
Temperatures, most of the year, are below –23°C
...
The Antarctic region is a huge land mass covered with ice and snow
...
There are penguins in the Antarctic, but no polar bears
...
2
3
4
5
6
7
8
9
A hurricane is a fast, furious storm, with strong winds blowing and heavy rainfall
...
It can move on land and swim in the sea
...
An igloo is a low, round building made with blocks of ice in which the Inuit used to live
...
A penguin is a black and white seabird that cannot fly, and lives in the Antarctic
...
Frostbite is a condition that affects the fingers, nose, and toes, when they are exposed to the
freezing cold, and become bruised and inflamed
...
10 Huskies are strong, furry dogs that pull sledges and sleighs in the polar regions
...
Guide them to use children’s magazines and fact books for information
...
• Blocks cut from polystyrene foam can be glued together to make model igloos for a class
presentation
...
Find out when and where this
happened
...
• Universal education is essential to make Pakistan a stable, developed, and prosperous state
...
Many will say they were, and some will
say they were born outside the country, but that their parents prefer to live here
...
What is a passport? It is your
identification as a citizen of Pakistan
...
You also need an ID (identification) card, which has a
number on it, which ‘identifies’ you within Pakistan
...
You must carry your ID card with you wherever you go, so
that your name and identity is known, and sometimes, it can prove who you are, if you are asked
...
Ask the students if any of them have their own passports
...
Tell the students they will be able to have ID cards when they become 18 years old
...
There are schools, colleges, universities, hospitals,
marketplaces, houses, offices, old and new buildings, parks, and playgrounds
...
Ask the students what
else they can think of: an army, a navy, and an air force to protect our country; big cities, towns, and
villages
...
We are
safe from many natural disasters that affect other countries, like cyclones, hurricanes, etc
...
Ask the students how many provinces there are in Pakistan
...
This region is now known as Gilgit-Baltistan
...
Talk about natural resources, growth and progress, industry, and overall development in the country:
encourage students to take pride in their country and also to be aware of its problems, and of the
responsibility we have, as Pakistanis, in trying to solve them, as much as we can
...
Explain to the students that Pakistan is well known in the world today
...
13
Discuss that though Pakistan has everything we need, people go abroad to work and live in other
countries
...
Pakistan,
however, is their home base, so they keep coming back here to visit
...
Also discuss some of the problems faced by Pakistan
...
Population growth, inadequate
resources, lack of jobs, and poverty are some other issues
...
Suggested activities
• Talk about national heroes in different fields
...
They will readily answer this question
because they are avid followers of sports, particularly cricket, and many of our sportsmen are
heroes to our youngsters
...
Tell them about these great sportsmen and
their sports records
...
Pakistan’s nuclear capability is a serious topic for discussion
...
Ask how many Islamic countries have this
capability?
Answers to questions
1
...
Further inland in Balochistan
are the plateaus and deserts, rich in minerals
...
2
...
3
...
4
...
5
...
They also go trekking,
mountaineering, fishing, and hunting
...
The remains can be
found mainly in Taxila
...
B Students to do this with your help
...
To ‘compare’ means
to show how the four provinces are similar and to ‘contrast’ means to show how they are different
from each other
...
Then ask the students to put up their hands in response to this question
...
• This can be given as homework
...
Pakistan is mainly an agricultural country, but it is also becoming industrialized
...
Explain why the workforce in the rural areas dropped in 1999–2000
...
Agriculture continues to flourish
because Pakistan is basically an agricultural country
...
While the Punjab has the best soil and the best irrigation system and produces the bulk of our wheat,
Sindh also produces rice and millet (bajra), and maize (corn) is grown in Khyber Pakhtunkhwa
...
Fruit
and vegetables are grown in abundance, according to the climatic conditions in all the four provinces;
excellent fruit products like jams, juices, and squashes are produced
...
Kharif crops are those grown
in summer, while rabi crops are grown in winter
...
It means
main or principal
...
It is ground into flour to make bread—
roti
...
The students should also make a list of all the food grains available under the headings Kharif crops
and Rabi crops, so that they know which crops are grown in winter and which in summer
...
Make sure
they know the name of each, for example, maash, moong, masoor, and channa
...
Pulses or lentils and dry bean seeds, like lobia, are a good source of protein and are a healthy
replacement for meat
...
15
Food and cash crops: Explain the difference to the students; explain that some food crops are also
exported, such as rice and fruit
...
Suggested activity
• Ask the students to make a list of Food Crops and Cash Crops
...
Cotton: Most children seldom see crops in their raw form
...
It is strange to see a cotton pod, and the children will be quite fascinated by it
...
Tell them that some of the clothes we wear are made from the
same cotton; briefly outline the process of how cotton is made into yarn and then woven into
fabric, from which clothes are made
...
Sugar cane: Explain the importance of sugar cane as a crop
...
The students will, no doubt, find it difficult to equate the white, refined sugar
grains they use, with sugar cane juice, but tell them that the sugar goes through many processes
before it reaches our tables
...
Livestock: The word ‘livestock’ means farm animals, such as cows, buffaloes, sheep, goats, and
oxen (bullocks)
...
As Pakistan is becoming more industrialized, farmers are increasingly turning
to mechanized farming and tractors are more in evidence on the farms
...
Poultry farming is also carried out on similar lines for poultry meat and eggs
...
Answers to questions
1
...
2
...
Rabi crops are grown in winter, for
example, wheat
...
Cotton is Pakistan’s largest export crop
...
4
...
A cash
crop is grown for sale or export, that is, against which we can get cash
...
5
...
Almost all small farms in Pakistan also use cattle to work the land, help till the soil,
and provide transport for farmers
...
Staple food means the main or principal food
...
Work Page
Answers in horizontal sequence
...
Divide this figure by 2
...
27 pounds
...
For example, crops
cannot grow in arid (dry, barren) soil: is this always a natural condition or because of erosion? Can
this be corrected?
How does lack of mechanization affect tilling, harvesting, etc? Talk about the need for natural and
chemical fertilizers and pesticides, and good roads and transport to take the crops to the markets
...
However, some clues are: corn,
custard, cornflour, savoury snacks
...
It is detailed and comprehensive, and you should have no
problem explaining it to the class
...
However, our land has been blessed by the River Indus and its tributaries, Jhelum,
Chenab, Ravi, and Sutlej, which flow from the north of Pakistan all the way down to their confluence
at Panjnad and then to the Arabian Sea
...
To explain how the irrigation system works, taking water from the source and distributing it as
required, give the students the example of the heart and the circulation system
...
These are spread out all over the body so that oxygen and the blood’s nutrients can reach
every part of the body for us to grow and become strong and healthy
...
Similarly, the irrigation of land enables water to be ‘piped’ in all directions, so that with the natural
working of soil, sunshine, and water together, crops can grow and flourish
...
Let the students see it in its wilted condition
...
(Make sure there is an arrangement to catch the drainage
...
It will slowly come to
life as the roots suck up the water and transport it through the stem, to the branches, right up to
the tips of the leaves
...
17
Now explain the different methods of irrigation to the students
...
The Persian wheel, canals, and tube wells too are common and widespread
methods
...
Explain the working of a dam
...
The Tarbela,
Warsak, and Mangla dams are situated in the highlands in Khyber Pakhtunkhwa and Punjab
...
The Punjab has had a very effective canal
irrigation system and this has been replicated in Sindh as well
...
It is important to keep the dams and canals in good condition—free of leakage, silt, and pollution
...
Pakistan cannot depend only on rainfall for its crops to grow
...
2
...
3
...
4
...
Some dams are also used to produce electricity
...
2 Dams: Warsak, Mangla, Tarbela, Rawal, and Hub
3 Barrages: Kotri, Panjnad, Guddu, Taunsa, and Sukkur
B This activity is to be completed by the students
...
The sight can be very awesome, too huge to even imagine
...
Ask the students to write a definition of each type of irrigation mentioned, in one or two sentences
...
Lesson 9 Minerals
Discussion points
• The Earth’s crust is made up of rich mineral resources
...
One of
these are minerals
...
18
Mining is the process of removing the mineral ore from the Earth or from mountains and rocks, with
heavy machinery and/or dynamite blasting
...
Minerals are of two kinds, metallic and non-metallic, i
...
minerals that contain or do not contain
metals
...
Chromite is used to make
stainless steel from which surgical instruments and cutlery (knives, forks, spoons, etc
...
Balochistan is particularly rich in copper deposits, found at Saindak and Reko Diq, which also has gold
deposits
...
Non-metallic
minerals are usually found in the form of gemstones, coal, oil, rock salt, and stone for building
...
Oil and gas are
drilled for, while coal is mined from the seams underground and brought to the surface
...
Take the example of marble: the rock is exploded with dynamite
...
Here, they are cut again into blocks and slabs,
sorted according to colour and quality, then carved into different objects, polished, and marketed
...
• Ask the students to find out the names of the different gemstones they might have seen their mothers
wear
...
• Discuss the use of marble with the students: name some famous buildings where marble has been
used, for example, the Taj Mahal
...
It is white and pink in colour and looks very
decorative too
...
Salt is a preservative and is used for its medicinal value as well
...
Ask them to locate on the map the places where rock salt is found in
Pakistan—Khewra, Warcha, and Kalabagh, and where the salt mines are—Kallar Kahar
...
B
...
You
will have to make an effort and find samples yourself to show the class
...
Use the maps on pages 40 and 42 of the textbook, as well as page 29 of the Oxford School Atlas for
Pakistan, to answer this question
...
2
...
If the quantity available does not justify the costs, it is not worthwhile
to mine them
...
Chromite is found at Muslim Bagh near Quetta
...
Iron ore is found in Dammer Nissar, Kalabagh, and Chilgazi
...
4
...
It is also used to make various sodas
for laundry, textiles, and tanning
...
Limestone and magnesite
...
Refer to the maps on page 40 and 42 for the answer
...
• Encourage students to take interest in geology and collect rock and mineral samples, as project work,
by awarding marks for participation
...
The
students will be very surprised to know that crude oil, a thick, black, sticky fluid, comes out of the
Earth
...
As different eras came and went,
huge land and sea animals, like the dinosaurs and mammoths, died out and were swallowed up by
the Earth
...
Over millions of years, this matter made from the remains of plant and animal life, under
pressure of the Earth’s weight turned into what we know as oil, gas, and coal
...
Regular use of coal by Romans in Britain dates back to the 2nd century ce
...
(People also used animal fat for lamps
...
The first people to tap oil resources deep underground were the Americans, in the 1850–60s, in
Pennsylvania
...
After the discovery and invention of the wheel thousands of years ago, this is the next great
achievement of humans
...
As the Earth’s resources are being used up by the industrialized nations (USA, UK, France, Germany,
Italy, Russia, Australia), scientists are trying to find new sources of energy to harness
...
Ask them to observe the traffic on the roads
...
What will happen if
our fuel source (oil) finishes? How will transport move? How will machines run? How will we
generate energy?
Explain to the students that there are different kinds of energy sources which come from oil, gas,
water, and coal
...
Pakistan’s oilfields are in the Potohar Plateau (ask the students to locate this on the map of Pakistan)
and in lower Sindh, at Khaskheli and other regions nearby, but the supplies are far from adequate for
our needs, so Pakistan has to import oil
...
The gas is piped from Sui and Marri in
Balochistan to many of our towns and cities
...
Students can look up these locations on the map in their textbooks as well as in the atlas
...
Ask the
students to name the three major hydel plants: Tarbela, Mangla, and Warsak
...
Coal is a mineral substance, completely black in colour and resembles a very burnt piece of wood
...
We have coal
mines in the Salt Ranges, in Quetta, and in lower Sindh
...
The students can bring a piece of coal to the class, as most households keep a bit of coal for kitchen
use such as smoking and barbecuing meat
...
The location of hydel plants in Pakistan is given on page 46
...
Nuclear power: There are two nuclear power plants in Pakistan, at Karachi (KANUPP) and the other
at Chashma in the north
...
Other sources of power: This is an important topic to discuss
...
Moreover, coal and oil
release carbons into the air and this adds to polution as well as global warming
...
21
Answers to questions
1
...
2
...
3
...
This powers
the turbines, which in turn, work dynamos that produce electricity
...
Thermal power plants are located in Karachi, Kotri, Hyderabad, Sukkur, and Guddu in Sindh
...
In Balochistan
there are thermal plants at Quetta, Pasni, and Hub
...
Most of the hydel plants are in upper Punjab and Khyber Pakhtunkhwa
...
6
...
Dams are built across the river and the powerful release of
water turns the turbines which produce electricity
...
5 hours long
5 Punjab
6 A megawatt (MW)
Things to do
• This activity is fairly simple
...
Electricity: refrigerator, deep freezer, iron, air conditioners, television, radio, fans, lights, computer,
cordless telephone, washing machine, kitchen appliances
...
are fast and convenient modes of transport
• Some cars run on CNG which is Compressed Natural Gas
...
Lesson 11 Industrial development
Discussion points
• Why is industry important to a country?
• What industries did Pakistan have when the country came into being?
• What industries has it developed since then?
• What is their importance?
This is a fairly detailed lesson
...
People who wanted to settle here had begun pouring in from across the
border in India
...
The early years in
the new Pakistan were very difficult
...
Agriculture also provided the raw material for
later industry and exports
...
We started making (manufacturing) different items for export, such
as leather, surgical instruments, carpets, and sports goods to earn foreign exchange for the country
...
With progress, hard work, and a sense of
patriotism, these numbers have grown fantastically
...
We also produce and export beautiful
household linen, towels, socks, curtains, upholstery fabric, and canvas
...
The same law applies to other
countries as well
...
If we manufacture a good product,
we feel proud to say that it is made in Pakistan
...
Ask each group to list, for as many products as they can find in this lesson,
the progress made in industry, since Pakistan came into being
...
Cotton
78,000 spindles
ten million spindles
3000 looms
25,000 looms
This will give the students the concept of development and of ‘going from strength to strength’
...
Cotton is a product that has been grown and used for fabric in the subcontinent since the earliest
times
...
Today, Pakistan’s cotton industry is an important source of
revenue for the country
...
Art silk is the name given to the artificial silk yarn and fabric produced for local use and export
...
There are 12
jute mills in the country, producing hessian for sacks and packaging
...
The industries have developed due to the rising demand for the products
...
Cottage and small industries: These provide an opportunity to local craftsmen to develop and
market their handicrafts
...
Pakistan has much to be seen and
enjoyed by its own citizens as well as foreigners
...
Discuss the tourist spots, both known and not so well known, as well as students’ own
experiences of tourism in Pakistan
...
What is import? We pay money to buy goods from another country in raw or
finished form
...
The sale of goods or
raw material to other countries is export
...
Raw materials cost less to import, but also sell for a lower rate, when exported
...
This
explains why it is important to have a strong industrial base in a country
...
Similarly, list
the items we export as raw material and as finished products
...
Now compare the two lists: do we import more items or export more? This will help them to
understand the concept of trade
...
Cotton textiles
...
Woollen textiles, art silk, jute, chemicals; cooking oil; fertilizers; cement; iron, steel and engineering;
cottage and small industries
...
Utensils; cutlery; pottery; shoes; surgical instruments; sports goods; handicrafts; carpets; toys;
furniture; carved doors and window frames; ornaments
...
4
...
5
...
6
...
The reasons are the availability of water and power, or nearness to raw materials, as in Balochistan
...
2 Harnai and Mastung in Balochistan: Bannu and Nowshera in Khyber Pakhtunkhwa; Quaidabad,
Lawrencepur, Rawalpindi, and Sahiwal in Punjab; and Karachi, Hyderabad, and Larkana in Sindh
...
5 Pakistan Steel Mills and Pakistan Machine Tool Factory Karachi, Heavy Mechanical Complex,
Taxila
...
• Students can do this on their own after some group/pair discussion
...
Discuss the details with the students, asking them if they have visited any of
these places and what they have seen
...
Practical work involving their interest is the best way to learn and remember
...
Make a
comparison with the United States of America, which has 51 states and many important cities in each
state
...
Explain that each city has its own history and
cultural flavour
...
Ask students to name the national and
provincial capital cities:
Islamabad—Pakistan
Karachi—Sindh; Lahore—Punjab; Quetta—Balochistan; Peshawar—Khyber Pakhtunkhwa; Gilgit—
Gilgit-Baltistan
Then ask them to name the towns/cities next in order of importance and discuss the reasons for it
...
Suggested activity
• In the lesson in the textbook, the major cities of Pakistan have been described
...
This could be
an informal discussion, with the whole class joining in with their observations or memories of their
experiences of the city under discussion
...
Islamabad is the capital of Pakistan
...
It is the place from which the country is
governed and all the foreign embassies are located there
...
Quetta does not have many old buildings as the city was almost completely destroyed by the
earthquake of 1935
...
3
...
4
...
Today it has more than 14 million
...
Work Page
Answers in horizontal sequence:
A 1 a) Karachi
b)
Sindh
c) Over 14 million people
d) The Quaid’s mausoleum, the beach, the National Museum, Mohatta Palace
2 a) Islamabad
b)
Punjab
c) Nearly one million people
d) Daman-i-Koh, Margalla Hills, Shah Faisal Masjid, the Presidency
3 a) Lahore
b)
Punjab
c) About 10 million people
d) The Lahore Fort, Shalimar Gardens, Badshahi Masjid, Minar-e-Pakistan, Lahore Museum
26
4 a) Quetta
b)
Balochistan
c)
700,000 people
d) Ziarat, Quaid-i-Azam Residency, Hannah Lake
B Students to do this with the help of the Oxford School Atlas for Pakistan
...
The first will compel
them to do some research and the second will enable them to identify their province and major
cities on the map
...
• You could pick up some brochures from the Pakistan Tourism Development Corporation (PTDC) office
in your city, relating to different cities of Pakistan
...
Lesson 13 Pakistan and her neighbours
Discussion points
• Pakistan’s location
• Which countries are Pakistan’s immediate neighbours?
• What is Pakistan’s relationship with them?
• What does Pakistan share with them?
Location: Pakistan is in South Asia
...
Make sure you have a globe or a world map at
hand as you explain the lesson, to identify the places you are discussing
...
Pakistan has had good neighbourly relations with these countries, especially Iran and China, but
there have been problems with India and also with Afghanistan
...
Following the
Soviet-Afghan war in the 1980s and the influx of Afghan refugees into Pakistan, the relations between
Pakistan and Afghanistan have been difficult
...
Besides the borders on the ground, Pakistan shares many common things with its neighbours: religion
(with two countries), a common history (with India, Afghanistan), similar cultures, language script,
trade ties, etc
...
The aim here is to get the students used to the idea of
locating places on a map by calculating their distances from the equator, the tropics of Cancer and
Capricorn, and the North and South poles, and also to use an atlas index to find the location of a
place
...
27
a) Pakistan and Iran—800 km along its western border
b) Pakistan and Afghanistan—a 2200 km border in the north–west
c) Pakistan and China—the Karakoram Range forms the border in the north
d) Pakistan and India—a 1500 km border on our eastern side
Explain to the students that we share our religion with Iran and Afghanistan
...
China has a small Muslim population too,
but the majority of the people are Buddhists and Taoists
...
Ask the students to study each of the four maps given in this lesson to get a good, basic idea of each
country’s location in relation to Pakistan
...
Iran: President Ahmedinijad; Afghanistan: President Hamid Karzai; China: Premier Hu Jintao;
India: Prime Minister Manmohan Singh, President Pratibha Patil
...
In Iran, Farsi/Persian is spoken;
in Afghanistan, they speak Pushto and Dari Persian; Mandarin is spoken in China; and in India, though
there are many languages spoken, the official languages are Hindi and English
...
Pakistan lies between 24° and 37° North, and 61° and 76° East
...
Iran, Afghanistan, China, and India
...
Afghanistan shares the longest border—2200 km—with Pakistan
...
The Karakoram Range forms the border with China
...
China and Mongolia
6
...
33 billion people
e) Rice, cotton, textiles, electronic goods
f) Mao Zedong, Chou En Lai, Deng Xiao Ping
2 a) Islamic Republic of Iran
b)
Tehran
c)
Farsi
d) 70
...
2 billion people
e) Rice, cotton and silk, machinery, computer software
f) Mahatma Gandhi, Jawaharlal Nehru, Indira Gandhi
Things to do
• This is a very good exercise
...
Discuss with them, where
they would like to go, how, why, and what they would see there
...
• This can be a group project for the class to research, copy, and display scripts and goodwill messages
in different languages
...
The prophet Hazrat Muhammad (saw) died in 632 ce
...
However, a religious leader was
needed to keep the people together
...
(The western
world spells the words Khalifa as Caliph and Khilafat as Caliphate
...
Hazrat Abu Bakr (ra) was chosen as the first caliph after the Prophet (saw)
...
Although his rule lasted for only two years (632–34 ce), some important achievements
were made: (i) the suppression of revolts and false prophets, (ii) the compiling of the Holy Quran, as
revealed to the Holy Prophet (saw), and (iii) the spread of Islam to Syria
...
His government is known for its competent and efficient administration and for the spread
of Islam to Persia in the east, Palestine in the north, and Egypt in the west
...
The faith spread beyond North
Africa into Cyprus during this period and the important work of completing the compilation of the
Quran was also done
...
His
government lasted for four years (656–61 ce); he had to face revolt and uprisings
...
The students will also be learning more about the history of Islam in their Islamiyat classes, so it will
provide good reinforcement for this chapter
...
They were four of the
Prophet’s (saw) 10 blessed companions (his closest friends)
...
They moved the seat or
capital of their empire to Damascus in Syria
...
Tell the students about Tariq’s invasion of Spain, and how
Gibraltar got its name
...
They founded the city of Baghdad, in Iraq, which became their
capital
...
The Muslim Arabs,
under various rulers, ruled Spain for 800 years
...
Mohammad bin Qasim was sent to punish Raja Dahir of Daibul for
failing to control pirates who had seized ships carrying Muslim pilgrims for Hajj, and gifts for the
Umayyad ruler
...
He ruled very fairly and considerately and many
people willingly converted to Islam
...
In the 11th
century, Mahmud of Ghazni invaded India from the north-west
...
The next invasion was by Mohammad Ghori who made Lahore his
seat of government
...
Gradually, Islam
and Muslim culture spread in the subcontinent
...
Suggested activity
• On an outline map of the world, ask students to indicate the spread of Islam by labelling the countries,
starting from Arabia
...
During Hazrat Abu Bakr’s (ra) time, there were many uprisings and some people refused to pay taxes,
and some declared themselves to be prophets
...
2
...
3
...
He was an able administrator who set up
the basic systems for a sound government
...
The important work of completing the compilation of the Holy Quran was done during the Khilafat
of Hazrat Usman (ra)
...
Spain came under the Muslim rule during the time of the Umayyad dynasty and Muslims continued
to rule over Spain for the next 800 years
...
In the 8th century, under Mohammad bin Qasim
...
)
B 1 Hazrat Abu Bakr Siddiq (ra) 632–634 ce
2 Hazrat Umar Ibn-al-Khattab (ra) 634–644 ce
3 Hazrat Usman Ibn Affan (ra) 644–656 ce
4 Hazrat Ali Ibn Abu Talib (ra) 656–661 ce
31
Things to do
• Ask the students to state the importance of these two cities, Makka and Madina, in relation to the
presence of the Kaaba in Makka; this is where the Holy Prophet (saw) was born and where Islam
was first revealed to him
...
When life became impossible in Makka, Allah
commanded the Prophet (saw) to migrate to Yathrib, which then became known as ‘Madinatun
Nabi’, the city of the Prophet (saw)
...
Jerusalem is also a holy city for Muslims as Masjid al-Aqsa was the first qibla before Kaaba
...
• This can be a very exciting project for the students
...
The best presentation must be rewarded
...
The Mughal princes were weak and rulers of other states fought amongst
themselves to gain control
...
(The first Englishman to come to India was Sir Thomas Roe, an ambassador
of Queen Elizabeth I
...
)
First came the Portuguese traders who were astonished at the variety of riches available in India
...
Then in the 17th century, Dutch traders saw the richness of the land
and came to India for trade in spices, dyes, and fabrics
...
Spices were
very costly in the west and the abundance of these luxury goods in the subcontinent amazed and
tempted the Europeans; they became very wealthy through the spice trade
...
The latter started a company called the East India Trading Company (later known as East India
Company), and as they traded and became rich, they decided to stay on in India and took over power
to make it one of Britain’s colonies (a colony is a country that is ruled over by foreign masters)
...
When finally, in 1947, the British left India, they had already taken much of India’s wealth
to Britain
...
The Europeans were interested in the East because they saw it as a land of rich spices, fruits, clothes
of different colours and textures, fabulous ornaments, and jewellery
...
2
...
They arrived here during the 15th century
...
The British came to India as traders
...
Since the French were also in India at the time,
competition in trading grew between the French and the British
...
They ruled India for 200 years
...
The British introduced their language, architecture, politics, and their ideas
...
5
...
Work Page
A 1 Vasco da Gama
2 1498
3 Sir Thomas Roe
4 December 1600
5 Queen Elizabeth I
6 Surat, Bombay, and Calcutta
B Students will do this exercise individually
...
Lesson 16 The struggle for independence
Discussion points
• The growth of freedom movements
• The need for independence
• The struggle and sacrifice for freedom
At this level, students cannot be expected to be aware of this background, hence it needs to be
explained briefly (they will learn all this in greater detail at the secondary and higher secondary
levels)
...
Pakistan is nearly 65 years old today: those who fought for the freedom of this country are the
grandparents and great-grandparents of your students
...
However, they must be made to
realize that their country was once upon a time, not a free nation as it is today
...
We were ruled by two groups of people: the British and the Indians, mainly the Hindus
...
e
...
We did not like the way the British treated us
...
The War of Independence: Explain that the War of Independence in 1857 was the beginning of the
struggle to free ourselves from the yoke of British rule and, ultimately from Indian rule
...
These cartridges had to be bitten off before being loaded into the rifles
...
Thus both the Hindus and Muslims revolted, starting the war
...
• Ask them to find out from their parents and grandparents what the events were that led to the War
of Independence
...
The Indian National Congress and the Muslim League: Explain that these two political parties
were created to achieve the objectives of the Indians (to get the British to leave India) and, later, the
Muslims (to secure an independent country for the Muslims of India)
...
For example, we have the Pakistan Muslim League (PML), Pakistan People’s Party
(PPP), Jamiat-ul-Ulema-e-Islam (JUI), Jamiat-ul-Ulema-e-Pakistan (JUP) and Jama’at-e-Islami (JI),
Awami National Party (ANP) and the Muttahida Qaumi Movement (MQM) in Pakistan today
...
These were some of the people
in the forefront of the political movement to achieve Pakistan and, of course, Quaid-i-Azam
Mohammed Ali Jinnah, whose photograph is on the same page
...
) There were other
great people, too, who worked hard towards the Muslim goal, like Sir Abdullah Haroon, Sardar Abdul
Rab Nishtar, etc
...
He had many discussions with the Hindu and British leaders as to how and which part of
India could be given to the Muslims for a separate state
...
Fewer still
modify (change) the map of the world
...
Mohammed Ali Jinnah did all three
...
If in Karachi, students can be taken to the mausoleum of the Quaid and also
shown Flag Staff House, Mohatta Palace, and Wazir Mansion in Kharadar
...
The soldiers in the British army were Hindus, Muslims and Sikhs
...
The bullets were greased with animal fat
...
The soldiers objected and were severely punished by
the British
...
2
...
In 1885
they formed the Indian National Congress
...
3
...
It was started in 1942 by the
Congress leader Mohandas Gandhi
...
The Muslim League was created for the Muslims of India, so that they would be able to have a
political say in the matters that concerned them in the Indian government, such as elections to the
legislature and the judiciary and to ask for their rights
...
So the Muslim League was the first political platform created for
the Muslims of India
...
Quaid-i-Azam Mohammed Ali Jinnah, Sir Syed Ahmed Khan, Allama Mohammad Iqbal, Maulana
Mohammed Ali Jauhar, Quaid-i-Millat Liaquat Ali Khan, Sir Abdullah Haroon, and many others
...
)
6
...
A commission
was set up by the British to mark the borders of the two new countries, India and Pakistan
...
The rest would be India
...
Work Page
A 1 1857
2 The middle of the 19 century
3 1885
th
4 1906
5 1930
6 23 March 1940
7 1942
8 14 August 1947
9 15 August 1947
B 1 Indian National Congress
2
3
4
5
Mohandas Gandhi
Sir Syed Ahmed Khan
Allama Iqbal
All India Muslim League
Things to do
• Detailed information about the War of Independence can be found in the Pakistan Studies syllabus
textbooks
...
• Short biographical notes on some of the leaders can be found in textbook 4 of this series
...
Lesson 17 Lessons from history
Discussion points
• Who are we? How did we come to Pakistan?
• Who were the people who helped to make Pakistan?
This is a wonderful lesson
...
Suggested activity
• Ask each student to stand up and relate who he/she is (name), nationality, where his/her parents
came from to Pakistan (if they know)
...
Explain the background of Pakistan’s history before 1947, beginning with the end of British rule, the
bid for an independent state, and the exodus from India of millions of Muslims to Pakistan
...
It was a very difficult task, but they achieved it
...
Sir
Syed Ahmed Khan, Allama Mohammad Iqbal, and Quaid-i-Azam Mohammed Ali Jinnah, the father
of the nation
...
Suggested activity
• After completing the lesson, plan to have a short play about the independence of Pakistan
...
According to the text and their
roles, help to write the dialogue for them
...
The play can
be enacted in a class of 40 minutes
...
The students will enjoy this deviation from book learning and the awareness of the
sacrifices made by these patriots will be well and truly remembered by the students
...
He helped to create better understanding between the British rulers of India and the Muslims; he
wrote many papers and essays explaining the Muslim position to the British; he established a
college called the MAO (Mohammedan Anglo-Oriental College) in the city of Aligarh in 1875
...
He was a well-known poet and philosopher who first put forward the idea of a separate country for
the Muslims of India
...
No; he died in 1938
...
4
...
5
...
Work Page
A 1) 1 Mohammed Ali Jinnah
2
Quaid-i-Azam
3 25 December, 1876
4 Karachi, Pakistan
5 11 September 1948
6 Karachi, Pakistan
7 Founding the nation of Pakistan
A 2) 1 Mohammad Iqbal
2 Allama Iqbal, Sir Mohammad Iqbal
3 9 November 1877
4
Sialkot, Punjab
5 21 April 1938
6
Lahore, Pakistan
7 First putting forward the idea that the Muslims of India should have their own country
B 1 Begum Raana Liaquat Ali Khan, the wife of Quaid-i-Millat Liaquat Ali Khan, who helped towards
36
creating Pakistan
2 Tipu Sultan, ruler of Mysore
3 Fatima Jinnah, the Quaid’s sister, who worked beside the Quaid to create Pakistan
4 Maulana Mohammed Ali Jauhar, key figure in the Khilafat Movement; he was against British rule
...
1 Liaquat Ali Khan—he was the first prime minister of Pakistan after independence from India
...
He was known as Quaid-e-Millat, the Leader of the
Nation
...
R
...
He was Pakistan’s law minister from 1969 to 1971
...
He is regarded as one of the greatest batsmen of all times
...
He also won the
World Open Championship ten times
...
5 Dr Abdus Salam—Pakistan’s leading scientist who won the Nobel Prize for physics in 1979
...
He died in 1996 in Oxford, England
...
He conducted extensive research on plants and
their medicinal importance
...
He was also a painter, poet, and connoisseur of music
...
8 Sir Abdullah Haroon—a leading businessman, politician, and philanthropist; he made many large
donations to various charities and institutions
...
9 Hakim Mohammed Said was a very important Pakistani citizen, known and respected for his discipline
and integrity
...
He also served as the Governor of Sindh
...
Most of the students are too young to know the political history of
Pakistan
...
Tell the students that the migration between India and Pakistan in 1947 was one of the biggest, if not
the biggest, movements of people between two countries
...
One was relief at being safe in their own new homeland
...
It was a time of
upheaval and confusion
...
37
The country needed a government
...
There was a lot of work to be done
...
Just before partition, the Hindu Maharajah of Kashmir (where the majority of the population is
Muslim) decided that Kashmir should be a part of India
...
Suggested activity
• Ask the students what their opinion is regarding Kashmir: should it be ruled by India or Pakistan, or
should it become an independent state, ruled over by the Kashmiris themselves? Ask them to take a
vote in favour or against the idea
...
Pakistan was declared a
republic in 1956 and became known as the Islamic Republic of Pakistan
...
Ask the students if our
present leader is a military leader or an elected president
...
Discuss the changes during Ayub Khan’s rule:
a) The capital was moved from Karachi to Islamabad
...
c) Many new industries were set up: this was known as the ‘Decade of Development’
...
Ayub Khan’s rule ended in 1969 with handing over of power to another general, Yahya Khan
...
Explain the
background of the differences that arose between the two wings of the country
...
The East Pakistanis, mainly Bengali Muslims, did not like this arrangement—
they felt that they had little or no say in matters that concerned them
...
After disagreement with
West Pakistan in 1971 they fought, with India’s help, for their independence from West Pakistan
(which became Pakistan as it is now) and established Bangladesh, with Sheikh Mujibur Rehman as its
leader
...
The Constituent Assembly comprised a group of leaders who had to write the constitution of Pakistan
and to organize the government departments
...
In a democracy, the people elect a leader of their choice to run the government
...
They went to UN because fighting broke out on the border regarding Kashmir
...
4
...
b) A law was introduced to redistribute the land
...
d) The capital was moved from Karachi to the newly developed city, Islamabad
...
38
5
...
Being in the majority in the National Assembly, Sheikh Mujib made
certain demands that the others did not agree to
...
With the help of India, the people of East Pakistan fought against the rule of
West Pakistan
...
Work Page
A August 1947: Pakistan gained independence
...
October 1951: Prime Minister Liaquat Ali Khan was shot dead
...
March 1962: New constitution was passed
...
December 1970: Elections
December 1971: Fall of Dhaka, creation of Bangladesh
B 1 Khwaja Nazimuddin
2 Governor General
3 1956
4 Pakistan People’s Party
5 Sheikh Mujibur Rehman
Things to do
• Make this a project for the students to do over at least a fortnight or more
...
They will have to find photographs of past presidents and prime ministers
...
Lesson 19 Pakistan since 1971
Discussion points
•
•
•
•
•
The aftermath of 1971
A new government led by Z
...
Bhutto; his achievements
Martial law under General Zia; his sudden death
Benazir Bhutto’s return and government; prime ministers from 1990–99
Takeover by General Pervez Musharraf; international events, national developments, Benazir’s return
and tragic death; fresh elections and their results
In Pakistan, the popular leader was Zulfikar Ali Bhutto, who stayed in power till 1977
...
General Zia ul Haq took over in 1977 and declared martial law
...
General Zia had promised fair elections and return
to democracy
...
Briefly explain this
chronology to the students—avoid controversial details irrelevant to this age group
...
Ask the students the meaning of democracy: it is government of the
people, by the people and for the people
...
Now ask the students to guess why democracy has never been successful in Pakistan
...
Explain how international
events—9/11 and the following wars and tension—have affected Pakistan
...
Suggested activities
• Ask the students to make a time line for the democratic (elected by the people’s vote) leaders of our
country: Z
...
Bhutto, Nawaz Sharif, and Benazir Bhutto
...
• Ask the students who was the last military leader who governed Pakistan? How did his government
end?
Tell the students that Benazir Bhutto was the first woman prime minister in Pakistan; she served two
terms
...
As a final question, ask the students the name of the current president and prime minister
...
a) Z
...
Bhutto signed the Simla Accord, as a result of which 93,000 prisoners of war, held by India,
were released and India returned over 5000 km of land it had occupied during the war
...
c) He organized the first Islamic Conference in Lahore in 1974
...
e) He began the development of the nuclear power programme
...
Simla Accord was a treaty signed when Bhutto met Indira Gandhi at Simla to settle all disputes with
India by discussion
...
3
...
In December 1988, Benazir became the first female prime
minister of the country after winning the general elections
...
In 1993, Ghulam Ishaq Khan dismissed his government
too and he resigned as well
...
Her government was dismissed by President Leghari in 1996
...
He was deposed by General Pervez Musharraf who became the
president in 1999
...
These were suicide attacks in the USA when two commercial aeroplanes were intentionally crashed
into the Twin Towers of the World Trade Centre in New York
...
These attacks caused great destruction and loss of many lives
...
a) Elections were held in February 2008 and the Pakistan People’s Party came to power
...
40
Work Page
August 1973: A new constitution was passed
...
April 1986: Benazir Bhutto returned to Pakistan
...
December 1988: Benazir Bhutto became the prime minister
...
October 1999: Nawaz Sharif was deposed
...
December 2007: Benazir Bhutto was killed in an election rally in Rawalpindi
...
Lesson 20 More about human rights
Discussion points
• What is meant by human rights?
• Children also have rights
• Importance of upholding rights and values
• Organizations to protect human rights
• Human rights’ leaders
Discuss human rights with the students; they have already read about human and animal rights in
textbooks 3 and 4, so they may have a basic idea about the subject
...
Suggested activity
• Make a list of the basic rights that everyone must have, by birth, by religion, and by God’s law: the
right to freedom, food, clothes, shelter, education, and love
...
Tell the students that the world
has become full of turmoil, crime, and injustice
...
We need human rights’ organizations to highlight and
expose the injustice done to human beings—people in our country and the rest of the world—and to
restore the rights to the people
...
The UNCHR then warns governments
responsible for this breach that their record was not good and that they would have to take measures
to stop peoples’ rights from being trampled
...
It particularly monitors those countries where the rights of prisoners,
who have been jailed for crimes committed and sometimes not committed by them, are often
violated
...
41
Explain that when a person is put in jail, he is already paying for his crime through the punishment of
being locked up and denied the freedom to move about and live his own life
...
As long as he serves his sentence in prison, he should
be treated well
...
Now explain to them that laws are very strict in certain countries that protect children’s rights
...
If a complaint is made against the person who does these things, an enquiry is made
and the person can be arrested and put in jail, even if it is the parent of the child
...
Also discuss the individuals who have been crusading for human rights, in Pakistan and other
countries of the world
...
Suggested activity
• Tell the students about the work done by the SOS Villages
...
They have a
village set up with houses that each have a house mother, who looks after about 10 children
...
There is an SOS village in almost every major city of Pakistan
...
Ask the students if they know what the
letters SOS stand for
...
This is also a universal distress signal that
everyone can use in an emergency
...
Answers to questions
1
...
2
...
Nelson Mandela also fought the
white government in South Africa for the rights and freedom of black people
...
Aung San Suu Kyi is a brave lady who has been fighting for the rights of the Burmese people from
an oppressive government
...
However, she was released in November 2010
...
The Edhi Foundation provides shelter for homeless women and children; education for the children;
ambulance service for the sick and needy; medical treatment for the poor; burial service for the
homeless and beggars; emergency help during natural calamities and other disasters and
accidents
...
5
...
6
...
42
Work Page
A UNHCR:
HRCP:
HREP:
UNICEF:
United Nations High Commissioner for Refugees
Human Rights Commission of Pakistan
Human Rights Education Programme
United Nations International Children’s Emergency Fund
B 1 Convention for the Rights of Children
2
3
4
5
Ramon Magsaysay Award
Mother Teresa
The Citizen’s Foundation, good quality education
Dr Akhtar Hameed Khan
Things to do
• Organize these activities as a group project for the class, giving a week for completion
...
43
Lesson Plans Book 5
Unit 1 World Geography
Lesson 1 Maps
Lesson plan 1: Maps
Duration: 40 minutes
Objective: To introduce and reinforce the importance of maps
Outcome: Students will be able to
• understand what is a map and why we need maps
• identify different kinds of maps
• understand what lines of latitude and longitude are
Resources: Textbook; world map (political); atlas; globe; worksheet for all students with a circle of 4 cm
radius drawn on it; Teaching Guide for explanation
Introduction: 10 minutes
Greet the students and welcome them to the first Social Studies lesson of Class 5
...
Place a world map, an atlas, and a globe in front of the students
...
Let them answer, and if the response is
insufficient, add your input
...
A map is a drawing of
a place or an area of the Earth
...
The Earth is spherical in shape so an accurate representation is possible through something
which also has a spherical shape
...
An atlas is a book of maps which
shows a collection of maps covering a larger area such as the world or showing a smaller area such as
a city or a town
...
Remind students that to study
geography these three things are very important
...
Explanation: 25 minutes
Read the text
...
Besides the
illustrations given in the textbook, use an atlas to give more examples of physical, relief, and political
maps
...
Explain the terms describing different types of maps—physical, political or administrative, and relief—
with reference to the maps shown on page 1
...
of a country is also shown through maps
...
Ask the students to recall from lessons of Class 4 what words are used to show directions on map:
North, South, East, and West
...
Talk about the inter-cardinal
directions as well
...
Point these out on
the illustration on page 2
...
44
Read the text on longitude and latitude
...
Explain that
the lines of latitude and longitude are imaginary lines drawn over the map of the Earth as well as on
the globe, how they are placed and what purpose they serve
...
Ask the class to observe the diagrams on page 2 and list the
differences
...
Remind students that the lines of longitude and latitude are all placed at regular distance from each
other
...
There are 360° of
longitude, marked at intervals of 15° each
...
Refer to the map on page 3 to point out the
Prime Meridian (0°) and how time is calculated east (+) and west (-) of it
...
This line is on
the opposite side of the Prime Meridian on the globe
...
e
...
m
...
As we keep moving east, we add to the time
...
m
...
Explain that longitude has been and still is very important for shipping
...
Since Greenwich was the place where all this study was done, it was decided
by common consent in the International Meridian Conference, in 1884, to mark the Prime Meridian at
Greenwich
...
Ask the students
to first find the centre of the circle and then to draw and label the following lines of latitude and
longitude on it
...
Latitude: 0° (Equator), with the tropics of Cancer and Capricorn, the Arctic and Antarctic circles, and
the North and South poles
...
Supervise the students’ work and help where necessary
...
Homework: The third activity of ‘Things to do’ is to be done for homework
...
Ask some of the students to come up and point these out on the globe
...
Explain that the reason is that islands to
the east of the line have been kept in one time zone to avoid confusion
...
• Lines of latitude are marked at a difference of 10°, from 0° at the Equator to 90° at each pole
...
5° each, north and south of the equator,
respectively
...
5° each, north and south of the equator, respectively
...
The grid marks the square or
rectangles marked by the lines of longitude and latitude crossing each other at equal intervals
...
A sample grid is given below
...
Continue with the text reading; move on to features of a map
...
Refresh their memory: compass rose for
directions, scale, symbols and their key
...
Then directions of the compass are
marked and there is also a key to help understand the symbols that mark different features of a place/
region
...
Activity: 10 minutes
Now use the map of Asia or the world map, with main cities marked on it, to do the first activity of
‘Things to do’ in class
...
g
...
This can be done as pair work or in small groups of four
...
Conclusion: 5 minutes
Recap the lesson by asking questions about the main points discussed
...
Lesson plan 3: Maps
Duration: 40 minutes
Objective: To reinforce learning through activity
Outcome: Students will be able to
• draw a map using features of map-making
• locate the parallels and meridians close to some of the cities of Pakistan
Resources: Textbook; atlas, world map; pictures of some places in Africa or South-east Asia where the
equator passes through; Worksheet 1 from the Teaching Guide
Introduction: 10 minutes
Put up the world map on the board and ask the students to find and name countries through which the
equator passes
...
List their responses on the board
...
Add the missing countries from the list above
...
Explanation: 20 minutes
Draw the students’ attention to the maps of a room and a house shown in the Oxford Project Atlas
...
g
...
Explain that a map shows a place as seen from above
...
For example, if a room is 4 metres wide and
5 metres long, this can be reduced to a scale of 3 cm to 1 m; so the width will be 12 cm and the length
will be 15 cm
...
Next,
show how the key features of the school area selected can be represented as symbols; remind them to
make a key for the symbols as shown in the map on page 4 in the textbook
...
Help them to develop a key to mark the
objects/places in the class such as tables, desks, chairs, cupboard, etc
...
They can determine this by (i) using a magnet which
will point to the North or (ii) by the direction of the Sun in the morning : the East will be opposite to
the side where shadows fall before noon, and facing East, North will be on the left
...
Question the students about the location of objects in the class with the help of cardinal
directions
...
6? Where is the door located? Is the
board to the north or east of the class? Etc
...
Let the students do the activity in pairs
to assist those who may be struggling with the task
...
Later, the answers can be written
in the notebooks for future reference
...
Lesson 2 World climate
Lesson plan 4: World climate
Duration: 40 minutes
Objective: To introduce and explain climate and climatic regions across the globe
Outcome: Students will be able to
• explain the term ‘climate’
• recognize the effects climates may have on people’s lives
Resources: Textbook; atlas; Teaching Guide for explanation; pictures showing a variety of climatic
conditions in different parts of the world; a globe and a torch
Introduction: 10 minutes
Greet the students
...
What kind of clothes did they have to wear? What kind of food did they
eat? What kind of activities did they engage in?
Note their responses on the board
...
Ask the students
why they had to wear warm clothes, have warm soups and broths, play indoor games, etc
...
Explain with example that the climate of a place determines
48
how people spend their lives in a specific climatic condition
...
Wrap up the discussion
...
Ask students to recall from Books 3 and 4 why places near
the equator are hot throughout the year
...
Those parts of the Earth between the tropics
of Cancer (23
...
5° South) are warm throughout the year as they also face
the Sun
...
Also show how the rays lose their heat as they take
a longer time to reach the polar regions
...
Read further to the end of page 7
...
Show pictures of people living in the Scandinavian countries, northern Russia, northern
Canada, and Alaska which experience very long and severe winters
...
However, when indoors, the heating keeps them
warm and they wear normal clothes
...
Point out that the winter Olympics are generally held in such
countries
...
A crop that
grows well in warm tropical climates may not grow very well in cold climates
...
Discuss what grains/cereals are eaten in China (rice), Japan (rice), America (corn and wheat), and
Pakistan (wheat), and why this is so
...
Conclusion: 10 minutes
Class work: Students can now independently complete Exercise B of the Work Page
...
Lesson plan 5: World climate
Duration: 40 minutes
Objective: To explain the location of climatic zones
Outcome: Students will be able to
• identify the climatic zones the world is divided into
• mark the climatic zones on an outline map of the world
• list the countries that fall in the four climatic zones
Resources: Textbook; globe, atlas (for world map and map of Pakistan); worksheet with outline of
world map; a maximum-minimum thermometer or a picture of one
49
Introduction: 10 minutes
Revise the ideas covered in the previous lesson by asking students to respond to the questions given for
homework
...
Explanation: 25 minutes
Draw a large circle on the board and on it mark the equator, the tropics of Cancer and Capricorn, and
the Arctic and the Antarctic circles
...
Read the text on temperatures and the world climatic zones (page 8)
...
Also explain how maximum (highest) and minimum (lowest) temperatures are calculated using
special thermometers
...
Refer to the climatic map of the world on page 8, and point out the types of climate that have been
described and the division of the world into climatic zones, accordingly
...
Equatorial:
very hot and wet; tropical: hot and wet; temperate: warm to cool and wet to dry; polar: very cold,
with snow and ice
...
Write the names of the climatic zones on the board in separate columns, and ask each student to
name a country falling in any one of the climatic zone
...
Conclusion: 5 minutes
Using the world map or atlas, the students should identify at least eight countries that are in the
equatorial, tropical, temperate, and polar regions
...
Homework: The first activity of ‘Things to do’ can be begun as a group task
...
Ensure that each group hands over the task to the next so that the work
continues till a month’s data is compiled
...
Lesson plan 6: World climate
Duration: 40 minutes
Objective: To impart information about Pakistan’s climate and revise factors for climate
Outcome: Students will be able to
• identify the features of climate
• discuss the climate of Pakistan
Resources: Textbook; slideshow of different cities/places in the country showing a variety of climatic
conditions and their effects on the lives of people of Pakistan; Worksheet 2 from the Teaching Guide
Appendix
50
Introduction: 10 minutes
Talk about the climate of the city/town where students are currently living
...
Discuss with students the activities people of Karachi engage in during the long summers and short
winters
...
Introduce the topic: The climate of Pakistan
...
Explain the table given on page 8; the table clearly shows the
range of climate that different parts of Pakistan experience throughout the year
...
Remind the students about the diversity of physical features and, along with them, the differences in
climate as well in Pakistan
...
Location is also a factor affecting the
climate
...
Class work: Students complete Work Page Exercise A in class
...
Students show the weather chart they were given for homework in previous class
...
Homework: Question 4 on page 9 is to be given for homework
...
Lesson 3 Life in the desert
Lesson plan 7: Life in the desert
Duration: 40 minutes
Objective: To impart information about specific climatic zones
Outcome: Students will be able to
• understand what a desert is
• identify the regions where deserts are usually found on Earth
• discuss the different types of deserts
Resources: Textbook; atlas; Teaching Guide for explanation; pictures of deserts found in different
countries
Introduction: 10 minutes
Greet the students
...
Ask the students what
51
the climate is like in a desert
...
Inform the class that a desert is a harsh, hot, and dry area of land where no
worthwhile vegetation grows because of very little or no rainfall and the soil is dry and infertile
...
Whatever little plant and animal life is found in a desert, it is adapted
to the harsh conditions of the area
...
The map shows the locations of the Earth’s
deserts
...
Continue with the text on different kinds of deserts found on Earth
...
Explain what is meant by a rain shadow desert
...
Help the
students to locate them on a large world map and then to mark these deserts on the map on page 11
...
Point
out that while desert regions are barren on the surface, they usually have valuable reservoirs of oil,
gas, and other minerals as in Saudi Arabia, Iraq, and Libya
...
The word ‘tundra’ means a region where plant
growth is not possible due to low temperature and very short periods of sunshine
...
Students can work in
pairs to find the desert countries, and then share the list with the class
...
Desert countries and capitals: in South America: Chile—Santiago; in Africa: Mauritania—Nouakchott;
Mali—Bamako; Algeria—Algiers; Niger—Niamey; Chad—Ndjamena; Sudan—Khartoum; Libya—
Tripoli; Egypt—Cairo; Saudi Arabia—Riyadh; Namibia—Windhoek; Botswana—Gaborone; in Asia:
Mongolia—Ulan Bator; in Oceania: Australia—Canberra
...
Conclusion: 10 minutes
Ask students to think about the lives of people living in a desert and compare it with their own lives
...
Fill in the columns according to students’ responses
...
Wind up the discussion by summarizing the points discussed in class
...
Ask the students to start working on compiling information for the third activity of ‘Things to
do’
...
e
...
Also ask about
the different kinds of desert found on Earth
...
Ask them about the homework
...
The smallest desert is
Carcross Desert in Canada
...
Explanation: 25 minutes
Read the text on the features of a desert, beginning with climate
...
Remind the students of the lesson on climate, done in Class 3—places that are far
inland have very hot summers and cold winters as they do not get the sea breeze which keeps the land
cool in summer and warm in winter
...
The
winds in the deserts are also quite strong because there is no vegetation like trees, or construction and
big buildings to slow wind speed at a lower level
...
Show the students pictures of the deserts in Pakistan: Thar in Sind, Cholistan in Punjab, and the Kharan
in western Balochistan
...
Refer to the Teaching Guide for detail about the vegetation, animals, and the lifestyle and occupation
of people living close to the desert
...
Ask them to note its thick stem
and the spines and point out that the cactus roots go deep into the soil to get moisture
...
Show the students pictures of some very large cactus
plants found in the deserts, such as in Arizona and Nevada in the USA
...
These are places where
underground water may emerge as a spring; tough plants grow and survive here and there will be
small settlements around it
...
Encourage the students to use the school library as
a resource to discover more about desert life in their own country and in other countries
...
Talk about the camel
...
Discuss the features that help the camel to survive in the
desert: its long and thick eyelashes that keep the sand and dust out of its eyes, its broad feet which
prevent them from sinking into the loose sand and its hump where it stores fat—not water! Ask
students if they know of any other animals that live in the desert
...
During the day most animals and
insects stay in whatever shady place they can find, but they come out to hunt after sunset or at early
dawn
...
Show pictures of the Bedouins of Arabian Peninsula, Tuareg
of Africa, and the nomads of Mongolia
...
Class work: Students are to individually complete Exercise B of the Work Page
...
Conclusion: 10 minutes
Discuss Questions 3 and 4 given at the end of the lesson with the students
...
Note the points on the board to help students later write the
answers in their notebooks
...
Collect pictures of animals, plants, people, and the way of life in a desert
...
Lesson plan 9: Life in the desert
Duration: 40 minutes
Objective: To study a desert country in detail
Outcome: Students will be able to
• understand how deserts can be managed, and made to bloom with plants and vegetation, and
how animal life is supported
• know how people live and work in a desert country
Resources: Textbook; video clips, documentary, or pictures on the progress in Saudi Arabia and
United Arab Emirates; Teaching Guide for explanation and Worksheet 3
Introduction: 5 minutes
Greet the students and quickly recap the homework task (Work Page Exercise A)
...
Explain how Saudi Arabia has been able to progress using the income from its vast oil reserves to
provide facilities for its people
...
Ask the class which fruit is common to Arabia—the date
...
Besides, desalination (removing the salt from sea water by chemical
process) is a very important procedure for this country which has no rivers or lakes
...
Remind students of the lesson on Power and
mineral resources, studied in Class 4
...
Talk about how Saudi Arabia, the Gulf countries like Bahrain and Kuwait, and also the United Arab
Emirates states, especially Dubai and Abu Dhabi have developed over the years
...
Arrange for the viewing of a video clip, presentation, or documentary on Saudi Arabia, showing the
progress made in the last fifty years or so
...
Similarly, show the students a video clip on the development that has taken place in the UAE
...
The soil for the parks and green belts in the
cities, and many plant and tree varieties have been imported
...
Encourage them to talk about the experiences they had during their visit
...
Show the students pictures of Dubai and Jeddah some 30 years ago
...
The students will be amazed to see how the places
they saw with towering buildings and theme parks were mainly desert
...
The oil found in abundance in Middle Eastern
countries attracted organizations/companies to start their operation there and this resulted in people
from all over the world coming to these places in search of jobs and a better future
...
Conclusion: 10 minutes
Discuss the last question on page 14 to recap the lesson
...
Take rounds to supervise the work
...
Divide them into
four groups and assign the African deserts, Sahara and Namibia, and the South American Atacama
Desert as well to this list
...
Alternately, they can be taken to the computer lab to research the four deserts, and
the other related information
...
Lesson 4 Life in the forest
Lesson plan 10: Life in the forest
Duration: 40 minutes
Objective: To impart information about forests as a natural resource
Outcome: Students will be able to
• identify what comprises nature
• appreciate the need for forests
• recognize the main features of equatorial/ tropical forests
Resources: Textbook; atlas; Teaching Guide for explanation; video clips or slide show on a variety of
features of tropical forests including various kinds of trees, animals, birds, and people
55
Introduction: 5 minutes
Greet the students and enquire how the desert projects are coming along
...
List all their suggestions on the board
...
Explain that this is how Nature is
balanced, and we must make sure that this balance is not disturbed
...
Explanation: 25 minutes
Ask students to think of the reasons why we need forests
...
Write them in bullet points on the board
...
The most important reason is that forests are
the lungs of the Earth—they absorb carbon dioxide and exhale oxygen that is essential for all humans
and animals; forests attract rain and save the topsoil from erosion; they are home to many species of
plants, animals, insects, reptiles, and birds; they have many plants of medicinal value; forests also
provide man with timber for construction and making furniture
...
Ask the students to write down the reasons we need forests as a list in their notebooks
...
Explain why forests are decreasing now—because land is cleared either for settlements,
or farming, or industry
...
With reference to the map on page 16, explain the location of various types of forests found on Earth
...
Ask the students
why the vegetation here is so dense—it is because of the climate—plenty of sunshine as well as rain
that makes plants grow fast and also densely
...
Point out the countries listed in the text on a political world map
...
Draw the
students’ attention to the pictures with the text
...
Tell the students about the Rafflesia, the biggest flower on Earth
which is found in the Asian rainforests, and is named after Sir Stamford Raffles (founder of Singapore)
who discovered it
...
Ask the students to use the
school library for research about the plants, animals, birds, reptiles, etc
...
They can do
group work on this and put up their projects for display at the completion of the chapter on life in the
forests
...
Move on to the next page for information on people in the forests and how they live
...
As in the past, most of them
are hunters and gatherers; they use the same weapons as their ancestors, and are close to nature;
they have their own cultures and traditions
...
There are similar tribes in the rainforests of the Philippines
...
However, as these places are being discovered, the younger generation of these tribes is getting
to know about the outside world
...
Conclusion: 10 minutes
Recap the lesson by asking short questions about the points covered and by discussing the first two
questions on page 19
...
This will interest students a great deal
...
Homework: Students are to write at least ten things they observed in the video/presentation about
the features of tropical forests
...
Note them on the
board
...
Explanation: 30 minutes
Read the text on temperate forests
...
Ask the
students if they see anything unusual about the location of temperate forests in the northern and
southern hemispheres—there are more forests in the north than in the south as the land area is also
much bigger
...
Using the atlas, ask the students to locate the countries which have temperate forests, and list them
in their notebooks
...
As the term coniferous
implies, the trees, mostly pine, in these forests bear cone-shaped fruit
...
Point out the shape of the leaves too,
and why this is so—they do not lose as much moisture in the dry air as flat leaves would, and snow falls
off them easily
...
The juniper forests around Ziarat in Balochistan are among the oldest in the
world
...
These are found in higher altitudes, but because of the cold
temperatures and dry air, the trees do not grow as tall as the pines and other conifers
...
Read about the animals that live in these forests: note what is common about these animals in spite of
their shape and size: all of them have thick coats of fur to keep them warm in the long, harsh winters
...
Tell the class about the birds that migrate from these regions in
winter to warmer climates to the South
...
The students will be surprised to learn that
there are 63 wildlife and/or bird sanctuaries in Pakistan
...
Ask students if they have noticed large flocks of birds flying southward in late autumn
and then back to their own habitat in early spring—it is a beautiful sight!
Discuss the lifestyle of the people who live near these forests, what work they do for a livelihood, how
they live, dress, eat, and travel
...
Class work: Students may complete Work Page Exercise A in class
...
Work Page Exercise B is to be done for homework
...
Lesson plan 12: Life in the forest
Duration: 40 minutes
Objective: To enhance learning through activity
Outcome: Students will be able to
• mark countries which have temperate and tropical forests on an outline map of the world
• develop dioramas or posters based on forests and their features for class display
• answer questions about the main ideas discussed in the lessons
Resources: Textbook; atlas; outline map of the world; chart papers, coloured markers or crayons,
glue sticks; Worksheet 4 from the Teaching Guide
Introduction: 15 minutes
Begin by discussing the end of chapter questions on page 19
...
(The important facts about equatorial forests are also given in Lesson plan 10: Life in the forest
...
Ask them to first mark the countries which have
tropical forests
...
Once students are through with the activity ask
them to mark on the same map countries which have temperate forests
...
They can paste the map in their notebooks
...
Sort out the pictures brought by the children according to their groups
...
Students then write the title of their display on the top of the sheet, and paste the pictures on the sheet,
leaving space below each picture to write the animal’s name
...
Put up the posters for display
...
Conclusion: 5 minutes
Wind up the lesson by emphasizing the need for forests for keeping a balance in the natural
environment
...
Homework: Worksheet 4 is to be completed for homework
...
Tell the students what cannibals are
...
Lesson 5 Life in the polar regions
Lesson plan 13: Life in the polar regions
Duration: 40 minutes
Objective: To impart information about the polar regions of the world
Outcome: Students will be able to
• know the geographical location of the polar regions
• understand the features of the polar regions
• identify the main features of the Arctic region
Resources: Textbook; atlas; globe; Teaching Guide for explanation; pictures showing the Arctic and
Antarctic regions
Introduction: 10 minutes
Greet the students
...
Now they will learn about the climatic zone which was unexplored and
undiscovered for a longer time than any other part of the world
...
Point
these out on the globe—the areas around the North and South Poles (latitude 0° North and South)
...
Explanation: 20 minutes
Read the text describing the features of the polar regions—the climate, vegetation, and animal life in
these regions
...
At
this time it is winter in the southern hemisphere, and it is dark around the clock over the South Pole
...
59
Draw the students’ attention to the map of the North Pole on page 21
...
Tell them that there is no land where the North Pole is marked—it is all water, the
Arctic Ocean
...
Explain that this region is composed entirely of icebergs; there is very little
land except for the northern coasts of Asia, Europe, and North America
...
Use a globe to show students the land mass and oceans that comprise the North Pole
...
Ask the students to see the map on page 16 which shows the latitudes for the
Arctic and Antarctic Circles, at 66
...
Ask students to calculate how many years have passed since the first explorer ventured into this
region: 325(bce) + 2012 ce = 2337 years!
Do you know? Namira Salim is the first Pakistani to have been to the North and South Poles
...
Find out more
about Namira Salim
...
Explain
why the Inuit do not use bricks to build their homes
...
Hence snow blocks are used to build homes called
igloos
...
Ask the students to find out what a kayak looks like
...
There are birds too, specific to these regions
...
It is interesting to know
that there are polar bears in the Arctic but no penguins; penguins are found only in Antarctica and off
the coasts of South America (Patagonia) and South Africa
...
Talk about the difficult and long
voyages the explorers had to undertake in order to reach these far flung places, but they saw it as a
challenge
...
Some names are given below along with dates
...
60
Do you know? In April 2012 it was one hundred years since the famous ship Titanic sank in the North
Atlantic after hitting an iceberg
...
Find out more about the Titanic
...
Make columns on the board and write the
names of the explorers in them
...
When there are at least five points
about each of the explorers, sum up the activity
...
Explanation: 20 minutes
Read the text on Antarctica
...
The climate is very
cold all year round, and extremely cold in winter
...
The animals in the Antarctic region are penguins, seals, walruses, and whales,
besides a big variety of fish
...
Ask the students if anyone has seen the film ‘March of the Penguins’
...
Antarctica has not been
inhabited, i
...
settled, because of its extremely cold climate
...
Scientists, geologists, and geographers visit Antarctica for research
...
The polar ice caps are nature’s source of fresh water for the Earth
...
Class work: Draw a circle on the board to represent the Earth
...
Ask the
students to come up one by one and mark each latitude as the teacher asks them to
...
Next, the students may complete Exercise A of the Work Page individually
...
Conclusion: 10 minutes
Questions at the end of lesson should be discussed with the students
...
They can later write the answers in their notebooks
...
61
Lesson plan 15: Life in the polar regions
Duration: 40 minutes
Objective: To develop critical thinking in students through discussion
Outcome: Students will be able to
• discuss the problems faced by the people who live in the polar regions
• develop understanding of how to deal with different living conditions
• develop a glossary of words related to the polar regions
Resources: Textbook; atlas; dictionary; pictures of the famous ship Titanic; Worksheet 5 from the
Teaching Guide
Note: Do some preliminary research on the sinking of the Titanic on its maiden voyage across the
Atlantic Ocean
...
Explain that it was the biggest passenger ship of its
time and it was claimed to be so strong that it could not sink
...
Ironically, there were not enough lifeboats on the ship
...
People who fell into the dark, cold water could not survive the low temperature
...
What problems do they face with respect to the weather? How do
they live? What work do they do and what do they eat? Ask students to think about these questions
and then respond
...
When the list is
exhausted, ask the students to use the points on the board to write a paragraph on the life of an Inuit
...
They need to use a
dictionary in order to find the meanings of the words in the list
...
Wind up the discussion by giving a recap of the points covered in the three lessons
...
Note: The making of a model igloo can be done in a separate period
...
Ask them how people living in a country can prove their identity as its citizens
...
Tell them that the government issues documents that confirm its citizens’ identity
in the country and abroad
...
As the
process is computerized and recorded, these are called Computerized National Identity Cards—CNICs
...
This form, which has the details for their parents or guardians,
serves as an identification of children less than 18 years of age
...
Show them a CNIC and a passport, if available
...
Ask the students to say at least one thing about Pakistan that
makes them proud to be a Pakistani
...
Read the text further
...
We are safe from many natural disasters that affect other
countries, like cyclones, hurricanes, etc
...
e
...
Similarly, Pakistan due to its geographical
position and landforms has a varied climate which is also a reason why we have people who have
different occupations, dress differently, eat different kinds of food, and have different forms of
entertainment
...
This land has a history that goes back to many
thousands of years, and there are interesting historical sites across the country
...
In contrast, there is a new planned city, Islamabad, and many new buildings in other towns and cities
which have everything we need for our daily lives
...
We have transport:
railways, ships, aeroplanes, roads, railway stations, airports, and sea ports
...
Ask if any students have visited these places
...
Talk about the
development and progress being made there
...
Due to the efficiency of the organization, the literacy rate in this region is the
highest in the country
...
Discuss Question 1 given at the end of the lesson
...
Question 2 has already been discussed but repeating it
will reinforce their ideas about Pakistan
...
Discuss briefly about
the city they live
...
Supervise their work
...
Appreciate their effort
...
Lesson plan 17: Our country
Duration: 40 minutes
Objective: To learn about Pakistan and the world, and the institutions and their role in the country
Outcome: Students will be able to
• identify the international organizations that Pakistan has ties with
• recognize the importance of armed forces for a country in times of war and peace
Resources: Textbook; Teaching Guide for explanation; pictures of the armed forces of Pakistan (all
components); a large map of Pakistan and some pictures of the Gandhara civilization sites
Introduction: 10 minutes
Enquire about the homework and ask students to share their findings on the Gandhara Civilization
...
Display the pictures
of the Gandhara civilization sites found in Pakistan; encourage students to visit these places when they
are on a sightseeing tour, as they are great sources of learning as well as pleasure
...
Ask why a country is divided into provinces
...
Inform
them that the division of a country into provinces and districts makes it easier for administration and
development planning
...
But in peaceful
times too, the armed forces do a lot of supportive work, such as road building and repair in
mountainous areas as shown in the picture on page 28
...
Show the class pictures of the
three wings of the armed forces—army, navy, and the air force
...
64
Ask the class why a country needs to have ties with international organizations
...
Pakistan is an important country in this region; it is a member of SAARC and of
OIC, as well as the UN and some of its bodies, such as FAO, UNICEF and UNCHR
...
Explain that tourists from all over the world visit Pakistan to see the beautiful northern region of
Pakistan
...
Besides, Pakistani products e
...
textiles and cotton products, leather goods, Basmati rice, and oranges
and mangoes are exported to other countries
...
Note the responses on the board
...
Discuss the third activity of ‘Things to do’
...
Alternately, assign group
work to collect information and pictures to make tourist brochures or posters about tourism in
Pakistan
...
Appreciate
their efforts
...
Collect and put these aside for the class activity later on
...
Explain that the government is responsible for providing
services for the welfare of its people, and to ensure that these services are made available efficiently
to all the people
...
Ask the students to name some state-run
institutions in the city where they live, such as Jinnah and Civil Hospitals in Karachi, the Punjab
University in Lahore, Bolan Medical College in Quetta, and similar institutions in Khyber Pakhtunkhwa
...
Read the text about the problems in the country
...
The topic ‘Pakistan and you’ is a very important one
...
Ask students in what other
ways they can help their country to become a better place to live
...
This will be the response to Question 3 on page 29
...
Homework: Worksheet 6 to be completed for homework
...
Divide the class into groups and assign a specific location to each,
such as the Kaghan Valley in the north, Hunza, Lahore, Karachi, the Lal Suhanra Park, and Gwadar, to
name a few
...
This project can be completed over a week and the results displayed for other sections to see
...
to the class
...
Let them think
what these foods are made of—ask them to identify the basic ingredients in their lunch boxes
...
What is bread or the paratha made of? Encourage
students to think and name the basic ingredients
...
Explanation: 25 minutes
Read the text
...
Ask which parts of Pakistan are known for their agricultural output and why—the Indus Plains
because of their fertile soil, availability of water, and stable climate
...
How else do we know that Pakistan is an agricultural economy? We can determine this by the amount
and number of crops produced, by the exchange earned through exports of raw and finished products
based on agricultural output, the livestock, cattle, and dairy products, and by the number of people
or workforce involved in farming and related activities, which is much higher than the numbers doing
other jobs
...
It is clear from the map that most of the
crops are grown in Punjab and Sindh and in some parts of Khyber Pakhtunkhwa
...
Use an atlas to show students
that Balochistan produces delicious apricots, dates, almonds, grapes, and apples
...
The cycle of
farming would be interesting for the students to know how and when crops are grown and how they
are harvested
...
Read the text further to elaborate on the main crops grown in the country (pages 32–33); explain
what is meant by ‘staple crop’—the main crop produced for food and grown in large quantity
...
Show the students the samples of gram, lentils, and beans
...
Tell
them the names of the pulses and talk briefly about the colour, shape, and size of the lentils
...
In fact, pulses (daal) and roti, along with seasonal vegetables, are the
staple diet of most people in the rural areas, if they cannot afford meat
...
Eating daal is a healthy option and very beneficial for
keeping us strong and active
...
Halwas, mithai, dahi phulki, dahi baras, and chaat, are some of the examples
...
Popcorn, custard, corn on the cob, etc
...
Questions 1, 2, and 6 on page 34 are to be answered by students after class discussion
...
Lesson plan 20: Agriculture in Pakistan
Duration: 40 minutes
Objective: To impart further information about agriculture in Pakistan
Outcome: Students will be able to
• differentiate between cash and food crops
• list the major cash crops of Pakistan
• understand how livestock contributes to Pakistan’s economy
Resources: Textbook; atlas; Teaching Guide for explanation and Worksheet 7
Note: Make good use of the explanation and teaching tips in the Teaching Guide on these topics
...
Ask them about their
favourite fruits too
...
Ask the class why some of the crops are called cash crops
...
The main crops grown in Pakistan are described on page 33
...
Read the text on the main crops
...
Discuss the first activity of ‘Things to do’ to be discussed with the students
...
Continue the text reading to the end of the lesson
...
Farm animals are used for pulling ploughs and carts, and
drawing water on farms which are not mechanized or are too small for heavy and large machinery
...
e
...
Cattle are valuable for the dairy products
as well as meat and skins
...
Conclusion: 10 minutes
Review the lesson by asking Questions 3, 4, and 5 at the end of the lesson
...
Homework: Worksheet 7 is to be done for homework
...
Ask what can be done to revive this plant: the obvious
answer would be to water it
...
Continue with the lesson
...
Take students’ responses
and sum up the discussion emphasizing that water is one of the most vital natural resources needed
for survival of life on Earth
...
Explain what is meant by seasonal rivers:
these are rivers which come to life after rains in an otherwise dry area like Balochistan
...
(Ask students to keep noticing the plant that has been watered in the beginning of the lesson
...
Hence the farmers
68
cannot solely depend on rainfall to grow their crops
...
The water from the rivers is
stored, diverted, and redistributed to the crop-growing areas through a variety of irrigation methods
such as dams, reservoirs, barrages, and canals
...
Remind the students about the lesson in Class 4 on how power is
generated, and the source of hydroelectricity
...
Start with canals
...
In Lahore, there is a canal that flows through the middle of the city
...
In Larkana, there is the Rice Canal and
when we travel by road in Sindh, we cross the canals leading out from River Indus to the farmlands
...
Creating a model of a shaduf would be a good activity for the class to learn by doing
...
Also point
out where the charsa, Persian Wheel, and karez are used
...
Conclusion: 5 minutes
Ask the students to see whether there is any change in the plant
...
Leave the plant in the class for students to observe
...
Lesson plan 22: Water and irrigation
Duration: 40 minutes
Objective: To reinforce learning through activity
Outcome: Students will be able to
• locate the rivers, dams, and barrages on the map of Pakistan
• respond to the questions regarding the lesson
Resources: Textbook; atlas, Teaching Guide for explanation and Worksheet 8; a large relief map of
Pakistan on the board
Introduction: 10 minutes
Discuss the questions at the end of the lesson
...
Students can then write the answers to Questions 3 and 4 in their notebooks
...
Activity 2: 15 minutes
Exercise B of the Work Page is to be completed next, in pairs, with the help of the large map
...
Wind up the lesson
...
69
Lesson 9 Minerals
Lesson plan 23: Minerals
Duration: 40 minutes
Objective: To stress the importance of mineral resources for a country’s economy
Outcome: Students will be able to
• identify the minerals found in Pakistan
• locate the places where minerals are found
Resources: Textbook; atlas; Teaching Guide for explanation; samples of rock salt, objects made from
copper, marble, and clay
Note: Use the Teaching Guide for reference to explanation and further detail
...
Minerals
are one of them
...
Show the class the
sample of rock salt and the objects made from marble, copper, and clay, and ask them to identify
what these are made of and tell them the detail
...
Explanation: 20 minutes
Read the text
...
In
Pakistan both kinds of minerals are found
...
Talk about how the government has worked to exploit these resources for industry, power/energy,
fuel, construction, and export
...
Show the students the
sample of rock salt
...
It is processed for use in cooking,
preserving, and food industry, as well as in chemical and pharmaceutical industry
...
The other important non-metallic minerals are those used in industry, such as barite, gypsum,
soapstone, clay, and sulphur (also spelt now as sulfur); and magnesite, limestone, and marble used in
construction
...
Inform the
class about the high quality emeralds mined in Swat
...
Questions 1, 2, and 3 are to be discussed here
...
Conclusion: 10 minutes
Talk to the students about the process of mining
...
Miners who work in the mines to bring the coal from deep inside the Earth
risk their lives
...
However, the government was
determined to rescue the miners and managed to get all of them safely out of the mine
...
Homework: The first activity of ‘Things to do’ is to be done for now
...
Ask them to write their names on a slip and tape them
at the back of their objects
...
Let each student talk about
the object s/he has brought to the class
...
Explanation: 25 minutes
Read the text from Magnesite onwards
...
Talk about the use of marble in construction and for making decorative items
...
Talk
about gemstones and the variety found in Pakistan
...
The students will be surprised to know that besides their value for jewellery,
diamonds are also used in industry
...
Also show the
students the pictures of gemstones used in jewellery and/or in raw form
...
Explain that Pakistan does not have large deposits of iron ore which is
the main mineral needed for industry—all machines used in industry, and many industrial facilities
such as boilers, furnaces, storage tanks, pipes, etc
...
However, there are some
other minerals which are found in Pakistan, and recently large reserves of copper have been
discovered in Reko Diq in Balochistan, along with gold deposits
...
Conclusion: 5 minutes
Discuss Questions 4 and 5 with the students, to be later answered in the notebooks
...
71
Lesson 10 Power resources
Lesson plan 25: Power resources
Duration: 40 minutes
Objective: To further explain how energy resources are utilized to generate power
Outcome: Students will be able to
• know how electricity is produced in Pakistan
• identify the different ways of producing electricity
Resources: Textbook, atlas, Teaching Guide for reference; a piece of coal to show the students
Introduction: 10 minutes
Ask students to name the things in the classroom which require electricity to operate: fans, lights, air
conditioner, computer, etc
...
Discuss the inconvenience
of disrupted power supply
...
Explanation: 20 minutes
Begin with a quick recap of points covered in the previous lesson on this topic (fossil fuels)
...
Explain the various ways in which electricity is generated—thermal,
hydel, and nuclear
...
Explain how thermal and hydel plants function: the former generates electricity by using gas or diesel
to turn the turbines which produce power while hydel plants use the energy of fast flowing water from
dams to work the turbines
...
Point out the
volume of water shown in the picture on page 46
...
Inform the students
about the location of thermal and hydel power plants in Pakistan
...
Ask
the class why this is so—the rivers in the north are fast-flowing, but they lose their momentum when
they reach the plains, hence hydel power plants are located in the north of the country
...
Discuss the reasons why some parts of the country need and use more power than the others—higher
population, industry, and agriculture are the main reasons
...
Refer to the Teaching Guide (pages 21–23) for further explanation
...
According to research, coal first came into use as early as 4000 bce in China and
around 3000-2000 bce in Britain
...
The use of coal increased several times over with the development of industry, especially
after the Industrial Revolution in the 18th century
...
It is actually ‘fossilized’ wood from trees and plants
and forests that were buried underground and solidified over millions of years
...
In Pakistan there are coal mines in the Salt Range in Punjab, in Quetta, and lower
Sindh
...
Ask students what other uses of coal, besides power generation and kilns for bricks and pottery, they
have observed
...
Refer to the map on page 44 to point out the location of power resources in Pakistan
...
These recap most of
the points covered in the last two lessons and provide a review of the topic as well
...
Supervise the work by
taking rounds and assisting the ones who need help
...
Lesson plan 26: Power resources
Duration: 40 minutes
Objective: To enhance students’ knowledge about the Sun and wind as energy resources for power
generation
Outcome: Students will be able to
• understand how solar and wind power can be used for producing electricity
• realize that fossil fuels will be exhausted as a source of energy hence other sources must be
explored
Resources: Textbook, Worksheet 10 from the Teaching Guide; a solar-powered calculator, pictures of
solar panels, cars powered by solar energy
Introduction: 5 minutes
Begin with a quick recap of the previous lesson
...
Explanation: 20 minutes
Read the text on other sources of power, i
...
solar and wind power
...
Hence they are cheaply available
...
Make students aware of the fact that fossil fuels (coal, gas and oil) are being used faster than nature
produces them
...
This is why we need to look for alternate sources of energy which are naturally
and cheaply available, like sunshine (solar energy) and wind (wind energy)
...
Wind farms have been set up in places where the wind blows strongly for
long periods; similarly, solar panels have been installed in places which have long periods of sunshine
over the year, as in Mediterranean and tropical countries
...
Ask students if they know of any machine which uses solar power
...
Show students the solar panels given on the calculator
...
It is cheap
and does not require a frequent change of batteries
...
Pakistani
students of engineering have also designed, produced, and exhibited solar-powered cars in Australia
and in Pakistan itself
...
73
Complete the reading of the text
...
They may
consult the text in order to complete the tasks
...
Remind the students to be careful while using machines and appliances as valuable Earth resources
are used to produce electricity which makes these machines work
...
Lesson 11 Industrial development
Lesson plan 27: Industrial development
Duration: 40 minutes
Objective: To create awareness about the importance of industry for a country’s progress
Outcome: Students will be able to
• realize that Pakistan had a weak industrial base at the time of independence
• understand why industries are important for a country
• identify the major industries of Pakistan and their products
Resources: Textbook, atlas, map of Pakistan; samples of different kinds of cloth produced in Pakistan,
some textiles and clothing items labelled ‘Made in Pakistan’; garments which have an international
brand tag but also marked ‘Made in Pakistan’
Introduction: 10 minutes
Begin with a discussion about the importance of industry for the progress and development of a
country
...
Explain that when Pakistan won its independence in 1947, the
main industries in the subcontinent were based in India and Pakistan was a mainly agricultural region
...
Explanation: 20 minutes
Read the first paragraph
...
Gradually industries were
set up and in the 1960s Pakistan made much progress in this field
...
Point out that availability of power and water are essential for industry, along with
availability of manpower, i
...
people who manage and work in the factories and mills, and transport
facilities for moving raw materials and finished goods
...
Why is this so?
Read the text on the cotton industry of Pakistan
...
Students will be
surprised to know that the people of Mohenjo Daro used to trade their cotton textiles with
Mesopotamia which is modern day Iraq
...
Ask students to locate the cotton industry on the map
...
They can bring the names of major manufacturers to the next class
...
Wool is another raw material available in Pakistan, mainly in Balochistan and in the north
...
Apart from items of
personal use, the most important exports are the fine hand-knotted carpets produced in Pakistan
...
Art silk is the name given to the artificial silk yarn as the fabric produced for local use and export
...
It is mainly imported from Bangladesh
...
Show the students some samples of different kinds of fabric produced in Pakistan such as cotton,
polyester, silk, cotton lawn, latha, khaddar, upholstery material, etc
...
Show the students items of
clothing that have a ‘Made in Pakistan’ tag attached
...
Inform them Pakistan has a
huge network of garment factories which procure the fabric for these famous brands and then get it
stitched in the factories
...
If even a single thread
has a defect the finished product is discarded
...
Ask students if they have visited such markets where, along with good quality clothing, such
items are also sold
...
Fans, lights, windows,
doors, desks and tables are all manufactured in Pakistan
...
Lesson plan 28: Industrial development
Duration: 40 minutes
Objective: To enhance students’ knowledge about industry in Pakistan
Outcome: Students will be able to
• identify the other industries in Pakistan besides textiles
• gain knowledge about the contribution of industry to the economy
Resources: Textbook, atlas, Teaching Guide for reference
Introduction: 10 minutes
Begin with a quick recap by asking about the homework activity
...
Then draw attention to the different industries in Pakistan besides cotton products and textiles
...
Explain the use and importance of chemicals in various industries—as Pakistan has
the raw materials for many of these hence many chemicals are produced to meet the local demand
...
Discuss with the students the growth in each sector from 1947 to date
...
Ask each group to list, for as many products as they can find in the
lesson, progress made in industry, since Pakistan came into being
...
Discuss the importance of each of the industries, described on page 52, for the development of the
country, such as fertilizers for agriculture, cement and steel for construction; iron and steel for
engineering industries, and vegetable oil for local consumption
...
Another product imported for consumption is tea—from Kenya and Sri Lanka
...
These form the backbone of industrial
development
...
Vehicles like cars, buses, tractors
and farming machinery are also assembled using imported and locally manufactured parts
...
Conclusion: 10 minutes
Questions 1, 2, 4 and 5 on page 54 are to be discussed here
...
Question 5 requires students to refer to the map on page 50, and to think and discuss why some places
have no industries
...
Lesson plan 29: Industrial development
Duration: 40 minutes
Objective: To create awareness about cottage industry, tourism, and the meaning of imports and
exports
Outcome: Students will be able to
• identify the role of cottage industry and tourism as industries
• differentiate between imports and exports and understand their value
Resources: Textbook, atlas, Teaching Guide for reference and Worksheet 11; samples/pictures of
articles made in cottage industries across the country; a short video clip or presentation/posters on
the beautiful landscapes of Gilgit-Baltistan, Swat, etc
...
Introduction: 10 minutes
Greet the students and collect homework
...
Ask the class what
they understand by cottage industries
...
Such industry, which is small scale and managed
by people working from their homes, is called cottage industry
...
Explanation: 20 minutes
Read the text on cottage industries, page 53; ask what the craftsman in the picture is working on
...
Talk about the use of tools
...
Sports goods, cutlery and also surgical equipment are
manufactured in Punjab and are of good quality
...
Move on to tourism and read the text
...
Ask the students about places in Pakistan and abroad that they may have visited with their
families for a holiday
...
Tourism also provides jobs to the people
in those areas as they work in the hotels, in transport, and as guides
...
Pakistan has all the different physical features of the world—highest peaks attract mountaineers,
historical sites are visited by scholars and researchers, and there are beautiful beaches along the
Arabian Sea
...
Show the class a video or Power Point presentation on the beautiful landscapes of the northern areas
of Pakistan which attract tourists and adventurers from all over the world
...
Let them share their experiences if they have visited any of these
places
...
Countries that do not have adequate raw materials and/or a weak industrial base need to
import them from countries which have surplus raw material and/or a strong industrial base to make
finished goods
...
Pakistan exports, or sells, raw material
in the form of cotton, and finished cotton products as well
...
Countries that have a strong industrial
base manufacture more than they need and sell or export the surplus goods, and earn well through
this process
...
Conclusion: 5 minutes
Recap the ideas covered in this chapter
...
77
Lesson 12 Some important cities
Lesson plan 30: Some important cities
Objective: To inform the students about the main cities of Pakistan
Outcome: Students will be able to
• identify the major cities of Pakistan
• identify the major landmarks of Pakistan’s main cities
Resources: Textbook, atlas, pictures of different places in Islamabad, Lahore and Karachi, a large map
of Pakistan
Note: The attached administrative map of Pakistan can be copied and distributed (one per pair of
students)
...
Begin the lesson by having an informal discussion on Pakistan
...
Tell them it is very important for us to know as much as we
can about our country
...
Explain that cities gain importance due to various factors, such as by being
the capital city, the main commercial hub of the country, the centre for industry, or as a main tourist
spot, etc
...
Ask the
students if they have visited any of these places
...
What
do these sites have to offer to the people? List the major facts about Islamabad on board
...
It has a
scenic location and it houses all the main government departments, e
...
the National Assembly,
Supreme Court, embassies, the National Monument, and many other places of interest
...
Inform the class that Karachi was the capital of Pakistan from
independence in 1947 to 1960 when Islamabad was declared the capital city
...
Share the pictures of
different places in Karachi and ask the students if they have visited any of these places
...
List the major facts about Karachi on board
...
The next important city is Lahore, the provincial capital of Punjab
...
During pre-Mughal as well as Mughal times it was an important
city, and today too it enjoys a special place as a centre of history, education, and cultural activity
...
Talk about the history of
Lahore which dates back to hundreds of years
...
Class work: Use the copies of the attached map to complete Exercise B of the Work Page
...
Help them if they have
trouble finding the required places
...
Homework: The third activity of ‘Things to do’ can be given for homework
...
List all the information shared by the students on the board and add to it if any point has been
missed out
...
Appreciate students for their efforts
...
Explain where its name
originates
...
Today Rawalpindi houses the Pakistan Army Headquarters
...
Similarly, read the text on Peshawar, and Quetta
...
It is famous for its proximity to the Khyber Pass, and for its old bazaars and mosques
...
Its name means fort and, surrounded by mountains, it is secure
like a fort
...
Quetta is famous for its cherry trees
and the old bazaars full of dry fruit and a variety of textiles and crockery
...
The questions on page 59 are to be discussed in the class
...
Class work: Exercise A of the Work Page is to be done as pair work
...
The second activity of ‘Things to do’ is to be completed by students with the help of an atlas or map of
Pakistan
...
Conclusion: 5 minutes
Homework: Worksheet 12 is to be completed for homework
...
80
Lesson 13 Pakistan and her neighbours
Lesson plan 32: Pakistan and her neighbours
Duration: 40 minutes
Objective: To impart information about Pakistan’s location, its neighbour countries, and relationship
with them
Outcome: Students will be able to
• pinpoint Pakistan’s location on the map with the help of coordinates
• identify the neighbouring countries of Pakistan
Resources: Textbook, atlas and world map, globe; Teaching Guide for explanation; pictures of Iran
and Afghanistan
Introduction: 10 minutes
Greet the students
...
Ask them
to name the countries surrounding Pakistan—India, Afghanistan, Iran, and China
...
In
this lesson we will study about Pakistan’s neighbours
...
Remind the class
about the lines of latitude and longitude they studied in the earlier chapters
...
Also point out the countries that share borders with Pakistan: India to the east, China to the north,
Afghanistan to the north-west, and Iran to the west
...
Trace your finger on the stretch of borders that Pakistan share with its neighbours
...
With which country does Pakistan have a border dispute? The dispute is
with India over Jammu and Kashmir whose status was left unconfirmed by the British at the time of
independence
...
Read the text on page 61 and explain with the help of the first two paragraphs from page 27 of the
Teaching Guide
...
Ask the students which province of Pakistan
shares this border—it is Balochistan
...
The history of Iran is very ancient and dates back to 4000 bce
...
They may make a fact
file giving information about the old and new names of the country, its population, currency,
languages spoken, people, historical sites, etc
...
Similar fact files can be
made for the other neighbouring countries too
...
The
Iranian New Year begins on Nauroz, the spring equinox on 21 March
...
The ¼ day from each year is added to the leap year in which the last month has 30 days, making
it a total of 366 days, just like the Gregorian calendar
...
Talk about the problems this country has faced in the last 30 years
which have affected its economy greatly
...
The cities were green with trees and plants, the streets beautiful and
wide
...
The trees had been either burnt
down or cut and there were charred buildings everywhere
...
Today Afghanistan has the one of the lowest
literacy rates in the world
...
A
lot of Afghan nationals flooded Pakistan in the 1980s and again after 2001
...
Ask the students if they have eaten any Afghani dishes, like Kabuli
pulao and Afghani tikka, which are very popular in Pakistan
...
Homework: Find out some more interesting facts about Iran and Afghanistan and some pictures or
posters, if possible, and bring them to the next class
...
Students share some of the interesting information
on Iran and Afghanistan
...
Students may copy the list in their notebooks
...
Ask them if they
know the names of other Chinese dishes
...
Read the text on China
...
It is the biggest country in Asia in terms
of size and population, which is also the largest in the world
...
China has an ancient and interesting history, and
has developed ahead of its neighbouring countries—paper-making and printing was done here
centuries before it became common in Europe
...
Talk about China’s strong industrial base; it has no shortage of skilled manpower for its industries, and
it manufactures and exports goods designed and developed in China as well as many products that
are made in China for international brands—from clothes to vehicles and heavy machinery
...
82
Read the text on India
...
This is possible as both the countries were one before 1947
...
The Muslim
population of India is 13
...
2 billion)
...
The Himalayas to
the north of India form a natural boundary between India and China, while to the south are the Indian
Ocean and the Bay of Bengal to the east
...
India is
also home to many languages and customs
...
Note and list the countries other than Pakistan that share their borders with India: China, Nepal,
Bhutan, Bangladesh, and Myanmar (Burma)
...
We share many things like language, food, and history with India, but there are also points
of conflict which affect our relations with this country
...
Show students pictures of various landmarks of India and its main cities
...
Identify the location of India and China on a world map using the lines of latitude and longitude
...
Students may
discuss Exercise A on the Work Page
...
Point out that while the first four topics can be answered from the
textbook, students should do some research for the last two topics
...
Explain that this may be done as a
research project with relevant text and appropriate illustration
...
Lesson plan 34: Pakistan and her neighbours
Duration: 40 minutes
Objective: To know about our relations with other Muslim countries
Outcome: Students will be able to
• identify the countries that comprise OIC
• discuss the places they would like to visit and why
Resources: Textbook, Atlas, Teaching Guide and Worksheet 13; large world map (political) displayed
on the board
Introduction: 10 minutes
Enquire about the homework given and the progress on it
...
Explain that Pakistan is a
member of the Organization of Islamic Cooperation (formerly called Organization of Islamic
Conference) and as such, it enjoys friendly relations with the other member countries
...
Explain
that Pakistan is located in South Asia
...
Talk about Pakistan’s strong relations with Turkey, Saudi Arabia, and the UAE
...
Link this to the first activity of ‘Things to do’
...
Students can either be
taken to the computer lab or library to research about the countries; the teacher can also share the
information he/she has
...
Remind students to talk about the landmarks, places of sightseeing, recreation and leisure in
their discussion
...
Ask them to note the
important points so that the task can be completed for homework on the Worksheet or in their
notebooks
...
Conclusion: 5 minutes
If time permits, some students can share their findings with the class
...
84
Unit 3 History and Rights
Lesson 14 Early history of Islam
Lesson plan 35: Early history of Islam
Duration: 40 minutes
Objective: To inform and reinforce students’ knowledge about Islam’s early history
Outcome: Students will be able to
• realize the importance of leadership in early days of Islam
• name the four Rightly Guided Caliphs (ra)
• identify their services, achievements and impact
Resources: Textbook, Teaching Guide, atlas or large world map
Introduction: 10 minutes
Greet the students
...
He was not only the Messenger of Allah, but also the first leader of Islam
...
Ask the class if anyone of them knows who led the Muslims after the Prophet Muhammad (saw) passed
away
...
However, write the names and
the dates on the board for information
...
Explanation: 20 minutes
Read the text on the Rightly Guided Caliphs (ra), and explain with the help of the Teaching Guide,
page 30
...
They followed the Prophet’s (saw)
Sunnah—examples of his actions—in dealing with various problems that arose
...
The first Caliph was Hazrat Abu Bakr (ra), a close friend and companion of the Holy Prophet (saw) and
also his father-in-law
...
The second Caliph was Hazrat Umar (ra) whose caliphate lasted for ten years
...
Islam spread beyond Arabia to Iraq, Palestine, Persia, and Egypt
...
The third Caliph was Hazrat Usman (ra), a kind and generous leader, during whose Caliphate the
compilation of the Holy Quran was completed
...
Hazrat Usman (ra) ruled for twelve years
...
The fourth and last Caliph was Hazrat Ali (ra), Prophet Muhammad’s (saw) cousin and son-in-law
...
He also contributed towards improving administration and rule of law
...
85
Use the world map to show students the spread of Islam under the leadership of the four Rightly
Guided Caliphs (ra)
...
Conclusion: 5 minutes
Recap the lesson by going through the era of the Khulafa-e-Rashideen (ra) and their main achievements
...
Lesson plan 36: Early history of Islam
Duration: 40 minutes
Objective: To inform the students about the later rulers who followed the Caliphs (ra)
Outcome: Students will be able to
• identify the rulers after the four Rightly Guided Caliphs (ra)
• identify the regions where Islam spread in the later years
Resources: Textbook, world map, atlas, Teaching Guide and Worksheet 14; outline map of world for
activity
Introduction: 10 minutes
Begin with asking the students about the homework task—how successful were they at finding out
any incident relating to the Rightly Guided Caliphs (ra)? If they have done so, encourage them to
share the incident with the class
...
Share an incident as well with the students
...
Deal with neutrality when explaining the disagreement between Shias and Sunnis
...
Refer to pages 30–31 of the Teaching Guide to explain about the Umayyad, Abbasid, and Fatimid
dynasties
...
The
founder of the Umayyad dynasty was Amir Muawiya ibn Abu Sufyan; he moved the capital to
Damascus in Syria
...
He is also credited with the development
of naval power for Islam
...
Tell the students about the
Berber general Tariq and his strategy to command his army and how he ordered half his boats to be
burnt so that his men had no choice but to march ahead
...
Ask students to recall from lessons in
Book 4 how Mohammad bin Qasim, a 17-year-old, came into Sindh: explain the reasons why he was
ordered eastward—to deal with pirates off the Arabian Sea coast and recover the goods and people
captured by them
...
) In the short period that Mohammad bin Qasim was in
this region (711–712 ce), his governance was so fair and just that Islam spread fast up to southern
Punjab
...
The Abbasids moved their seat of government eastwards and the city of Baghdad was
founded by them
...
86
The famous Abbasid rulers, Haroon ar-Rasheed and Mamoon encouraged the growth of knowledge
and culture; Mamoon set up the ‘House of Wisdom’—Bait-ul-Hikmah—in Baghdad
...
They moved west from Arabia into Egypt and developed the
garrison town of Fustat into Cairo, their capital
...
He was followed
by Mohammad Ghori who stayed back and made Lahore his capital
...
Class work: Provide students with an outline map of the world
...
This activity can be done in pairs
...
Conclusion: 10 minutes
Students to respond to the questions given at the end of the lesson: this exercise will provide a recap of
the lesson as well
...
Lesson plan 37: Europeans and the subcontinent
Duration: 40 minutes
Objective: To create awareness of how and why Europeans came to the subcontinent
Outcome: Students will be able to
• understand the reasons that attracted Europeans to the subcontinent
• appreciate how they travelled such distances
• realize how Europeans came to rule the subcontinent
Resource: Textbook, Teaching Guide, atlas/globe, large world map
Introduction: 10 minutes
This is an interesting lesson although its content over-arches the Mughal era (covered briefly in Book 4)
...
Remind students about the Mughals who ruled the
subcontinent for a long period
...
Explain that almost all the dynasties reach a peak in
progress after which their glory starts to dwindle and eventually fades out
...
During Aurangzeb’s rule, the Mughal Empire stretched across the
length and breadth of South Asia, but he was always at war, which not only kept him away from his
seat of government, Delhi, but also depleted his treasury
...
Explanation: 20 minutes
Read the text
...
Stories
of the wealth and culture of this region and the opportunities it presented had always attracted
outsiders
...
In the late 16th and then the 17th centuries, other Europeans were drawn to this
87
land
...
In 1600, Sir Thomas Roe arrived at the Mughal Court as the ambassador of Queen Elizabeth
I of England
...
While Roe waited for nearly two years to meet Jehangir,
he surveyed the land and selected sites to set up their factories
...
Along with the British, the French had also set up their posts along the east coast of India
...
The Portuguese were at the western coast of India
...
The Europeans who had patiently waited in the wings, now made their
presence felt
...
Use an atlas to show students the distance that British, Portuguese, and the
French had to cover in order to reach India
...
Among these, the British proved to be the most determined and
successful as they eventually drove out the others and made the subcontinent a part of their empire—
for 200 years
...
Refer to the Teaching
Guide, page 32, for detail
...
Conclusion: 10 minutes
Discuss the first two questions on page 75 to recap the main points covered
...
What
did they see and experience when they landed on the western or eastern coast of India? How was the
weather, the food? What did the people look like? Language problems? What did they like about this
new place?
Prompt the students, if needed, and note all responses on the board
...
Lesson plan 38: Europeans and the subcontinent
Duration: 40 minutes
Objective: To create understanding of how the foreigners adapted themselves and how they
succeeded in their purpose
Outcome: Students will be able to
• better appreciate how the Europeans, especially the British, succeeded
• to know about the exchange of cultures and language
• research further on how Europeans reached and adapted to the subcontinent
Resources: Textbook, Teaching Guide, library, encyclopedia, Internet
Introduction: 10 minutes
Begin by going back to the brainstorming for Exercise B
...
Explanation: 25 minutes
Re-read the text (from the second line) on page 74 to help understand why the British took over the
government of the subcontinent
...
Talk about how poor governance of a country means eventual downfall and tremendous loss
...
But they were not united amongst themselves and thus could not dislodge the British
till the 20th century
...
Activity:
‘Things to do’: Divide the class into four or six groups, depending on the number of students
...
Tell the students that they can use a variety of sources to find the information
...
Decide how students are
going to present their findings
...
Encourage group work
among students
...
Conclusion: 5 minutes
Assign homework: Exercise B and ‘Things to do’ activities are to be done for homework
...
Lesson 16 The struggle for independence
Lesson plan 39: The struggle for independence
Duration: 40 minutes
Objective: To inform about the moves towards independence of the subcontinent
Outcome: Students will be able to
• identify some of the reasons that led to the war of independence
• realize the need felt by the Hindus and Muslims to set up a political party
Resources: Textbook, Teaching Guide, atlas, world map
Introduction: 10 minutes
Greet the students and ask how the homework has progressed
...
Next, ask them if they know about any of the great leaders who led the independence movement
...
Explanation: 20 minutes
Before reading the text, explain that since the various rulers of the subcontinent had proved
incompetent, it led to the gradual and final takeover by the British
...
All this exploded in a revolt when in 1857 the issue of greased bullets came up
...
Explain with reference to the Teaching Guide that this was beginning of the
struggle for independence in the 19th century
...
)
89
Draw the students’ attention to the pictures on page 76 of the text
...
Read the text further and tell the students why the old Mughal emperor was punished by the British—
the Muslims had rallied around him asking him to lead them, but he was too old to do so
...
Even when he died, they did not allow that his body be brought back and buried in Delhi; he is buried
in Rangoon
...
(Do not go into too much detail as the students will be studying these topics
in depth, in higher classes
...
Read the text on the Indian National Congress
...
Talk about the current political parties of Pakistan: ask the class to name
some parties and their leaders
...
The students should note the date when the Congress came into
being—1885
...
Share some information about the two leaders of Congress, Jawaharlal Nehru and M
...
Gandhi
...
He started many
movements at that time and was able to unite the Hindus to come forward and demand a free
country
...
Conclusion: 10 minutes
Discuss Questions 1–3 on page 79; it will serve as a recap of the main points covered so far
...
Homework: Students write the answers to Questions 1 and 2 in their notebooks
...
Ask one member of each
group to come up and read out two facts from his/her project
...
Explanation: 20 minutes
Introduce the topic ‘All India Muslim League’; read the text
...
Explain that
when some leaders made it clear that in independent India mainly the Hindus would be running the
90
government, the Muslims felt the need to have their own representation in the assemblies and
government
...
The Muslims were inspired by people like Sir Syed Ahmed Khan and Allama Iqbal who encouraged
them to acquire education and knowledge to meet the challenge of modern times and move forward
...
Talk about Mr Jinnah’s role: he was a
capable and successful lawyer; he was well-educated and could deal confidently with the British, and
above all he was a man of principle and vision
...
On the world map, show the location of Pakistan, India, and Bangladesh
...
Tell the class that East Pakistan became Bangladesh, a new country, after a war in 1971
...
Class work: Work Page Exercises A and B are to be completed in class with reference to the textbook
...
Wind up the lesson by
emphasizing the sacrifice and struggle by many people in order to create this country
...
Homework: Worksheet 16 is to be done for homework
...
The
Teaching Guide also provides some detail for the second activity
...
Mainly some grandparents or great
grandparents may have come from across the border hence the response to most questions will be
‘Pakistan’
...
Tell the students that there are people who are stateless, like the Palestinians or Kashmiris, because
their land is under someone else’s rule
...
91
Explanation: 20 minutes
Read the text on Sir Syed Ahmed Khan
...
After the defeat in the
War of Independence, Muslims did not accept the English education system, but the Hindus took
advantage of the offer and landed good jobs in the government
...
Through his writing and speeches he
made the Muslims aware of the fact that in order to get their rights the Muslims of India needed to
learn the English language as well get education
...
Inform students it is an institution of high profile
and many leaders of Pakistan received higher education from there
...
Ask students to find out from adults in the family if their grandparents or other elders have studied at
the prestigious Aligarh University
...
Read the text on Allama Iqbal
...
Iqbal wrote in
both Persian and Urdu; ask the class if they have sung or heard any poems by Iqbal
...
Allama
Iqbal was a visionary (one who has a dream for the future) who brought up the idea of a separate
country for the Muslims of India
...
Read about Allama Iqbal’s education, his views on the history as well as the future of Muslims
...
Activity: Students fill the fact file on Allama Iqbal in their books
...
Divide them into small groups or pairs and assign
each pair/group one personality to research
...
Homework: Activity as given above
...
Introduction: 15 minutes
Students share with the class the findings of their research on the personalities, given as homework
...
Wind up the discussion
...
Show the students pictures from different
times in his life
...
He was a brilliant orator with good command
of the English language—both qualities were an advantage for his profession
...
The students can now fill in the fact file on Quaid-e-Azam given on the Work Page
...
Ask students to write the names
under each of the picture
...
Conclusion: 5 minutes
Discuss the questions on page 83 with the students, which will also serve to recap the lesson
...
We should be proud to be Pakistani and work hard to make it
a better place
...
Lesson 18 After independence 1947–71
Lesson plan 43: After independence 1947–71
Duration: 40 minutes
Objective: To inform students about the achievements and problems that Pakistan faced from 1947 to
1971
Outcome: Students will be able to
• understand that the partition of subcontinent was not a peaceful process
• realize the problems a new country had to face
• understand how the new country was governed
Resources: Textbook, Teaching Guide, atlas, world map
Introduction: 10 minutes
Briefly go through the main points of this important lesson—refugee problems, lack of funds, lack of
resources, developing a constitution and laws for the country, the Kashmir issue
...
Explanation: 20 minutes
Read the text till the end of the first paragraph on page 86
...
Secondly, the British left the decision about Kashmir to India where
the population, mainly Muslim, opted for Pakistan
...
The positive part was the determination and resolve of the people of Pakistan to serve the country in
whatever way they could, and they worked hard to make the country prosper
...
Another problem that Pakistan faced early in its history was one of leadership
...
Khwaja
Nazimuddin was appointed Governor General
...
93
Quick changes in leadership in the early years affected the progress of Pakistan
...
In 1955, General Iskander Mirza took over from Ghulam Mohammad, who was too ill to lead the
country
...
Class Work: Discuss Questions 1-3 at the end of the lesson with the students
...
Students should try to answer the
questions in their own words and write them out in their notebooks
...
Talk about the feelings of
people who left everything they had for a new homeland
...
Homework: The first activity of ‘Things to do’ is to be completed by students in their notebooks
...
Introduction: 5 minutes
Students share their findings from the Work Page activity of ‘Things to do’
...
Explain that these figures are the ones who run
the provincial governments
...
Explanation: 25 minutes
Read the text from the third paragraph onwards on page 86
...
Read the text till the end and explain with the
help of the Teaching Guide
...
In 1958, President Iskander
Mirza declared Martial Law i
...
army rule, and abolished the constitution
...
General Mirza was sent to UK where he lived to the end of his days
...
This long stretch of power brought some stability after
the past eleven years of turmoil
...
In 1959-60 the capital was moved from
Karachi in the south to a new planned capital Islamabad, in the north
...
Another important development
was the signing of the Indus Water Treaty with India, under the authority of the World Bank in the
94
USA
...
These are some of the reasons why Ayub Khan’s government is known as the Decade of
Development
...
A ceasefire (bringing a war to a
stop) agreed upon at a meeting in Tashkent, organized by the United Nations, brought the war to an
end
...
Read the text for the reasons why people began to get unhappy with Ayub Khan’s government
...
Mr Zulfiqar Ali Bhutto who was in
Ayub Khan’s cabinet founded a new political party—Pakistan People’s Party—in West Pakistan
...
With the help of the world map locate Tashkent (in Russia); also show the students the distance
between East and the West Pakistan at that time
...
Explain the outcome of the 1970 elections and the
consequences—the break-up of the country, because the people in the East Wing did not want West
Pakistan’s authority
...
Conclusion: 10 minutes
Recap the lesson from the beginning
...
Homework: Discuss Questions 4 and 5 with the students
...
Worksheet 18 may be used for assessment
...
Divide the class into groups and
explain the task
...
Lesson 19 Pakistan since 1971
Lesson plan 44: Pakistan since 1971
Duration: 40 minutes
Objective: To inform the students about the aftermath of the 1971 war
Outcome: Students will be able to
• know the results of the 1971 war and its impact on Pakistan
• know about the succession of governments since 1972
• realize why Pakistan has not been able to always have democracy
Resources: Textbook, Teaching Guide, atlas for map of Asia; pictures of the Simla Accord
Introduction: 5 minutes
Begin with a quick quiz about the last lesson
...
Tell the students that this is what happens when
two nations or countries are at war
...
95
Explanation: 30 minutes
Read the text
...
Students can spot the young
Benazir Bhutto in some of the pictures as well
...
Explain the importance of the
Simla Accord, a treaty signed by Mrs Indira Gandhi, the Indian Prime Minister and Mr Bhutto
...
Read about Mr Bhutto’s achievements: new constitution passed in August 1973, Islamic Summit
Conference in Lahore in 1974, trade treaties signed with important countries, and the further
development of trade and political ties with China
...
People did not accept the election results of 1977 and
protested across the country: the result was army takeover and martial law once again
...
Read about the Zia era (1977–88) and briefly explain the events
...
Read about Benazir’s return in 1986, when huge crowds turned up to welcome and
support her
...
Point out that Benazir Bhutto was the first, and youngest, female Prime Minister of a Muslim country
...
Changes to the constitution are called Amendments; many such amendments have
been made since 1973 to date
...
Discuss with students the causes behind the change of government on 1977 and
then in 1988
...
Show the class pictures of various prominent political leaders—past and present
...
Conclusion: 5 minutes
Recap the main points
...
Ask
them to collect and bring the facts to the next class
...
Lesson plan 45: Pakistan since 1971
Duration: 40 minutes
Objective: To inform students about important events in Pakistan’s recent history
Outcome: Students will be able to
• identify the events and personalities that have affected our history
• list the successive governments since 1990
• understand the impact on the country—successes and problems
Resources: Textbook, Teaching Guide and Worksheet 19, Atlas; library
Introduction: 10 minutes
Begin by asking the students about the homework
...
Appreciate their efforts
...
Explain that the period from 1990 to
2010 has been eventful with changes of government and leaders which meant changing policies and
their impact on the country, the people, and Pakistan’s relations with other countries
...
After reading the text, attempt the questions from the suggested activity on page 40, Teaching Guide
...
Ask them about the significance of her position as a
prime minister
...
She
served two terms
...
Ask the students to find out the names of other leaders currently in power in the rest of the world
...
Discuss the questions given at the end of the lesson
...
Encourage them to write the answers in their notebooks
...
Conclusion: 10 minutes
Wind up the class by recapping the main points of this lesson
...
Homework: Worksheet 19 is to be completed for homework
...
A separate period will be required
to complete this activity in groups
...
Lesson 20 More about human rights
Lesson plan 46: More about human rights
Duration: 40 minutes
Objective: To reinforce awareness about rights and duties
Outcome: Students will be able to
• define the term ‘human rights’
• know that children also have rights
• identify the organizations and individuals working to promote rights
Resources: Textbook, Teaching Guide; some rights copied from the UN Declaration of Human Rights,
and the Convention for Rights of Children
Introduction: 10 minutes
Greet students and ask them what they know about human rights
...
Write ‘Human rights’ on the board and list students’ responses all
around it
...
Wind up the discussion
...
The lesson begins with the definition of basic human rights
...
The students have read about human rights and children’s rights in Book 3
...
This lesson in Book 5 continues onwards from Book 3
...
Read the text
...
The United Nations is an organization that has authority over its member countries and oversees them
to ensure that they abide by the terms of the laws they have agreed to
...
In
1989, world leaders decided that children needed a special convention just for them because people
under 18 years old often need special care and protection that adults do not
...
Encourage students to go to the United
Nations website and find out more about the CRC
...
Other than the UN there are other organizations run by different groups for specific rights; these also
have international recognition and acceptance
...
Stress on the fact
that this is what all religions also endorse—that when we see someone weak being ill-treated, we
should do what we can to protect them; when we see a wrong being done, we should try to stop it
...
Basic information has been given
about each one of them; encourage students to research and find out more about their lives
...
Read the text up to the end of page 93
...
Conclusion: 10 minutes:
Discuss Questions 1–4 on page 94 to recap the main points of this lesson
...
Divide the class into four or five groups and assign them one topic each
...
98
Lesson plan 47: More about human rights
Duration: 40 minutes
Objective: To reiterate awareness and importance of rights (and duties)
Outcome: Students will be able to
• realize individuals also struggle to promote human rights
• identify some individuals and their achievements with regards to human rights
Resources: Textbook, Teaching Guide, Worksheet 20; library
Introduction: 10 minutes
Begin by enquiring about the students’ progress on their research
...
Provide the sources for research,
and also use the information in the Teaching Guide about Amnesty International and SOS Villages
...
Explanation: 20 minutes
Ask the students if they know of individuals, other than those they have read about so far, who have
been fighting to provide humans rights to those who have been denied these rights
...
Read about some more people in Pakistan who are working for human rights and to help people who
do not know where to go for help and cannot afford expensive legal advice
...
Three organizations are also mentioned which
are working for education and environmental awareness and protection
...
Discuss the last question and
note the students’ response
...
Conclusion: 10 minutes
Wrap up the lesson by following up on the activities of ‘Things to do’ and related research
...
The interactive work will
generate interest and enthusiasm and reinforce learning
...
99
Appendix: WORKSHEETS
Unit 1: World Geography
Lesson 1: Maps
1
...
2
...
What information can you find on a relief map?
100
Lesson 2: World climate
1
...
What reasons can you give for the difference?
3
...
Why do few people live in deserts?
2
...
What is so special about the camel?
102
Lesson 4: Life in the forest
1
...
Winters are extremely cold in temperate forests
...
How do the animals living in temperate forests adapt themselves?
103
Lesson 5: Life in the polar regions
1
...
Find out what food the Inuit eat, and how they move from one place to another
...
Find out another name for the Inuit
...
On the outline map of Pakistan, mark the sites of historical interest and importance
...
Name the member countries of SAARC
...
Write the names of any three persons, other than those in the lesson, who have played
important roles in the progress of Pakistan since 1947 to date
...
List the reasons why Pakistan is able to produce more food grain today than 50 years ago
...
What livestock animals are best suited for rearing in Balochistan and the deserts of Thar and
Cholistan? Give reasons
...
On the outline map of Pakistan, mark where cotton, rice, wheat, and sugar cane are grown
...
JAMMU
AND
KASHMIR
(Disputed Territory)
N
106
Lesson 8: Water and irrigation
1
...
Why have so many dams and barrages been built in Pakistan?
3
...
4
...
Find names of four other gemstones besides the ones mentioned in this lesson
...
2
...
The last letter of the first word makes a new
word, reading down
...
This is found in the Salt Range and is used for fertilizer
2
...
Mined at Spin Kan and used for cement and chemicals
4
...
Used to harden steel; mined at Muslim Bagh
6
...
Used for explosives as well as fertilizer; found in Koh-i-Sultan
8
...
Why does Pakistan use less electricity than many smaller countries of Europe?
2
...
What are the other sources of energy besides hydel power? Name them with an example of
each power source
...
Why is the manufacture of cotton textiles the most important industry of Pakistan?
2
...
3
...
110
Lesson 12: Some important cities
1
...
2
...
Select any two, other
than those in the lesson, and make a fact file
...
What is so special about the name ‘Karachi’?
111
Lesson 13: Pakistan and her neighbours
1
...
You can use the school library for reference
...
Fill in the blanks using information from the lesson
...
i) Hazrat
...
iii) The work of compiling the Holy Quran was begun by Hazrat
iv) The compilation of the Holy Quran was completed in the caliphate of Hazrat
(ra)
...
...
2
...
Why are the years 711–712 ce important in the history of Sindh?
113
Lesson 15: Europeans and the subcontinent
1
...
i) The Europeans who visited the subcontinent were amazed by
ii) Sir Thomas Roe came to Jehangir’s court as
...
in
...
...
Why, do you think, were the British more successful than the other Europeans in staying on
in the subcontinent?
114
Lesson 16: The struggle for independence
1
...
What did Mohandas Gandhi do in 1942? What did he aim to achieve?
3
...
When did this take place?
4
...
What title was Syed Ahmed Khan presented with? Who gave it to him? Why?
2
...
i) Sir Syed Ahmed Khan set up the
College in
, in
(year)
...
iii) He was inspired by the
, in
...
...
Why did trouble begin in Kashmir in 1948?
2
...
What important event took place in 1965?
4
...
117
Lesson 19: Pakistan since 1971
1
...
Who took over as Acting President after the death of General Zia-ul-Haq in August 1988?
3
...
118
Lesson 20: More about human rights
1
...
What does EPA stand for?
3
...
Give the names of two other personalities of Pakistan who are working to help the people of
the country, and write what they are doing