Week

Topics

Breakdown for a week (Students Learning Outcomes)

Learning Activities

Assessment

1

Ideology of Pakistan

Day 1:  Ideology,

Sources of Ideology

Day 2:

Reasons for Presenting Two Nation Theory and problems faced by Muslim of subcontinent

●       Define the term Ideology.

●       Enlist the main sources of Pakistan’s Ideology

●       Relate the basis of Pakistan’s ideology with particular reference to the basic values of Islam and economic deprivation of Muslims in India.

Learning Activities:

●       Extra Research work: Teachers can provide extra reading material / books for extended knowledge. Some weblinks are:

o   http://notesonpakistan.blogspot.com/2009/08/two-nation-theory.html

o   https://storyofpakistan.com/two-nation-theory-the-myth-the-reality/

o   https://dergipark.org.tr/en/download/article-file/1033923

●       Class Presentation: Students can be assigned some topics for class presentation after completing the topic. Students could prepare and present these topics in front of the class / peers and teacher can comment on it or mark it.

●       Develop a working / live board in the class. Draw a timeline in the middle of the board and keep on adding the events as the history lessons move on. Encourage students to add on their learnings on this board as they cover the subtopics.

●       Role play: A role play can be planned by making two groups, Hindus and Muslims and reflecting the problems created by Hindus for Muslims. Some students can become the leaders and present the Two Nation Theory.

Formative Assessments:

●       Class Discussion on concept of Two Nation Theory

●       Written response in form of classwork / homework.

●       Verbal responses during different activities, rapid questioning, short question answer session

●       MCQs or Quiz sessions in classrooms.

●       Entry tickets and Exit slips.

●       Muddiest point at wrap up of the lesson.

●       1- minutes summary about assigned topics.

●       Debate session / competition.

●       Against or for short speeches.

Summative Assessments:

●       Multiple choice questions

●       Fill in the blanks.

●       True / False

●       Quiz competition

●       Short questions

●       Evaluative questions. (For example)

o   Justify that Two Nation Theory became the basis for the creation of Pakistan.

o   Comment on role of Muslim leaders in presenting Two Nation Theory.

o   Evaluate the contributions of Sir Syed Ahmed Khan in presenting Two Nation Theory

2

Day 1:

Two Nation Theory- origin

Two Nation Theory – Elaboration

Day 2:

Importance of Two Nation Theory

●       Explain and elaborate Two-nation Theory: Origin and Explications with reference to the economic and social deprivations of Muslims.

3

Day 1:

Quaid e Azam and Two Nation Theory.

Allama Iqbal and Two Nation Theory.

Day 2:

Summative Assessment

●       Evaluate Pakistan’s Ideology with reference to Quaid Azam and Allama Iqbal’s proclamations.

●        Summative Assessments

Week #

Broad Topics

Breakdown for a week

(Students Learning Objectives)

Learning Activities

Assessment

4

Struggle and Creation of Pakistan

Day 1:

War of Independence

Day 2:

Sir Syed Ahmed Khan,

Aligarh College and Aligarh Movement.

●     Identify the immediate and underlying causes of the war of independence in 1857.

●     Assess the impacts of war on the Muslims in subcontinent.

●     Evaluate the role of Sir Syed Ahmed Khan as a reformer (education, social and political)

●     Criticize his contributions and its impact on Muslims and western world.

●     Highlight his relations with British and ulama.

●     Discuss the reason for the foundation of Aligarh college and the Aligarh Movement

●       Extra Research work: Teachers can provide extra reading material / books for extended knowledge.

●       Class Presentation: Students can be assigned some topics for class presentation after completing the topic. Students should prepare and present these topics in front of the class / peers and teacher can comment on it or mark it.

●       Develop a working / live board in the class. Draw a timeline in the middle of the board and keep on adding the events as the history lessons move on. Encourage students to add on their learnings on this board as they cover the subtopics. Actions which supported Pakistan Movement or were in favour of Muslims can be marked in blue or green colour and could be placed on top of the line, whereas events showing negative impact to Muslim Cause can be placed below the line and in red color.

Role play: A role play can be planned by making two groups, Hindus and Muslims and reflecting the problems created by Hindus for Muslims. Some students can become the leaders and present any event like Nehru report and 14 Points of Quaid e Azam     . Another example can be set up of Pakistan Resolution Day – different students can take up role of Muslim leaders and can present their point of view.

Formative Assessments:

●       Class Discussions

●       Debates on various topics

●       Written response in form of classwork / homework.

●       Verbal responses during different activities.

●       MCQs or Quiz sessions in classrooms.

Summative Assessments:

●       Multiple choice questions

●       Fill in the blanks.

●       True / False

●       Quiz competition

●       Short questions

●       Evaluative Questions – For example:

●       Why did Sir Syed Ahmed believe that opposition towards British is pointless.

●       Why did Sir Syed Ahmed Khan write “The cause of the Indian Revolt”?

●       Quit India Movement was rejected by Congress whereas Muslim League decided to support. Appreciate the decision.

5

Day 1:

Khilafat Movement

Day 2:

Antecedents of Pakistan Resolution 1940

●     Describe the origin, aims and main features of Khilafat Movement 1918

●     Analyze why did Khilafat movement fail?

●     Trace the antecedents of the Pakistan Resolution 1940 and Pakistan Resolution.

6

Day 1:

Congress’s alternative: CR formula and Jinnah – Gandhi talks.

Day 2:

Formation of All India Muslim League and Simla Conference.

●     Discuss Congress’s alternative to Pakistan: CR formula and Jinnah-Ghandhi talks.

●     Discuss the political conditions of the sub-continent which led to the formation of All India Muslim League.

●     State the key features of first Simla conference-1945.

7

Struggle and Creation of Pakistan

Day 1:

All India Muslim League

Day 2:

General Elections of 1945,

Cripps’s Offer and Cabinet Mission Plan

●     State the aims and objectives of All India Muslim League.

●     Describe the impact of the General Election 1945 - 46 on the creation of Pakistan.

●     Compare and contrast the Cripps’ offer and Cabinet Mission Plan.

●       Class Discussions

●       Debates on various topics

●       Written response in form of classwork / homework.

●        Verbal responses during different activities.

●        MCQs or Quiz sessions in classrooms.

●        Class Presentations

●       MCQs

●       Fill in the blanks.

●       True / False

●       Quiz competition

●        Short questions

Evaluative Questions

8

Day 1:

Muslim League’s Legislators Convention,

Interim Government and cause of Pakistan

Day 2:

Contributions of Muslim Leaders in Creation of Pakistan

●     Discuss the Muslim League Legislator’s Convention in the light of Lahore Resolution and Madras Amendment.

●     Discuss the role of interim Government in advancing the cause of Pakistan.

●     Discuss the role of Muslim Leaders (Quaid-i-Azam , Allama Iqbal , and  Ch. Rehmat Ali) in making of Pakistan.

9

Day 1:

British Colonialism  

Day 2:

Summative Assessments

●     Define British Colonialism and its impact on various aspects of life in Indo-Pak subcontinent.

Week #

Topics

Breakdown for a week

Students Learning Outcomes

Learning Activities

Assessment

10

The first decade of newly emergent state

Day 1:

Early Problems (Unfair division of boundary, military assets, refugee problems and financial division and administrative problems, Problems of national language, Kashmir Dispute, Canal water Dispute, Merger of Princely state and Lack of trained personnels). 

Day 2:

Radcliffe Award and Boundary Commission and areas included in Pakistan and Canal Water Dispute.

●     Identify the early problems faced by newly emerged state of Pakistan particularly with emphasis on economic, geo-political, refugee state, constitutional reforms and administrative problems.

●     Discuss the outcomes of the Radcliff Award and reactions of the Pakistan and Indian governments to it.

●     Analyze its impact on Muslims, Hindus and Sikhs. 

●     Discuss the major features of Boundary Commission, analyze its need and unjustness relating it to the impact on the young state.

●     Identify and locate the areas that became the part of the Pakistan as well as neighboring states of Pakistan.

●     Discuss the Canal Water dispute and how was it dissolved / resolved.

●       Extra Research work: Teachers can provide extra reading material / books for extended knowledge.

●       Class Presentation: Students can be assigned some topics for class presentation after completing the topic. Students should prepare and present these topics in front of the class / peers and teacher can comment on it or mark it.

Develop a display board in the class. Display an outline map of Pakistan in a bigger size in the middle of the board. With the help of text and figures / images different problems can be represented on the board. Even students can add on their opinion regarding the impact of those problems on that map alongside the problem mentioned

Formative Assessments:

●       Class Discussions

●       Debates on various topics

●       Written response in form of classwork / homework.

●       Verbal responses during different activities.

●       MCQs or Quiz sessions in classrooms.

Summative Assessments:

●       Multiple choice questions

●       Fill in the blanks.

●       True / False

●       Quiz competition

●       Short questions

●       Evaluative Questions:

11

The first decade of newly emergent state

Day 1:

Indus Water Basin Treaty,

Implementation of Indus water treaty

Day 2:

Impacts of early problems faced by Pakistan

●     Criticize the implementation and outcomes of the Indus Water Basin Treaty

●     Class Discussions

●     Debates on various topics

●     Written response in form of classwork / homework.

●     Verbal responses during different activities.

●     MCQs or Quiz sessions in classrooms

Summative Assessments:

●       MCQs

●       Fill in the blanks.

●       True / False

●       Quiz competition

●        Short questions

●        Evaluative Questions

12

Day 1:

 Impacts Indus Water Treaty

Day 2:

Impacts of early problems faced by Pakistan.

●      Suggest the difficulties which Pakistan might have faced if the problem of Canal Water Dispute would not have been solved.

●     Explain how successful Pakistan was in overcoming the initial problems faced.

13

Day 1:

Quiad’s Vision for Pakistan with reference to his addresses.

Quiad’s Achievements as Leader and First Governor General of Pakistan.

Day 2:

Summative Assessment

●     Discuss the vision of Quaid - e- Azam       for Pakistan reviewing his different addresses carried out for people of different walks of life at different times.

Week #

Topics

Breakdown for a week

(Students Learning Objectives)

Learning  Activities

Assessment

14

Constitution and Political Development in Pakistan

Day 1:

Objective Resolution and  

Constitutional Development in Pakistan.

Day 2:

Liaqat Ali Khan

●       Identify the salient features of Objective Resolution

●       Identify the reasons for the delay in the development process of national constitution of Pakistan.

●       Draw a timeline to reflect constitutional development in Pakistan.

●       Appreciate the services of Liaqat Ali Khan as first Prime minister of Pakistan.

●       Extra Research work: Teachers can provide extra reading material / books for extended knowledge.

●       Display of Political Regimes: Students can be assigned different political eras of Pakistan’s politics. They can then display the reforms they undertook, argue the impact on common people and economy, debate on the success and failures, reflect their reviews about other political parties and even can dress up like their leaders. This will give all students a quick comparison of all the parties.

●       Display board in the class. Classroom display boards can be allocated place to different group of students where they can display the different political eras, reforms they undertook, their success and reasons for failures.

Formative Assessments:

●       Class Discussion on performance of different political rules / eras.

●       Class Activities on different languages.

●       Written response in form of classwork / homework.

●       Verbal responses during different activities, brainstorming session, warm up activities and wrap up sessions.

MCQs or Quiz sessions in classrooms.

Summative Assessments:

●       Multiple choice questions

●       Fill in the blanks.

●       True / False

●       Quiz competition

●       Short questions

●       Evaluative Questions - For example:

o   Evaluate Ayyub’s era in terms of land reforms, political restructuring and economic development.

o   Identify the causes that created differences in East and West Pakistan.

o   Yahya’s rule was just for two years however, he tried making it a successful period in terms of development of the country. Comment.

o   Afghan Jihad had far reached impacts on Pakistan. Justify.

15

Day 1:

Outline of Constitutions of 1956, 1962 and 1973

Day 2:

Comparison of Constitutions of 1956 and 1962

●     Outline the salient features of constitution of 1956, 1962 and 1973.

●     Compare and contrast the constitutions of 1956 and 1962 particularly with reference to the Islamic features included in both the constitutions.

16

Day 1:

Failure of Constitution of 1962 and salient features of Constitution of 1973

Day 2:

Ayyub’s Era 1958-69

●     Comment on the reasons for the failure of constitution of 1962. 

●     Identify the salient features of 1973 Constitution of Pakistan.

●     Critically analyze the ruling period of following political party and leader:

o    Ayyub Khan’s Era (1958 – 69)

17

Constitution and Political Development

 in Pakistan

Day 1:

Ayyub’s Era (1958 -69)

Day 2:   

Yahya’s Regime (1969 - 71)

●     Critically analyze the ruling period of following political party and leader:

o    Ayyub Khan’s Era (1958 - 69)

o    Yahya’s Regime (1969 - 71)

●       Class Discussions

●       Debates on various topics

●       Written response in form of classwork / homework.

●        Verbal responses during different activities.

●        MCQs or Quiz sessions in classrooms

●        Class Presentations

18

Day 1:

Bhutto’s Era (1971-77)    

Day 2:

Zia’s Rule (1977-88)      

●     Critically analyze the ruling period of following political party and leader:

o    Bhutto’s Era (1971 - 77)

●     Critically analyze the ruling period of following political party and leader:

o   Zia’s Rule (1977-88)    

19

Restoration of Civil Rule

Day 1:

Benazir’s Regimes     

Day 2:

 Nawaz Sharif’s tenures and Pakistan Turns Nuclear.    

●     Critically analyze the ruling period of following political parties and leaders:

o    Restoration of civil rule (1988 - 99)

▪      Benazir’s regimes (1^st and 2^nd)

▪      Nawaz’s regimes (1^st and 2^nd)

▪      Pakistan turns nuclear.

20

Day 1:

Pervaiz Musharraf’s Era and his concept of enlightened Moderation. 

Day 2:

Impacts of Privatization and Industrialization

●     Critically analyze the ruling period of following political party and leader:

o    Pervez Musharraf’s Era.

▪      Define enlightened moderation.

●       Analyze the impact of privatization and industrialization in Musharraf’s era.

21

Constitution and Political Development in Pakistan

Day 1:

Economic Reforms of Musharraf

Day 2:   

Restoration of Democracy

Events and impacts of Nawaz Sharif’s 3^rd Tenure

●       Discuss the Economic Reforms introduced by Pervez Musharraf and Shaukat Aziz.

●     Restoration of democratic mode of governance. (2007 and onward)

o   Events

o   Impacts

o   Nawaz’s 3^rd Tenure

22

Day 1:

Restoration of Democracy

Imran Khan’s rule

Day 2:

Summative Assessments.

●     Restoration of democratic mode of governance. (2007 and onward)

●      Imran Khan’s rule

●     Summative Assessments

Week #

Broad Topics

Breakdown for a week

(Students Learning Objectives)

Suggested Activities

Assessment

23

Society and Culture of Pakistan 

Day 1:

Society, Culture and cultural diversity, components of Culture

Day 2:

National Language

●      Define the term Culture, society and cultural diversity.

●     Identify different components of culture (language, dresses, art and craft, music and festivals)

●     Analyze the role of languages in developing national integration and unity.

●       Extra Research work: Teachers can provide extra reading material / books for extended knowledge. Some weblinks are:

o   https://en.wikipedia.org/wiki/Languages_of_Pakistan

●       Cultural Display: Students can be assigned different cultures and they can present it by displaying dress, household items, cuisines, artifacts, embroideries and other components of culture. This display can be planned at some event like Parent teachers meeting day, open day or at an exhibition day. 

●       Display board in the class. Classroom display boards can be allocated place to different group of students where they can display their items and artifacts related to their assigned cultures.

●       Quiz Competition: A quiz can be planned about language of different regions, regional folklores, regional literature, poets, writers, dramas and cultural monuments.

Formative Assessments:

●       Class Discussion on culture and society of Pakistan

●       Class Activities on different languages.

●       Written response in form of classwork / homework.

●       Verbal responses during different activities, brainstorming session, warm up activities and wrap up sessions.

MCQs or Quiz sessions in classrooms

Summative Assessments:

●       Multiple choice questions

●       Fill in the blanks.

●       True / False

●       Quiz competition

●       Short questions

●       Evaluative questions:

o   Comment on the importance of national language by discussing its role in Pakistan movement and role in development of country after partition.

o   Muslim poets and writers played very important role in political awakening during Pakistan Movement. Justify with the help of examples.

24

Day 1:

Provisional & local languages

Day 2:

Development of Urdu and other languages.

●     Discuss different provisional and local languages spoken across the country.

●     Trace out the development of Urdu and other languages in Pakistan.

25

Day 1:

Language and dialect and major dialects in Pakistan

Day 2:

Forms of Literature

●     Identify the major dialects in different areas of Pakistan.

●     Differentiate between language and dialect.

●     Identify the various forms of Pakistani literature.

26

Day 1:

Pakistani Literature, Pakistani poets and writers

Day 2:

Folklore in Pakistani Literature

●     State the salient features of Pakistani literature.

●     Discuss the importance of folklore in Pakistani literature.

27

Day 1:

Pakistani Literature – Drama

Day 2:  

Summative assessments

●     Trace the origin and development of Drama in Pakistan society.

●     Summative Assessment.

Week #

Broad Topics

Breakdown for a week

(Students Learning Objectives)

Learning Activities

Assessment

28

Human Rights and National Integration 

Day 1:

Rights and Responsibilities and basic Concept of Human Rights

Day 2:

Islamic concept of Human Rights

●     Differentiate between rights and responsibilities.

●     Explain the basic features of the concept of human rights.

●     Examine the Islamic perspective of Human Right. 

●       Extra Research work: Teachers can provide extra reading material / books for extended knowledge. Some weblinks are:

o   https://www.ohchr.org/sites/default/files/UDHR/Documents/UDHR_Translations/eng.pdf

o   https://opseu.org/wp-content/uploads/2018/12/30_basic_human_rights_list_english.pdf

o   https://www.amnesty.org/en/what-we-do/universal-declaration-of-human-rights/

●       Class Presentation: Students can be assigned some topics for class presentation after completing the topic. Students should prepare and present these topics in front of the class / peers and teacher can comment on it or mark it.

o    

●       Display board in the class. A comparison can be made on the board between UN declaration of Human rights and Clauses of Human rights in Constitution of 1973.

●       Quiz Competition: A quiz can be planned about UN declaration of Human Rights.

●       Debate competition: A debate competition can be planned in favour and against of Role of minorities in development of country

Formative Assessments:

●       Class Discussion on importance of Human rights

●       Class presentations on UN declaration of Human Right and human right clauses in Constitution of 1973. 

●       Written response in form of classwork / homework.

●       Verbal responses during different activities, brainstorming session, warm up activities and wrap up sessions.

o   MCQs or Quiz sessions in classrooms.

Summative Assessments:

●       Multiple choice questions

●       Fill in the blanks.

●       True / False

●       Quiz competition

●       Short questions

●       Evaluative questions:

o   Compare and contrast the basic human rights declared in UN declaration and 1973 Constitution.

o   Out of 30 rights declared in UN declaration, identify the five most important in your opinion.

29

Human Rights and National Integration 

Day 1:

UN charter of Human Rights – 1948 and Human Rights in Constitution of 1973.

Comparison of Human rights provisions in 1973 Constitution and UN charter

Day 2:

State of Human Rights in Pakistan

●       Reflect on the 30 clauses of Human Rights in UN declaration of 1948.

●       Explore the clauses of 1973 Constitution related to Basic Human Rights.

●     Examine the status of basic human rights in Pakistan focusing particularly on health and education sector.

30

Human Rights and National Integration

Day1:

Education and Poverty alleviation

Day2:

Food – A basic Human Right

▪      Critically evaluate the role of education in poverty alleviation.

▪      Analyze the importance of self-sufficiency in food as a basic human right as well as important for a development of state.

31

Day 1:

Religious freedom of Minorities and Quaid’s vision of freedom for minorities.

Day 2:

Summative Assessment

●     Religious freedom is an important human right, comment and evaluate in light of minorities in Pakistan. 

●     Discuss Quaid’s speech of 11^th August 1947 with reference to role of minorities in development of country.

●     Summative Assessments

Week

Topics

Breakdown for a week

(Students Learning Objectives)

Suggested Activities

Formative Assessments:

●       Class Discussion on importance of sports activities / tourism.

●       Class presentation on different tourist activities / sports activities

●       Verbal / Written response in form of classwork / homework or during different activities.

●       MCQs or Quiz sessions in classrooms.

Warm up or brainstorming sessions and wrap up activities like exit slips

Summative Assessments:

●       Multiple choice questions

●       Fill in the blanks.

●       True / False

●       Quiz competition

●       Short questions

●       Evaluative questions - some examples can be:

o   Reflect on history of development of cricket in Pakistan.

o   Hockey has been an important sports and national game of Pakistan. Comment.

o   State any three steps to be taken to develop the tourism industry in the coastal regions of Pakistan.

Justify that tourism can change the fate of the region.

32

Recreation – Sports and Tourism 

Day 1: Recreational activities and importance of recreational activities

Day 2: Common recreational activities in Pakistani society

●     Define recreation and interpret its importance in society for common people.

●     Enlist some common recreational activities in Pakistani society.

●       Extra Research work: Teachers can provide extra reading material / books for extended knowledge.

●       Class Presentation: Students can be assigned some topics for class presentation after completing the topic. Students should prepare and present these topics in front of the class / peers and teacher can comment on it or mark it.

●       Develop a working / live board in the class. A blank outline map of Pakistan can be placed in the middle of the board. Teachers need to assign different tourist attraction places to students and ask them to bring pictures and facts related to that place which can be pinned on to the board over the map. In this way many tourist places can be placed, and students can have an idea of their location as well.

●       Playing different sports: Schools can plan inter-section competitions of different sports including the traditional and indigenous games.

●       Video show: Students can be shown different videos related to tourist places or sports activities. Number of videos are available on YouTube as well as on other weblinks.

●       Virtual tours: Virtual tours of some tourist places are available online which can be shown to the students either in school or links can be shared to be seen at home. Some sites are as below:

o   https://www.google.com/search?client=firefox-b-d&q=virtual+tour+of+pakistan

o   https://www.hd360.pk/VirtualTour_Portfolio.php

https://virtualpakistan.pk/

33

Day 1: Sports – An important recreational activity

Day 2:

International Sports

●       Define and highlight the importance of sports in Pakistani society.

●       Discuss the status of national and International Sports (Hockey, Cricket, Football, Lawn tennis and Polo) in Pakistan.

34

Day 1: International Sports

Day 2: Sports-Traditional and indigenous sports and importance of Sports activities at international level.

●       Discuss the status of national and International Sports (Hockey, Cricket, Football, Lawn tennis and Polo) in Pakistan.

●       Discuss importance of sports activities at international level.

35

Day 1: Tourism as an industry

Day 2: Economic benefits of tourism and importance of tourism in Pakistan

●       Analyze the importance of Tourism as an industry in Pakistan.

36

Day 1: Natural Tourist sites in Pakistan

Day 2:

 Commercially developed tourist sites in Pakistan and historically or religiously important tourist sites.

●       Identify and mark the important historical and other sites of tourist attraction in Pakistan on a map.

37

Recreation – Sports and Tourism

Day 1:

Tourism and infra structure issue- unexplored areas due to no road network and lack of awareness and facilities for international tourist

Day 2:

Impacts on Tourism and climatic challenges

●       Identify the problems faced by tourism industry in Pakistan.

38

Recreation – Sports and Tourism

Day 1:

Sustainable Solutions to the problems.

Sustainable Solutions to further develop tourism and explore tourist sites. 

Day 2:

Summative Assessments

●       Suggest sustainable ways and means to solve the problems and present solutions to promote tourism in Pakistan.

Week

Topic

Break-Down for the Week (Learning Outcomes)

Learning Activities

Assessment

1

Location of Pakistan

Day 1

●        Identify Tropic of Cancer 23.5°N, latitudes 30°N, 36°N, longitudes 64°E, 70°E, and 76°E on Pakistan’s map
• Annotate Indian Ocean and Arabian Sea on the map

Day2

●        Annotate Pakistan’s neighboring countries on the map.
• Identify the importance of Pakistan's cardinal position/location in relation to bordering countries.

●        Use a range of sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps to derive information of physical, human and environmental aspects of the unit ‘Location of Pakistan’ to guide students and facilitate learning.

●        Use diagrams or a PPT to explain different aspects of the unit like annotation on map to develop their understanding.

●        Engage students in independent as well as collaborative research and projects by providing them the extra reading material or by enabling them using the internet or by answering their questions.

●        Demonstrate her knowledge to build students’ understanding of the location of Pakistan.

Formative Assessment
• Identify the important latitudes and longitudes on the map of Pakistan?
• Label the neighboring countries including (India, China, Afghanistan and Iran) on the physical map of Pakistan.

Correlate how Pakistan’s location facilitates trade and tourism for economic uplifting.

Summative Assessment
• MCQs/ fill in the blanks/ true or false
• Short questions
• long questions including evaluations
• Identify the longitudes 64°E, 70°E, and 76°E on the map of Pakistan.
• Identify the latitudes Tropic of Cancer 23.5°N, latitudes 30°N, 36°N on the map of Pakistan.
• Locate the neighboring countries and Arabian Sea on the map of Pakistan.
• How would you relate the location with the economic and tourism development of Pakistan?

2

Administrative areas and cities                

Day 1

●        Annotate administrative divisions of Pakistan (All Provinces and 5 main Divisions of each province)

●        Annotate following cities: Islamabad, Lahore, Peshawar, Karachi, and Quetta on the map of Pakistan.

Day 2

●        Identify the importance of Pakistan’s major cities in relation to their location.

●        Understand the hierarchy of geographic administrative divisions of Pakistan

●        Use a range of sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, thematic maps to derive information of physical, human and environmental aspects of the unit ‘Location of Pakistan’ to guide students and facilitate learning.

●        Use diagrams or a PPT to explain different aspects of the unit like annotation on map to develop their understanding.

●        Engage students in independent as well as collaborative research and projects by providing them the extra reading material or by enabling them using the internet or by answering their questions.
• Demonstrate her knowledge to build students’ understanding of the location of Pakistan.

Formative Assessment
• Identify the important latitudes and longitudes on the map of Pakistan?
• Label the neighboring countries including (India, China, Afghanistan and Iran) on the physical map of Pakistan.
• Correlate how Pakistan’s location facilitates trade and tourism for economic uplifting.

Summative Assessment
• MCQs/ fill in the blanks/ true or false
• Short questions
• long questions including evaluations
• Identify the longitudes 64°E, 70°E, and 76°E on the map of Pakistan.
• Identify the latitudes Tropic of Cancer 23.5°N, latitudes 30°N, 36°N on the map of Pakistan.
• Locate the neighboring countries and Arabian Sea on the map of Pakistan.
• How would you relate the location with the economic and tourism development of Pakistan?

3

The Natural Topography  

Day 1

MOUNTAINS: Hindu Kush Mountains, Karakorum Mountains, Himalaya Mountains)

Day 2

PLATEAUS: Potohar plateau (salt range) and Balochistan Plateau

●        Use related maps, or Google maps, or GIS to explain the location of rivers, plain, deserts and mountains of Pakistan

●        Collaborate face to face or online with at least one school in any other terrain/region (people living near rivers, mountains or on plains) of Pakistan and have interactive sessions with the students to share their notes on biodiversity, economy and lifestyle.

●         Divide the class into three or four groups to collect the information about each type of terrain. Present their findings to the rest of the groups. Teacher can guide other groups to take notes while one group is presenting.
• Diagrams or a PPT to explain different aspects of the unit.

●        Engage students in independent as well as collaborative research and projects related to economic activities of the selected terrain by providing them the extra reading material or by enabling them using the internet or by answering their questions.

●         Demonstrate her knowledge to build students’ understanding of the natural topography of Pakistan.

Formative Assessment
• Highlight the position and territorial location of  the occurrence of different landforms in Pakistan.( Recap)
• Rank and assemble the differentiating features of the mountain ranges of the Northeastern, Northwestern and Western Pakistan.

• Compile and integrate the economic potential of upper and lower Indus plains.
• Comparatively analyze the ways of life and economic prospects in the Thar, Thal and Kharan deserts.
• Enumerate by highlighting the important aspects demonstrating the importance of the coastal regions of Pakistan.
• Validate through analytical reasoning how the physical factors mediate the influence on the lifestyle, economy and development of an area. ( H/Written)

Summative Assessment
• MCQs/ fill in the blanks/ true or false
• Short questions
• long questions including evaluations
• How would you differentiate the Northern and Western mountains in Pakistan?
• Can you identify the contrasts between Potohar and Balochistan Plateau?
• Why do you think the upper Indus Plain is different from Lower Indus plain?
• What are the major differences between the coastal region and the rest of Pakistan?
• How do you think Physical and Geographic factors influence various topographic regions of Pakistan?

4

The Natural Topography

Day 1

PLAINS: The Upper Indus Plain- and Lower Indus Plain

Day 2

DESERTS: Thar, Thal, Kharan

5

The Natural Topography

Day 1

RIVERS: Indus, Jhelum, Chenab, Ravi, Sutlej

Day 2

Features of mountains, plateaus, plains and deserts.

6

Climatic division of Pakistan

Day 1

Differentiate between weather and climate.

Day 2

Identify the Climatic elements.

• Use Maps, GIS and Google maps to help students identify different climatic regions of Pakistan.
• Use a range of sources such as Google maps, satellite images, photographs, diagrams, GPS, GIS, newspaper articles, climatic maps to derive information about global warming, climate change, and its effects on Pakistan.
• Asynchronous collaboration (Padlet Wall) to help students exchange notes on challenges caused by climate change and people’s adaptability to climate change in terms of their lifestyle and economy etc.
• Provide all the necessary resources like reading material, videos, web-links etc. to facilitate students to understand the climate of Pakistan.
• Diagrams, Maps or a PPTs to explain different aspects of the unit like effects of climate change on economic activity, food supply and lifestyle to develop their understanding.
• Engage students in independent as well as collaborative study and projects by providing them the extra reading material or by enabling them using the internet or by answering their questions.
• Demonstrate her knowledge to build students’ understanding of the climate of Pakistan

 Formative Assessment
• Differentiate between weather and climate.
• Identify the Climatic Factors.
• Describe rainfall due to Summer Monsoon, Western Depression and Convectional Currents.
• The effect of Latitudes and Longitudes on Temperature, Air Pressure and Rainfall in Pakistan.
• Study recent Floods and Droughts in Pakistan.
• Identify the causes and consequences of Floods and Droughts.
• Climatic Regions of Pakistan and effects on human lives.

Summative Assessment
• MCQs/ fill in the blanks/ true or false
• Short questions
• long questions including evaluations
• How would you differentiate between Weather and Climate?
• What is the role of various climatic factors on the Climate of an area?
• Describe the following: Summer Monsoon, Western Depressions and Convectional Rainfalls
• How would you relate longitudes and latitudes with the climate of an area?
• Describe the causes of the following natural disasters: Floods and Droughts.
• Can you suggest ways to prevent and reduce the damage caused by floods and droughts?
• How would you describe the various climatic regions of Pakistan?
• Can you relate the lifestyles of people living in different climatic regions of Pakistan?

7

Climatic division of Pakistan

Day 1

 Specify the distribution of temperature and precipitation, including monsoons, cyclones(Western Depressions) and convectional rain in Pakistan

Day 2

Distinguish between  seasonal and regional variations and factors such as recessions, thunderstorms, and hurricanes

8

Climatic division of Pakistan

Day 1

Discuss what drives winds that cause rainfall in Pakistan.

Day 2

Analyze the characteristics of arid, semi-arid, humid, and highland climates, including seasonal changes.

9

Climatic division of Pakistan

Day 1

Infer the effects of longitude and latitude on day length and temperature.

Day 2

Evaluate the effects of different climatic zones (highlands, low land, coastal and deserts) of Pakistan on human activity.

10

Climatic division of Pakistan

Day 1

Revision

Day 2

Test

11

Global Warming, Climate Change & Natural Disasters

Day 1

Understand global warming.

Day 2

 Identify causes and effects of global warming

• Case study regarding recent floods in Pakistan.
• Case study regarding snow storm in Nathiagali last year.
• Use a range of sources such as videos, images, photographs, newspaper articles, to derive information about types of disasters and their effects.
• Show students photographs/ videos of areas affected by natural disasters.  Ask them to discuss the impacts on life in general (lifestyle, economy, weather, environment, flora and fauna) in pairs/ groups.
• All the necessary resources like reading material, videos, web-links etc. to enable students to understand the unit.
• Facilitate group work by providing the students some extra reading material, web-links, rubrics etc. or by answering their questions.
• Use weather charts and climatic maps to show main areas where major climatic changes are occurring.
• Use pictures, videos etc. to explain the consequences of climate change.
• Collaborate online with at least one school in another Climatic zone of Pakistan or the world.  Support students to make safe e-pals to discuss opportunities and challenges regarding the climate of the region. Exchange their notes with rest of the students in the class.
• Provide weblinks of weather channel, videos, useful website and reading material to the students to run a campaign ‘Save Pakistan’!
• Raise awareness by practically demonstrating how to deal with natural disasters.(Earthquake, flood)
• Launch awareness programmes to deal with natural disasters for the general public.
• Demonstrate her (teacher’s) knowledge to build students’ understanding of the unit.

Formative Assessment
• Identifying Global Warming and its causes.
• Analyze the relationship between Global Warming and Climate Change
• Determining the gravity of the problem if not taken seriously.
• Suggest ways to reduce the impact and damage of these hazards.

Summative Assessment
• MCQs/ fill in the blanks/ true or false
• Short questions
• long questions including evaluations
• How would you prove global warming in recent years?
• Can you justify the statement; climate change is causing global warming?
• What could be the consequences of global warming if not addressed?
• Suggest some ways to prevent global warming.

12

Global Warming, Climate Change & Natural Disasters

Day 1

Develop link between global warming and climate change.

Day 2

Identify the scale and frequency of extreme weather spells in the past 20 years.

13

Global Warming, Climate Change & Natural Disasters

Day 1

Assess Pakistan as one of the  countries severely affected by climate change, and natural disasters (Case Study- Floods due to Monsoon, earthquakes due to the movement of tectonic plates)

Day 2

Suggest ways to reduce climate changes and global warming

14

Population Structure and Growth

Day 1

 Define population, population structure, and population growth and population density

Day 2

Understand demographic changes (both age and gender) represented by demographic transition model and  population pyramids in Pakistan

• Study and understand the Age pyramid and its dynamics.
• Study and analyze the data tables and graphs.
• Extracting specific data from a complex table or graph.
• Analyzing data from the Statistical Bureau of Pakistan.
https://www.pbs.gov.pk

Formative Assessment
• Describe and identify different nomenclature related to population.
• Analyze and evaluate the causes and effects of population growth in Pakistan.
• Study migrations in respect to pull and push factors.
• Identify and compare the +E29:E38population densities in different parts of Pakistan and relate factors regarding this.
• Recommend sustainable population growth which is helpful for the development of Pakistan.

Summative Assessment
• Studying Graphs, Tables and identifying specific data.
• MCQs/ fill in the blanks/ true or false
• Short questions
• long questions including evaluations
• Define the following: Population, Population density, Population Growth, Death Rate and Birth Rate.
• How would you evaluate the causes of the high population growth in Pakistan?
• What are the various Pull and Push factors responsible for migrations?
• Can you evaluate the advantages and disadvantages of Urbanization?
• Suggest some ways to achieve sustainable population growth in Pakistan?

15

Population Structure and Growth

Day 1

Assess the impact of current and projected population patterns on Pakistan's economy and development

Day 2

Interpret statistics showing birth, death and natural population growth rates in Pakistan and identify trends in population growth.

16

Population Structure and Growth

Day 1

Recognize the social, religious, educational, economic and political factors that contribute to population growth over time

Day 2

Explain the main causes of population movements, including rural-to- urban migration, seasonal migration, emigration and migration (including refugees), with reference to 'push' and 'pull' factors

17

Population Structure and Growth

Day 1

Analyze the development problems posed by population growth

Day 2

Recognize differences in population distribution and density between provinces with reference to geographic and human factors

18

Population Structure and Growth

Day 1

Understand sustainable population growth and resources

Day 2

Revision & Test

19

Agricultural Economy

Day 1

Define agriculture and its types.

Day 2

Differentiating between Subsistence farming and Cash crop farming

• Study and analyze the data tables and graphs.
• Extracting specific data from a complex table or graph.
• Related maps to show main areas where major (cash and staple) crops are grown.
• Pictures, videos etc. to explain types and methods of agriculture. 
• Collaborate face to face or (if possible) online with at least one school in rural areas of Pakistan and have a question answer session with the students (and their families) to find out the challenges they face in terms of agriculture production, their sale and distribution.
• Organize field trips to arable farms for in depth learning and observation.
• Divide the class into two large groups to collect some information about cash and staple crops. Present their findings to the rest of the groups. Teacher can guide other groups to take notes while one group is presenting.
• Use diagrams or a PPT to explain different aspects of the unit like methods to evaluate agricultural projects to develop their understanding.
• Engage students in independent as well as collaborative research and projects related to economic activities linked with agriculture by providing them the extra reading material or by enabling them using the internet or by answering their questions.
• Demonstrate her knowledge to build students’ understanding to use water resources wisely.
• Techniques like SWOT (Strengths, Weaknesses, Opportunities, and Threat) analysis to guide students to construct arguments and provide evidence for assessing students’ understanding of the unit especially in relation to economic activity and uplift.
• Collaboration techniques e.g. face to face or (if possible) synchronous or asynchronous collaboration ( Google slides/docs) with at least one more school of Pakistan/ World to help students exchange notes on opportunities, challenges and threats they face in terms of climatic and economic aspects.
• All the necessary resources like reading material, videos, web-links etc. prior to group work to facilitate students to understand the unit in terms of food, recreation, economic activities, and power production
• Use pictures, magazines, books and videos etc. to explain the importance of agriculture in Pakistan.
• Use PowerPoint presentations, diagrams and videos to explain types of farming in Pakistan.
• Provide resource material e.g. articles, web links, ideas and assistance in creating Vlogs and awareness posters.

• Use diagrams, graphs or PPTs to explain and discuss different aspects of the unit like risk factors and ways of improving agriculture. 
• Demonstrate her knowledge to build students’ understanding of the unit.

Formative Assessment
• Study agriculture and types of agriculture.
• Describe agriculture as a system.
• Evaluate the importance of agriculture for the development of Pakistan.
• Suggest ways to sustainable agriculture and coping with food shortage threats in future.
• Propose do’s and don'ts to develop agriculture for the sustainable development of Pakistan.
Summative Assessment
• Studying Graphs, Tables and identifying specific data.
• MCQs/ fill in the blanks/ true or false
• Short questions
• long questions including evaluations
• What are the different types of Agriculture?

• How would you differentiate between subsistent and commercial farming?
• Why do you think Pakistan is a suitable country for agriculture?
• Do you think intensive agriculture is causing environmental damage?
• Why there is a threat of global food shortage in future?
• Suggest some ways for the sustainable development of Agriculture in Pakistan?

20

Agricultural Economy

Day 1

Understand Agriculture as a system of Input, Process and Output

Day 2

Study the food and cash crops of Pakistan. (Wheat, rice, sugarcane, cotton, tobacco and oil seeds, millets, corn, pulses)

21

Agricultural Economy

Day 1

Recognize the role of modern agricultural methods and technology

Day 2

Importance and scope of Agriculture for the development of Pakistan

22

Agricultural Economy

Day 1

Discuss agriculture as the main occupations of Pakistan with reference to Primary, Processing and Tertiary sectors of Employment

Day 2

Assess current situation of agriculture in Pakistan and its impact on economy of Pakistan

23

Agricultural Economy

Day 1

Identify the hurdles for developing Pakistan as a strong Agrarian Country.

Day 2

Suggest ways to improve agricultural output for the sustainable development of Pakistan

24

Agricultural Economy

Day 1

Revision

Day 2

Test

25

Employment and Industry

Lesson 1

 Define and identify the terms primary, secondary and tertiary occupations.

Day 2

 Identify the percentage of the workforce employed in each of the primary, secondary and tertiary sectors keeping the recent changes in view. (graphs)

Study and evaluate various industries on the map of Pakistan.
• Identify and justify the location of different industries in different parts of Pakistan.
• Study the role of Pakistan Industrial Development Corporation.
• Study the development of CPEC over the period of time and understand the hurdles posed to this project.
• Field trips to different industries and interviews with the management and workers; identifying their problems.

Formative Assessment
• Identify and differentiate between Cottage, Small Scale and Large Scale industries in Pakistan.
• Describe the various types of industries in Pakistan. (cement, cotton, sugar, crafts, fertilizer, Iron and steel, sports goods, surgical instruments)
• Relate the types of industries and their location in Pakistan.
• Analyze the Govt. policies for the development of the industry sector in Pakistan.
• Evaluate the creation of Industrial development Zones in Pakistan
• Study Tourism, Foreign Investment, Banking and Education for the development of industries and trade in Pakistan..
• Study factors such as the energy/ financial crisis that poses a threat to industrial growth.
• Describe the scope of human factors such as C-PEC for trade and industry in Pakistan.

Summative Assessment
• MCQs/ fill in the blanks/ true or false

Short questions
• long questions including evaluations
• Why do you think the Cottage Industry should be developed in Pakistan?
• How would you evaluate the importance of small scale and large scale industries for the development of a country?
• State the importance of following industries for the development of Pakistan; (cement, cotton, sugar, crafts, fertilizer, Iron and steel, sports goods, surgical instruments)
• Can you determine the factors which are responsible for the location of Industries in Pakistan?
• How would you evaluate the role of Industrial development zones in Pakistan?
• Describe the following for the Industrial development of Pakistan Tourism, Foreign investments, banking and Education.
• Why do you think the energy crisis is one of the major hurdles in the industrial development of Pakistan? Explain.
How would you evaluate the importance of CPEC for the trade and industrial development of Pakistan?

26

Employment and Industry

Day 1

 Describe the causes of changes in these percentages that may have occurred or are likely to occur.

Day 2

Explain the causes of rural and urban unemployment and underemployment

27

Employment and Industry

Day 1

Analyze  impact of the development problems caused by underemployment and unemployment on a micro and macro level (personal and social scale Case Study)

Day 2

Recognize the importance of manual laborers and skilled workforce (trading, administrative, technical, etc.) in generating GNP.

28

Employment and Industry

Day 1

Understand that unemployment and underemployment can be factors affecting GNP and GDP

Day 2

Evaluate the importance of literacy, education and training of men and women in rural and urban areas for the overall development (social, economic, infrastructure etc.) of Pakistan.

29

Employment and Industry

Day 1

Revision

Day 2

Test

30

Foreign Policy of Pakistan    

Day 1

Define policy and foreign policy.

Day 2

 Study Pakistan’s Foreign Policy.

Class discussions on a recent development related to foreign policy.
• Kashmir/ Afghanistan related articles from newspaper should be used as a resource.

Formative Assessment
• Describe and explain the importance of foreign policy.
• Describe the principles of the foreign policy of Pakistan.
• Evaluate the foreign relations with China, Russia, US and EU.
• Study Pakistan relations with different countries of the world.
• Analyze the effects of Pakistan’s foreign policy in coping with different conflicts.

Summative Assessment
• MCQs/ fill in the blanks/ true or false
• Short questions
• long questions including evaluations
• How would you describe the salient features of the foreign policy of Pakistan?
• What do you know about the main principles of the foreign policy of Pakistan?
• Evaluate the relation of Pakistan with the following China, Russia, USA, Middle East Countries, EU, and Neighboring countries.
• How successful has been Pakistan coping the following international conflicts Kashmir Issue, Palestine Issue, War on Terror, Afghanistan

31

Foreign Policy of Pakistan     

Day 1

Recognize the importance of foreign policy.

Day 2

 Identify the guiding principles of Pakistan’s foreign policy. https//www.pakistanembassy.gr/foreign-policy

32

Foreign Policy of Pakistan    

Day 1

 Identify geopolitical significance of Pakistan and the main Objectives of the foreign Policy.

Day 2

Study the relationships of Pakistan with the Neighboring Countries.

33

Foreign Policy of Pakistan    

Day 1

CPEC (China Pakistan Economic Corridor)

Day 2

 Study the significance of Pakistan Relationships with the Super powers, Central Asian, SAARC, EU, UN and OIC States

34

Foreign Policy of Pakistan    

Day 1

·       Analyze Pakistan’s Role in World Peace Keeping in general and with Afghanistan in particular (Pak-Afghan relation)

Day 2

Relate the impact of Kashmir Conflict (past, Present and Future prospects) with Pakistan’s relations with India.