Ms.SajjdaLodhi Notes Based on Teaching Of Pak.Std (B.Ed)Chap 1 To Chapter 9 In English.docx

Ms.SajjdaLodhi Notes
B.Ed 4 Years
TEACHING OF PAKISTAN STUDIES
Course Code 8640
CONTENTS
Unit 1: Nature and Relation of Pakistan Studies with other Subjects
Unit 2: Determining Aims and Objectives
Unit 3: Curriculum in Pakistan Studies
Unit 4: Methods of Teaching of Pakistan Studies
Unit 5: Techniques of Teaching of Pakistan Studies
Unit 6: The Teacher of Pakistan Studies
Unit 7: Teaching Aids and Instructional Resources
Unit 8: Lesson Planning in Pakistan Studies
Unit 9: Evaluation in Pakistan Studies.

Ms.SajjdaLodhi Notes
B.Ed 4 Years
TEACHING OF PAKISTAN STUDIES
Course Code 8640
Unit 1: Nature and Relation of Pakistan Studies
with other Subjects.
CONTENTS
Introduction.
Objectives.
The Nature and Need of Pakistan Studies.
Relation of Pakistan Studies with Social Studies .

Relation of Pakistan Studies with History .
Relation of Pakistan Studies with Geography
Relation of Pakistan Studies with Economic
Relation of Pakistan Studies with Sociology
Relation of Pakistan Studies with Religion
Self Assessment Questions.
References..
Introduction.
In 1960, Social Studies became a required subject in Pakistan’s schools.
In 1976, it was renamed Pakistan Studies, with a focus on the
ideology, history, geography, and socio-economic aspects of the
country. These topics are taught together in a connected way through
the curriculum and textbooks.
Pakistan Studies is now a compulsory subject in colleges and
professional institutions. Its main goal is to help students develop a
shared understanding and appreciation of Pakistan’s history, culture,
and national identity.
This unit explains what Pakistan Studies is, why it is important, and
how it is connected to subjects like history, geography, economics,
sociology, and religious studies. It especially highlights the role of
Islam and the ideology of Pakistan in the subject. It also helps to clear
up confusion between Social Studies and Pakistan Studies, showing
that Social Studies includes elements like history, geography, and socio-
economics, while Pakistan Studies focuses specifically on Pakistan.
OBJECTIVES

After studying this unit, Student would be able to understand.
a. the relation of Pakistan Studies with Religion.
b. the nature and need of Pakistan Studies.
c. the relation of Pakistan Studies with Social Studies.
d. the relation of Pakistan Studies with History.
e. the relation of Pakistan Studies with Geography.
f. the relation of Pakistan Studies with Economics.
g. the relation of Pakistan Studies with Sociology.
1. THE NATURE AND NEED OF PAKISTAN
STUDIES
Pakistan Studies became a compulsory subject in schools in 1976, replacing
Social Studies. It is taught through a unified approach, combining topics like
geography, history, culture, and the Muslim world, with special focus on
Pakistan.
The subject helps students learn about:
Natural and industrial resources of Pakistan
History and freedom movement of Pakistan
Pakistan’s constitution, state policy, and the Objective Resolution
Culture, education system, and Pakistan’s relations with the world and
Muslim countries
Rights and duties of citizens
The purpose of Pakistan Studies is to:
Develop positive attitudes and a sense of responsibility
Build appreciation for culture and economic stability
Encourage values like independence, hard work, honesty, and courage
Students also gain skills by doing activities like:
Field trips and visits to historical places
Map-making and discussions
Debates and group work
The subject aims to build:

National pride and patriotism
Understanding of economic, political, and social issues
Respect for cultural and national values
A sense of being part of both the world community and the Muslim
Ummah
In short, Pakistan Studies helps students become responsible, patriotic, and
informed citizens, which is why it holds a special place in the school
curriculum.
"2. Relation of Pakistan Studies with Social Studies"
What is Social Studies?
Social Studies is the study of human behavior and how people live
and interact in social, economic, and cultural settings. It comes from
social sciences and aims to help students develop the skills to
understand, analyze, and apply knowledge to real-life situations.
It focuses on how individuals and societies grow and deals with
personal and social problems. Social Studies includes three main areas:
Time – History
Space – Geography
Institutions – Civics (government and society)
These subjects are not taught separately but as one combined subject,
so students can understand real-world problems from different angles
(historical, geographical, economic, civic, etc.).
Relation to Pakistan Studies:
Pakistan Studies is similar to Social Studies because both focus on
human life and behavior. However, Pakistan Studies is specifically
designed for Pakistan, based on its own ideology, culture, society,
and economic needs.
So, while Social Studies is more general, Pakistan Studies is focused
on developing understanding and patriotism among Pakistani
students, helping them face challenges in their own country with a
well-rounded view.

ii) Relationship of Social Studies with Pakistan Studies
Social Studies and Pakistan Studies are closely related because they
share similar goals: to help students understand society, people, and the
world. However, the main difference is the context.
Social Studies is a general subject based on universal social,
economic, and political concepts.
Pakistan Studies is designed specifically for Pakistan, focusing
on its own history, geography, resources, culture, and national
goals.
For example, topics in Pakistan Studies include:
The foundation and making of Pakistan
Geography and natural resources
People, education, and culture of Pakistan
Pakistan’s relations with the Muslim world
Pakistan as a welfare state
While the structure and purpose of both subjects are similar, Pakistan
Studies is tailored to reflect Pakistan’s identity, ideology, and needs.
2.1 Relation of Pakistan Studies with History
History is a major part of both Social Studies and Pakistan Studies. It
deals with human experiences from the past and how they shape the
present.
Key points about history:
It covers past politics, economy, religion, culture, and
civilizations
It is seen as both scientific and humanistic
It uses methods like source analysis, classification of events, and
critical thinking
In Pakistan Studies, history is used to explain how Pakistan came
into being and how it developed as a country. It helps students
understand:
Muslim society and values
The concept of sovereignty of Allah
The Two Nation Theory
The Pakistan Movement
The Objective Resolution
The policies of the state

Pakistan’s economy and culture
So, history provides the foundation for learning in Pakistan Studies,
helping students understand their past, identity, and responsibilities as
citizens.
History is the core part of Pakistan Studies.
It explains the struggles, movements, and events that led to the
creation of Pakistan.
Without history, Pakistan Studies would be incomplete.
Pakistan Studies and Geography
Geography studies space, land, people, and environment.
It focuses on how humans interact with their surroundings,
cultures, technology, and relations with other regions.
Main goals in Pakistan Studies include:
oUnderstanding nature and environment.
oLearning about resources and how people use them.
oKnowing occupations, trade, maps, and weather.
oDeveloping appreciation of interdependence among people.
In the curriculum of Pakistan Studies, geography covers:
oLocation, climate, soil, and natural features.
oNatural and agricultural resources.
oIndustries, trade, and communication.
oPopulation, people, and culture.
Pakistan Studies and Economics
Economics is the study of production, distribution, and
consumption of goods and services.
It deals with the problem of scarcity of resources and how to use
them wisely.
Economists study:
oHow resources can be allocated to meet people’s needs.

oHow to achieve steady growth while avoiding inflation or
depression.
oHow income and goods should be distributed fairly in society.
In Pakistan Studies, economics helps students understand:
oResources and industries of Pakistan.
oTrade and commerce.
oNational development and economic challenges.
Relation of Pakistan Studies with Economics
Pakistan’s economy faces many problems like debt, deficit,
inflation, and slow growth.
These issues are included in Pakistan Studies to help students
understand them in connection with geography, culture, and
history.
Economic topics in Pakistan Studies include:
oClimate and its effect on economic activities.
oNatural disasters (floods, droughts) and their impact.
oNatural resources (soil, forests, minerals).
oAgriculture, irrigation, and related challenges.
oIndustries, trade, transport, and communication.
oDemography (population) and its impact on development.
?????? Economics is not taught separately but is integrated into Pakistan
Studies.
✅ In short:
History = Pakistan’s past and struggles.
Geography = Pakistan’s land, environment, and resources.
Economics = Pakistan’s resources, industries, and development.
Together, they make Pakistan Studies a complete and
multidisciplinary subject.

Relation of Pakistan Studies with Sociology
What is Sociology?
Sociology is the study of groups (family, tribe, community,
society, nation) and the behavior (norms and values) people learn
from them.

It studies how people are socialized (learn culture, language,
clothing, food habits, traditions, etc.).
Sociology focuses on group norms, values, and the way society
shapes individual behavior.
Link with Pakistan Studies
Pakistan Studies covers the ideology, norms, traditions, and
values of Pakistani society.
Through it, students learn values like:
oSovereignty of Allah
oJustice
oEquality
oIslamic Brotherhood
It also addresses social issues such as:
oPopulation growth
oUrbanization
oMigration and demography
oLanguages, culture, dress, arts, crafts, and festivals of
Pakistan
?????? In short, sociology helps Pakistan Studies explain the social structure,
values, and problems of Pakistan.
✅ In summary:
Economics in Pakistan Studies = Focus on resources, industries,
climate, and economic problems.
Sociology in Pakistan Studies = Focus on society, values,
traditions, culture, and social issues.
Relation of Pakistan Studies with Religion

i) The Spirit of Islam
Islam is the religion of Pakistan’s people and over a billion
Muslims worldwide.
Religion is a unifying force that guides the way of life of
individuals and communities.
Muslims take inspiration and direction from the Quran and
Sunnah.
The Quran provides the foundation for:
oBeliefs, ethics, and culture

oSocial, economic, and legal systems
oEducation and moral training
Islamic education teaches that all knowledge useful for society
should be learned.
As long as Muslims follow the Quran, the unity, culture, and
integrity of the Muslim Ummah (community) will remain strong.
ii) Relation with Pakistan Studies
Pakistan Studies helps students:
oUnderstand and strengthen their identity as true Pakistanis and
true Muslims.
oLearn about society, economy, government, and culture in
light of Islamic values.
oDevelop unity, solidarity, and cultural integration within
Pakistan and with the Muslim world.
Key themes of Religion in Pakistan Studies include:
a. Fundamentals of Muslim Society
b. Sovereignty of Allah
c. Principles of Islamic way of life
d. Features of Islamic polity (system of government)
e. Pakistan’s relation with the Muslim world
?????? In short, Islam provides the foundation of Pakistan Studies by
shaping its values, culture, and identity.

3. SELF ASSESSMENT QUESTIONS
1. What are the basic elements of Pakistan Studies?
2. What type of unified approach has been adopted in teaching of Pakistan
Studies?
3. What is the relation of Pakistan Studies with social studies?
4. What ideological elements have been highlighted in Pakistan Studies?
5. What geographical situation has been stated in Pakistan Studies?
6. What economic considerations have been discussed in curriculum of Pakistan
Studies?
7. To what extent the curriculum of Pakistan studies has been inspired by the
Ideology of Pakistan?
8. In what respect the curriculum of Pakistan Studies in integrated?
9. What common type of sociological problems have been discussed in Pakistan
Studies?

10. What common type of economic problems have been discussed in the
curriculum of Pakistan studies.

1. What are the basic elements of Pakistan Studies?
Basic Elements of Pakistan Studies
1.History
oThe struggle for Pakistan, the Two-Nation Theory,
independence movement, and important historical events.
2.Geography
oLocation, climate, landforms, natural resources, agriculture,
industry, trade, communication, and demography of Pakistan.
3.Economics
oProduction, resources, industries, trade, economic problems
(debt, inflation, unemployment), and development planning.
4.Sociology (Society & Culture)
oPakistani society, norms, traditions, values, social issues
(population, urbanization, migration), languages, dress, arts,
and festivals.
5.Religion (Islamic Ideology)
oIslamic values, teachings of Quran and Sunnah, Sovereignty
of Allah, principles of Islamic way of life, and Pakistan’s
relation with the Muslim world.
✅ In short:
The basic elements of Pakistan Studies are History, Geography,
Economics, Sociology, and Religion (Islamic Ideology).
2. What type of unified approach has been adopted in teaching of
Pakistan Studies?
Unified Approach in Teaching of Pakistan Studies
Pakistan Studies is taught with a unified or integrated approach,
meaning it combines knowledge from different subjects (History,

Geography, Economics, Sociology, Religion) instead of teaching
them separately.
The aim is to provide students with a complete picture of Pakistan
— its past (history), land and resources (geography), economic
system (economics), society and culture (sociology), and Islamic
ideology (religion).
This approach highlights the interconnection between all aspects
of life in Pakistan, so students can understand the country in a
holistic way.
It also helps in developing:
oNational identity
oUnity and solidarity
oUnderstanding of problems and solutions for Pakistan’s
progress.
✅ In short:
The unified approach in Pakistan Studies is an integrated method that
combines history, geography, economics, sociology, and religion into
one subject, so students can understand Pakistan’s identity, problems,
and development as a whole.
3. What is the relation of Pakistan Studies with social studies?

Relation of Pakistan Studies with Social Studies
Social Studies is a broad subject that deals with human society,
culture, environment, economics, politics, and history.
Pakistan Studies is actually a specialized branch of Social
Studies, focusing only on Pakistan’s society, history, geography,
economy, culture, and ideology.
Both subjects study how people live, interact, and develop, but
Pakistan Studies applies these concepts specifically to Pakistan
and its national identity.

✅ In short:
Pakistan Studies is closely related to Social Studies because it uses the
same concepts (history, geography, economics, sociology, culture) but
applies them specifically to Pakistan to develop unity, identity, and
awareness among its people.
4. What ideological elements have been highlighted in Pakistan Studies?
Ideological Elements Highlighted in Pakistan Studies
Pakistan Studies emphasizes the Islamic ideology, which forms the
foundation of Pakistan. The main ideological elements include:
1.Sovereignty of Allah – Allah is the supreme authority, and all
powers belong to Him.
2.Teachings of the Holy Quran and Sunnah – Guidance for all
aspects of life.
3.Justice and Equality – Fair treatment of all citizens without
discrimination.
4.Islamic Brotherhood and Unity – Promoting solidarity among
Muslims.
5.Democracy and Islamic Polity – Governance based on Islamic
principles and consultation (Shura).
6.Social and Cultural Values – Preservation of Islamic traditions,
norms, and moral values.
7.Relation with the Muslim World – Strengthening ties and
cooperation with other Muslim countries.
✅ In short:
The ideological elements in Pakistan Studies are mainly based on
Islam, focusing on sovereignty of Allah, justice, equality,
brotherhood, Quran and Sunnah, and Pakistan’s connection with
the Muslim Ummah.
5. What geographical situation has been stated in Pakistan Studies?

Geographical Situation in Pakistan Studies
Pakistan Studies highlights the following aspects of Pakistan’s
geography:
1.Location – Pakistan is located in South Asia, sharing borders with
India, China, Afghanistan, and Iran, with the Arabian Sea in the
south.
2.Physical Features – Mountains (Himalayas, Karakoram, Hindu
Kush), plains, deserts, rivers (Indus system), and coastal areas.
3.Climate – Mostly arid to semi-arid, with variations from hot
summers to cold winters, and affected by monsoon rains.
4.Soil and Agriculture – Fertile Indus plain suitable for crops; but
also areas with dry or less fertile soil.
5.Natural Resources – Land, water, forests, minerals, and energy
resources.
6.Economic Geography – Agriculture, irrigation, industries, trade
routes, and means of communication.
7.Demography – Distribution of people, culture, and settlements
across different regions.
✅ In short:
Pakistan Studies describes Pakistan’s location, physical features,
climate, soil, resources, agriculture, industries, communication, and
population distribution as part of its geographical situation.
6. What economic considerations have been discussed in curriculum of
Pakistan Studies?
Economic Considerations in the Curriculum of Pakistan Studies
Pakistan Studies includes many economic aspects to help students
understand the country’s resources and development. These
considerations are:
1.Climate and Economy – Effect of weather, floods, droughts, and
storms on economic activities.
2.Natural Resources – Soil, forests, minerals, and water resources.

3.Agriculture – Irrigation system, farming methods, problems, and
future prospects.
4.Industry – Important industries, industrial resources, and their role
in development.
5.Trade and Commerce – Internal and external trade, exports and
imports.
6.Communication and Transport – Roads, railways, air and sea
links for economic growth.
7.Population (Demography) – Impact of population growth,
migration, and urbanization on economic development.
8.Economic Problems – Deficit, debt, inflation, unemployment, and
slow growth.
✅ In short:
The economic considerations in Pakistan Studies are resources,
agriculture, industry, trade, communication, population, and
economic challenges faced by Pakistan.
7. To what extent the curriculum of Pakistan studies has been
inspired by the Ideology of Pakistan?
Extent to Which the Curriculum of Pakistan Studies is
inspired by the Ideology of Pakistan
The Ideology of Pakistan, based on Islam, is the foundation of
the Pakistan Studies curriculum.
The subject has been designed to help students:
1.Understand the Two-Nation Theory and the reasons for the
creation of Pakistan.
2.Learn the Sovereignty of Allah as the guiding principle of
life.
3.Follow the teachings of the Quran and Sunnah in personal,
social, economic, and political life.
4.Promote values like justice, equality, Islamic brotherhood,
and unity.

5.Preserve and strengthen Islamic culture, traditions, and
moral values.
6.Highlight Pakistan’s role in the Muslim world and its
responsibility toward the Ummah.
Every part of the curriculum—history, geography, economics,
sociology, and culture—is linked with Islamic principles and the
ideological basis of Pakistan.
✅ In short:
The curriculum of Pakistan Studies is deeply inspired by the Ideology
of Pakistan because it emphasizes Islamic values, the Two-Nation
Theory, justice, equality, brotherhood, and Pakistan’s role as an Islamic
state.
8. In what respect the curriculum of Pakistan Studies in
integrated?
Integration of the Curriculum of Pakistan Studies
The curriculum of Pakistan Studies is integrated because it combines
knowledge from many disciplines into one subject instead of teaching
them separately.
Areas of Integration:
1.History – Struggle for Pakistan, independence movement, and
historical development.
2.Geography – Location, climate, soil, resources, trade, and
demography.
3.Economics – Resources, agriculture, industries, trade,
communication, and economic problems.
4.Sociology – Society, culture, traditions, values, population,
migration, and social issues.
5.Religion (Ideology of Pakistan) – Islamic principles, sovereignty
of Allah, Quran and Sunnah, justice, equality, and unity.
Purpose of Integration:

To give students a complete understanding of Pakistan’s past,
present, and future.
To develop national identity, unity, and solidarity.
To link history, culture, economy, society, and religion into one
meaningful whole.
✅ In short:
The curriculum of Pakistan Studies is integrated because it brings
together history, geography, economics, sociology, and religion to
present a holistic picture of Pakistan’s identity, problems, and
development.
9. What common type of sociological problems have been
discussed in Pakistan Studies?
Common Sociological Problems Discussed in Pakistan
Studies
Pakistan Studies deals with important social issues that affect Pakistani
society. These include:
1.Population Growth – Rapid increase in population and its impact
on resources.
2.Urbanization – Expansion of cities and the challenges it creates
(housing, jobs, services).
3.Migration – Movement of people from rural to urban areas, or
from one region to another.
4.Demography – Population distribution, density, and its effect on
development.
5.Cultural Issues – Preservation of languages, traditions, dress, arts,
crafts, and festivals.
6.Social Integration – Promoting unity, equality, and Islamic
brotherhood in a diverse society.
✅ In short:
The common sociological problems in Pakistan Studies are population

growth, urbanization, migration, demographic changes, cultural
preservation, and social integration.
10. What common type of economic problems have been
discussed in the curriculum of Pakistan studies?
Common Economic Problems Discussed in Pakistan Studies
The curriculum of Pakistan Studies highlights the main economic
challenges faced by the country, such as:
1.Budget Deficit – Gap between income and expenditure.
2.Heavy Debt – Dependence on internal and external loans.
3.Inflation – Rising prices of goods and services.
4.Unemployment – Lack of jobs for the growing population.
5.Slow Economic Growth / Stagnation – Low production and
development rate.
6.Agricultural Problems – Irrigation issues, floods, droughts, and
outdated methods.
7.Industrial Problems – Weak industrial base, energy crisis, and
lack of modern technology.
8.Trade Imbalance – More imports than exports.
9.Population Pressure – High population growth increasing demand
for resources.
✅ In short:
The common economic problems discussed in Pakistan Studies are
deficit, debt, inflation, unemployment, slow growth, agricultural
and industrial challenges, trade imbalance, and population
pressure.

Ms.SajjdaLodhi Notes
B.Ed 4 Years
TEACHING OF PAKISTAN STUDIES
Course Code 8640
Unit 2: Determining Aims and
Objectives.
Objectives.
This course will help future teachers to:
Understand how Pakistan Studies connects with
other subjects.

Learn the aims, goals, and content of the Pakistan
Studies curriculum.
Know different methods and techniques for
teaching Pakistan Studies.
Make lesson plans using various teaching aids and
resources.
Become skilled and effective teachers of this
subject.
1. General Aims and Objectives of Pakistan Studies.
1.1 General Aims.
1.2 Objectives.
1.3 Objectives of Teaching of Pakistan Studies.
1. General Aims and Objectives of Pakistan
Studies.
General Aims:
Aims are broad and philosophical, while objectives
are more specific and practical.
The aims of Pakistan Studies include preserving
the ideology of Pakistan, passing on culture,

improving society, and helping individuals grow
fully.
Broad aims also include promoting democracy,
literacy, and social development, but these need to
be made more specific for practical teaching.
Some key aims are:
1.Developing better ways of thinking.
2.Understanding social problems and issues in
Pakistan.
3.Building social (not selfish) attitudes toward
different people and communities.
4.Appreciating literature, art, and music of
Pakistan’s regions.
5.Adjusting to the fast changes in Pakistani
society.
Objectives:
Objectives are more specific and practical than
aims. They focus on what students should learn in
a unit, subject, or course.
Broad goals like "developing democracy" or
"critical thinking" cannot be achieved by one

lesson, but smaller objectives help guide teaching
and learning.
Objectives tell teachers what to cover, what to
emphasize, how to connect ideas, and which
activities to use.
They guide both teaching and evaluation, showing
the "path to follow" instead of just the final result.
Teachers should align objectives with Pakistan’s
social, cultural, and political needs.
Examples of Pakistan Studies objectives at secondary
level:
1.Understand the concept of Allah’s sovereignty
in Islam.
2.Learn about the coming of Islam to the
subcontinent.
3.Develop pride in the Islamic heritage.
4.Appreciate the main features of Muslim life.
5.Take part in debates, dramas, and other
activities.

Objectives of Teaching Pakistan
Studies:
Pakistan Studies became compulsory in classes IX–X
in 1960. Its main aim is to give students knowledge
about themselves, their country, and the world, while
building moral values, social awareness, and
responsibility for nation building.
Key objectives include:
1.Help students understand themselves, their
values, and identity as true Pakistanis.
2.Teach about past events and important figures
and how they shaped present life.
3.Promote respect and acceptance for people in
different regions of Pakistan.
4.Give knowledge about economics,
government, and culture.
5.Develop skills to investigate problems
independently and think critically.
6.Create awareness of possible futures and
students’ role in shaping them.

7.Encourage appreciation of efforts to improve
human life through creativity and problem-
solving.
8.Teach decision-making skills and how human
interactions work.
9.Build the ability to work both cooperatively
and competitively to reach goals.
10.Develop sensitivity towards their own
potential and respect for fellow human beings.
Background of Objectives of Teaching
Pakistan Studies at Elementary Level:
In the National Education Policy of 1979, the highest
priority was given to revising the curriculum. The
goal was to reorganize education around Islamic
thought so that Islamic ideology would guide the
younger generation, helping them develop the belief
and ability to reshape society according to Islamic
principles.
To achieve this:
Two committees of experts were formed to ensure
the curriculum matched ideological needs,

removed gaps, avoided repetition, and reduced
overload.
Their recommendations were reviewed by
National Committees, which were set up
separately for each subject.
Based on these reviews, specific objectives for
teaching Social Studies at the elementary level
were framed.
Objectives of Social Studies for Elementary
Classes (VI–VIII):
A. Cultural Objectives
Cognitive (Knowledge):
Learn about Pakistan’s ideology, freedom
struggle, Islamic way of life, and contributions of
provincial leaders.
Affective (Attitude & Values):
Respect Islamic lifestyle.
Appreciate the Pakistan Movement and cultural
heritage.
Value authentic sources of information.

Psychomotor (Skills & Actions):
Do activities that promote Islamic values.
Develop skills to organize ideas, solve problems,
and protect public/private property.
B. Social Objectives
Cognitive:
Learn about Pakistan’s achievements after
independence, natural resources, environment,
welfare agencies, and citizens’ rights and duties.
Affective:
Appreciate Pakistan’s development, resources,
and dignity of labour.
Cooperate in nation-building, value brotherhood,
and respect individual differences.
Psychomotor:
Develop skills in cooperation, tolerance, and
teamwork.
Organize and interpret information, join
projects/experiments, and participate in activities
for national unity.

Use maps, graphs, and charts.
C. Individual Objectives
Cognitive:
Understand personal needs and how to gather
information.
Affective:
Accept personal limitations and respect lifestyles
of people in other countries.
Psychomotor:
Take part in group activities and practice
leadership roles.
D. International Objectives
Cognitive:
Learn about lifestyles in other countries,
importance of interdependence, Pakistan’s role in
the subcontinent, and trade with other countries.
Affective:
Develop love for humanity and other nations.
Psychomotor:

Meet people from different places and take part in
National/International Day activities.
This way, the objectives cover knowledge,
values, and skills in four key areas: Cultural,
Social, Individual, and International development.
Objectives of Teaching Pakistan
Studies at Secondary Level:
3.1 Cognitive (Knowledge-based Objectives)
Students should:
1.Understand Allah’s sovereignty, Islamic way
of life, and the advent of Islam in the
subcontinent.
2.Learn about social and political changes in the
subcontinent.
3.Know important events during creation of
Pakistan and consequences of partition.
4.Understand Pakistan’s constitutional
development and guiding principles.
5.Learn about geography, climate, soil, forests,
minerals, and agriculture of Pakistan.

6.Know about agricultural reforms, natural
resources, and communication systems.
7.Understand the demographics and urban
development of Pakistan.
8.Recognize the role of regional languages in
national unity.
9.Learn about Pakistan’s education system.
10.Understand the role of UNO and its support to
Pakistan.
11.Learn about Muslim countries, their resources,
and Pakistan’s role in Muslim unity.
12.Know about Pakistan’s independent foreign
policy.
13.Understand the concept of a welfare state and
how to make Pakistan one.
3.2 Affective (Attitudes & Values)
Students should develop:
Pride in Pakistan’s heritage and Muslim life.
Appreciation of sacrifices during partition.

Respect for government, cooperation, and the
constitution.
Respect for natural beauty, labour, and cultural
heritage.
Gratitude to Allah for natural resources.
Concern for fair distribution of basic needs.
Love for education, service to mankind, and
Islamic values.
Unity with Muslims, respect for humanity, and
love for mankind.
3.3 Psychomotor (Practical Skills)
Students should:
Make maps, charts, diagrams, models, albums.
Deliver speeches, debates, role plays, and group
discussions.
Visit assemblies, farms, rivers, and institutions.
Collect data, flags, stamps, coins, and pictures of
Muslim countries.
Organize exhibitions and participate in national
volunteer services.

3.4 Values of Teaching Pakistan Studies
Builds knowledge and awareness about self,
country, and the world.
Strengthens understanding of Islamic ideology,
culture, and heritage.
Encourages awareness of rights, duties, and
responsibilities as citizens.
Connects students with the wider Muslim Ummah
and global interdependence.
Promotes pride in Pakistan, gratitude to Allah,
tolerance, respect for other religions, and
democratic values.
Encourages love for freedom, sacrifice, hard
work, and adjustment to changing conditions.
Helps students develop practical skills beyond
academics (maps, projects, exhibitions, field
trips).
In short: Teaching Pakistan Studies at secondary
level aims to shape students morally, spiritually,
culturally, socially, and practically, helping

them become proud, responsible, and active
Pakistani citizens.
4. SELF ASSESSMENT QUESTIONS

1. What is the concept and general aims of teaching of
Pakistan Studies at school
level?
2. How the objectives of Teaching of Pakistan Studies
are different from their general
aims?
3. Compare the objectives in “Cognitive domains” of
Teaching of Pakistan Studies at
elementary and secondary level.
4. Compare the objectives of “Psychomotor domain”
of Teaching of Pakistan Studies
at elementary and secondary levels.
5. Compare the objectives in “Affective domain” of
Teaching of Pakistan Studies at
elementary and secondary levels.

6. Relate the values of Teaching of Pakistan Studies
with the fundamentals values of
ideology of Pakistan.
7. Write five statements of each of general aims and
specific objectives of Teaching
of Pakistan Studies.
8. Write ten activities in Teaching of Pakistan Studies
which are based on psycho
motor aspects of the subject.
1. What is the concept and general aims of
teaching of Pakistan Studies at school
level?
Concept of Teaching Pakistan Studies at
School Level
The concept of teaching Pakistan Studies is to
develop awareness among students about themselves,
their country, and the world around them. It aims to
build knowledge of Pakistan’s history, culture,
geography, politics, and ideology while promoting
Islamic values, social responsibility, and national

unity. The subject also prepares students to face
modern challenges with a sense of pride, identity, and
responsibility as citizens of Pakistan.
General Aims of Teaching Pakistan Studies
1.Preserve Pakistan’s Ideology – To
strengthen the ideology of Pakistan and help
students live by Islamic values.
2.Transmit Culture – To pass on Pakistan’s
cultural, historical, and religious heritage to the
younger generation.
3.Reconstruct Society – To prepare students
to play a role in solving national problems and
improving society.
4.Develop the Individual – To support the
full growth of students’ personality (socially,
morally, and intellectually).
5.Promote Democracy and Literacy – To
develop a democratic outlook and contribute to an
educated society.

6.Create Social Awareness – To increase
sensitivity to national issues and encourage
cooperation among people.
7.Appreciate Arts & Culture – To value
literature, art, music, and traditions of different
regions of Pakistan.
8.Adjust to Change – To prepare students for
the rapidly changing conditions of modern
Pakistani society.
-------------------------------------------------------
2. How the objectives of Teaching of Pakistan
Studies are different from their general aims?
The concept and general aims of Pakistan Studies are
to make students proud Pakistanis who understand
their history, culture, and ideology, while also
becoming responsible, tolerant, and active citizens in
society.
Difference between General Aims and Objectives of
Teaching Pakistan Studies
General Aims:
Broad, long-term, and philosophical in nature.

Show the overall purpose of teaching Pakistan
Studies (e.g., preserving ideology, transmitting
culture, developing society, promoting
democracy, etc.).
They give direction but are not specific enough to
guide daily teaching.
Example: “To develop awareness of social
problems in Pakistan.”
Objectives:
Specific, short-term, and functional.
Describe what students should learn or be able to
do in a lesson, unit, or grade level.
Directly guide teaching methods, lesson planning,
and evaluation.
Example: “Students will be able to explain the
concept of sovereignty of Allah in Islam” or
“Students will participate in debates and group
discussions.”
✅ In short:
Aims = broad goals (the destination).

Objectives = specific outcomes (the steps to reach
the destination).
----------------------------------------------------------
3. Compare the objectives in “Cognitive
domains” of Teaching of Pakistan Studies at
elementary and secondary level.
Comparison of Cognitive Objectives of
Pakistan Studies
Level
Cognitive Objectives
(Knowledge-based)
Elementary
(VI–VIII)
- Learn the ideology of Pakistan.
- Know about the freedom struggle
and establishment of Pakistan.
- Understand the Islamic code of
personal and social life.
- Learn about the contribution of
provincial leaders.
- Know about achievements after
independence.
- Learn about natural resources,
environment, and welfare agencies.
- Understand rights, duties, and

responsibilities as citizens.
- Understand basic needs of an
individual and ways of gathering
information.
- Learn about modes of living in other
countries, interdependence of nations,
Pakistan’s role in subcontinent, and
trade with other countries.
Secondary
(IX–X)
- Understand sovereignty of Allah and
Islamic way of life.
- Learn about the advent of Islam in
the subcontinent.
- Know about changing socio-political
conditions in the subcontinent.
- Learn about events of creation of
Pakistan and partition.

- Understand constitutional
development of Pakistan.
- Know about geography, climate, soil,
forests, minerals, agriculture, and
reforms.
- Learn about natural resources,

communication systems,
demographics, and urbanization.
- Recognize the role of regional
languages and education.
- Understand UNO, Muslim countries,
Pakistan’s foreign policy, and its role
in Muslim unity.
- Know about welfare state concept
and how to make Pakistan a welfare
state.
Key Difference
At elementary level, the focus is on basic
knowledge of ideology, history, resources,
environment, and simple social responsibilities.
At secondary level, the objectives are broader and
deeper, including political, constitutional,
geographical, economic, and international aspects
of Pakistan.
✅ In short: Elementary = foundation/basic awareness,
while Secondary = detailed and advanced
understanding

4. Compare the objectives of “Psychomotor
domain” of Teaching of Pakistan Studies at
elementary and secondary levels.
Comparison of Psychomotor Objectives of
Pakistan Studies
Level Psychomotor Objectives (Skill-based)
Elementary
(VI–VIII)
- Take part in activities to promote
Islamic values.
- Develop skills to organize ideas and
solve-problems.
- Protect public and private property.
- Build skills in cooperation,
coexistence, and tolerance.
- Participate in experiments, projects,
and national cohesion activities.
- Use maps, graphs, charts, and
materials.
- Join group activities and take
leadership roles.
- Meet people and observe
National/International Days.
Secondary- Prepare maps, charts, diagrams, and

(IX–X)
models.
- Deliver speeches, debates, and role
plays.
- Visit National/Provincial
Assemblies, farms, rivers, and
institutions.
- Collect data, flags, stamps, coins,
pictures of Muslim countries.
- Organize exhibitions and handicraft
displays.
- Take part in seminars, group
discussions, and volunteer services.
Key Difference
At elementary level, skills are basic and
introductory: cooperation, problem-solving,
protecting property, and using maps/charts.
At secondary level, skills are advanced and
practical: map-making, public speaking, research,
visits, data collection, exhibitions, and volunteer
work.
✅ In short: Elementary = basic skills for awareness
and cooperation, while Secondary = advanced skills
for research, communication, and civic participation.

6.Compare the objectives in “Affective
domain” of Teaching of Pakistan Studies at
elementary and secondary levels.
The comparison of the Affective Objectives
(attitudes, values, feelings) at both levels:
Comparison of Affective Objectives of
Pakistan Studies
Level
Affective Objectives
(Values & Attitudes)
Elementary
(VI–VIII)
- Respect the Islamic way of
life.
- Appreciate the Pakistan
Movement and national
heritage.
- Develop pride in cultural
heritage.
- Respect authentic sources
of information.
- Appreciate Pakistan’s
development and natural
resources.
- Show cooperation in

nation-building.
- Value national &
international brotherhood.
- Appreciate the dignity of
labour and respect
individual differences.
- Accept personal
limitations and appreciate
lifestyles of people in other
countries.
- Develop love for humanity
and peace.
Secondary
(IX–X)
- Develop pride in
Pakistan’s rich heritage and
Muslim way of life.
- Appreciate the sacrifices
during partition.
- Respect for government,
constitution, and
cooperation.
- Show respect for
landscapes, labour, and

cultural heritage.
- Be thankful to Allah for
His blessings and natural
resources.
- Desire for fair distribution
of basic necessities.
- Value education and
functional learning.
- Love for Islamic values,
Muslim unity, and mankind.
- Develop tolerance, service
to humanity, and democratic
values.
Key Difference
At elementary level, the focus is on basic
respect, pride, appreciation, and cooperation
within society and the world.
At secondary level, the focus is deeper and
stronger: pride in sacrifices, responsibility
toward government/constitution, gratitude to

Allah, commitment to education, social
justice, and service to humanity.
✅ In short:
Elementary level = Basic values (respect,
pride, cooperation, brotherhood).
Secondary level = Mature values (sacrifice,
gratitude, justice, democracy, service to
mankind).
6. Relate the values of Teaching of Pakistan
Studies with the fundamentals values of
ideology of Pakistan.
Fundamental Values of the Ideology of
Pakistan
1.Sovereignty of Allah – Supreme authority
belongs to Allah alone.
2.Islamic Way of Life – Guidance of Qur’an and
Sunnah in personal and social life.
3.Social Justice & Equality – Fair distribution of
resources, equal rights and opportunities.
4.Democracy & Freedom – System based on
consultation (Shura), justice, and independence.

5.National Unity & Muslim Brotherhood –
Unity among provinces and solidarity with the
Muslim Ummah.
6.Respect for Human Values – Dignity of
labour, tolerance, and love for humanity.
Values of Teaching Pakistan Studies
Pride in Islamic and cultural heritage.
Respect and appreciation for Muslim sacrifices
during Pakistan Movement.
Gratitude to Allah for His blessings.
Love for Islamic values, freedom, democracy, and
justice.
Appreciation for national unity (regional
languages, cultures, and cooperation).
Respect for labor, education, tolerance, and
service to mankind.
Awareness of global interdependence and Muslim
unity.
Relationship between the Two
Teaching Pakistan Studies reinforces the ideology
of Pakistan by promoting the same values in
students.

Sovereignty of Allah → taught through respect for
Islamic values and gratitude to Allah.
Islamic Way of Life → strengthened by lessons
on Muslim heritage, sacrifices, and culture.
Social Justice & Equality → highlighted by
teaching dignity of labour, fair distribution of
resources, and tolerance.
Democracy & Freedom → promoted by teaching
constitutional development, independence, and
student participation in debates/role play.
National Unity & Muslim Brotherhood →
developed through respect for regional cultures,
Muslim unity, and interdependence.
Respect for Human Values → encouraged by
service to mankind, love for humanity, and
appreciation of hard work.
✅ In short:
The values of Teaching Pakistan Studies are a
practical reflection of the fundamental values of the
Ideology of Pakistan. By studying Pakistan Studies,
students learn to live by Islamic principles,
democracy, justice, unity, tolerance, and service to
humanity, which are the very foundations on which
Pakistan was created.

7. Write five statements of each of general aims
and specific objectives of Teaching of Pakistan
Studies.
Five General Aims of Teaching Pakistan
Studies
1.To preserve and promote the ideology of
Pakistan.
2.To transmit Islamic and cultural heritage to the
younger generation.
3.To develop national unity, democracy, and
social justice.
4.To prepare students for responsible citizenship
and participation in nation building.
5.To help students adjust to modern changes in
society while keeping Islamic values.
Five Specific Objectives of Teaching
Pakistan Studies
1.To understand the sovereignty of Allah and
Islamic code of life.
2.To know about the freedom struggle and
creation of Pakistan.
3.To appreciate the sacrifices made during
partition.

4.To enable students to participate in debates,
role plays, and national activities.
5.To develop the ability to use maps, charts, and
graphs for learning about Pakistan.
✅ In short:
General Aims = Broad, long-term goals (overall
purpose).
Specific Objectives = Concrete, short-term
learning outcomes (step-by-step achievements).
7.Write ten activities in Teaching of Pakistan
Studies which are based on psycho motor aspects
of the subject.
There are ten activities in Teaching of Pakistan
Studies that focus on the Psychomotor Domain
(skills & practical work):
1.Drawing and labeling maps of Pakistan
(provinces, rivers, resources).
2.Making charts, diagrams, and models related
to geography, history, or economy.
3.Delivering speeches and debates on national
and historical topics.
4.Role playing / dramatization of historical
events (e.g., Lahore Resolution, Pakistan
Movement).

5.Visiting National/Provincial Assemblies to
observe democratic processes.
6.Organizing exhibitions of handicrafts, cultural
items, or heritage projects.
7.Collecting and displaying stamps, coins, and
flags of Pakistan and Muslim countries.
8.Participating in group projects or field trips
(e.g., to farms, rivers, or historical places).
9.Preparing albums or scrapbooks of national
leaders, monuments, and important events.
10.Joining National Volunteer Service activities
(e.g., tree plantation, cleanliness drives, and
community work).
✅ These activities build practical skills such as
map-making, research, creativity, teamwork,
leadership, and participation — all central to the
psychomotor objectives of Pakistan Studies

Ms.SajjdaLodhi Notes
B.Ed 4 Years
TEACHING OF PAKISTAN STUDIES
Course Code 8640
Unit 3: Curriculum in Pakistan Studies.
CONTENTS
Introduction.
Objectives.
1. The Concept Aspect of Consideration.
1.1 The Nature of Curriculum.

1.2 Relationship of Curriculum to Society.
1.3 Is Curriculum a Processor Product.
1.4 Guide Posts in Deriving Curriculum.
2. Principles of Selecting Pakistan Studies
Content.
2.1 Factors Affecting the Selection of Content.
2.2 Rationale for Adopting Principles for
Selection of Content.
2.3 Principles for Selection of Content for
Pakistan Studies.
2.4 Other Principles.
3. The Content of Pakistan Studies.
3.1 The Nature of Content.
4. Critical Analysis of Pakistan Studies
Curriculum.
4.1 Background.
4.2 A Co-Related Curriculum.
4.3 The Nature of Pakistan Studies Curriculum

Introduced since 1979.
4.4 Pakistan Studies as an Integrated Curriculum.
4.5 Suggestions for the Improvement of
Curriculum.
5. Self Assessment Questions.
6. References.
1. THE CONCEPT ASPECT OF
CONSIDERATION
1.1 The Nature of Curriculum.
The curriculum is the set of lessons, subjects, and
activities that schools use to train students. It can
include facts about geography and history,
government, farming systems, or even activities
like role plays. Curriculum is not just a collection
of knowledge, but carefully chosen and simplified
information and experiences to help students
learn. It should not only reflect what society or
parents expect, but also match the interests,
abilities, and needs of students. Teachers play an

important role in connecting what society wants
with what students can actually learn.
1.2 Relationship of Curriculum to Society
“Relationship of Curriculum to Society
In early societies, teaching children was simple
because life and customs did not change much.
Parents could pass on all the needed knowledge
and skills. But in today’s modern, industrial
world, knowledge and skills are too many and too
complex for one person to decide what is
essential. That’s why curriculum-making now
requires careful selection of the most important
knowledge, skills, values, and attitudes that help
preserve and develop society.
The curriculum is not an end in itself, but a tool to
achieve social goals. It helps transmit the culture,
values, and achievements of past generations
while also preparing students for present and
future needs. Even if some parts of it become
outdated, the curriculum still represents what

society considers most important for its growth
and survival.
1.3 Curriculum a Process or Product.
Some experts say curriculum is more of a
process than a fixed product. It changes,
grows, and develops over time. The content
and activities may differ from class to class
and student to student. At any moment,
teachers and students choose specific lessons
and activities to support learning. So,
curriculum can be seen as both a process and a
product—something that is always changing
and can be made and remade.
1.4 Guide Posts in Deriving Curriculum.
Building a curriculum is like building a
modern road—it needs planning, imagination,
and careful work. For education, this means
setting clear guideposts and organizing
learning experiences. The main guideposts
are:

1.Analysis of society – understanding
students’ needs and values.
2.Objectives – deciding social and
educational goals.
3.Curricular content – selecting,
organizing, and grading the material.
4.Learning process – how students learn.
5.Teaching process – materials and
methods teachers use.
6.Evaluation – checking progress and
results.
1.4 Guide Posts in Deriving Curriculum
Designing an educational curriculum is
similar to building a modern road. Both
require planning, creativity, and skill. To
build a good curriculum, certain guideposts
must be followed. These are:

a) Analysis of society – understanding
students’ needs, values, and the role of
society.
b) Objectives – setting clear social and
educational goals.
c) Curricular content – selecting,
organizing, and grading the subject matter.
d) Learning process – planning how students
will learn.
e) Teaching process – using proper methods
and materials for teaching.
f) Evaluation – checking whether learning
objectives are achieved.
2. PRINCIPLES OF SELECTING
PAKISTAN STUDIES CURRICULUM /
CONTENT.
2.1 Factors Affecting the Selection of Content
Selecting content for a subject like Pakistan
Studies means choosing not just facts, but also
activities that help students learn. Every topic

in the curriculum should bring some positive
change in students. For example, if the goal is
to create interest in social problems, then the
lessons and activities should encourage that
interest.
The material must match the objectives, suit
students’ abilities and interests, and be taught
in a way that students can understand and
experience. It is easier to choose content for
simple knowledge and skills, but harder when
it comes to shaping attitudes, habits, and
values.
Other factors also affect selection, such as the
teacher’s ability, students’ maturity, the level
of knowledge, and the country’s social setting.
Since Pakistan is an Islamic and democratic
country with its own values and traditions, its
curriculum must reflect its cultural, spiritual,
and national needs, rather than copy Western
models.

2.2 Rationale for Adopting Principles for
Selection of Content.
After setting the objectives and considering all
influencing factors, curriculum makers need
principles to guide them in selecting content.
Since there is unlimited knowledge available,
it is necessary to carefully choose what should
be included.
Selecting content is a difficult but central task
in curriculum development. Today, it is even
harder because of the rapid growth of
knowledge, changes in world conditions, and
the variety of living situations. New teaching
methods and self-learning tools also affect
what should be taught in schools.
Therefore, schools must decide priorities,
keep only the most important content, and
select materials that truly support learning
objectives. For Pakistan Studies, content must
be chosen based on clear principles and

criteria, so that the curriculum is both
effective and efficient.
2.3 Principles for Selection of Content for
Pakistan Studies
Principles for Selecting Curriculum Content
(especially for Pakistan Studies):

a) Validity and Significance – Content should
be correct, important, and reflect real-life
problems. It must be based on solid facts,
history, and critical inquiry.
b) Consistency with Social Realities – The
curriculum should match the culture, society,
and the interconnected modern world,
preparing students to live in it.
c) Balance of Breadth and Depth – Content
should cover important topics (breadth) but
also focus deeply on key ideas, principles, and
their applications (depth). Depth is more
important than just wide coverage.

d) Wide Range of Objectives – Learning
should not only give knowledge but also
develop thinking skills, attitudes, interests,
appreciation, habits, and values.
e) Learn ability and Adaptability – Content
must be within students’ abilities and connect
social knowledge to their own experiences,
making it easier to understand and apply.
f) Needs and Interests of Students – The
curriculum should match students’ needs and
interests, keeping them motivated and making
learning meaningful.
Other Principles
Some other principles are also suggested by
curriculum planners for selecting content,
especially for teaching Pakistan Studies at the
secondary level. These are:
a) Utility – the content should be useful.
b) Accuracy – it should be correct and
reliable.

c) Learn ability – it must be understandable
for students.
d) Student’s Interest – it should attract and
engage learners.
e) Student’s Needs – it should meet their
learning needs.
f) Civic Value – it should help in developing
good citizenship.
g) Age/Maturity – it must suit the level of the
students.
h) Experience – it should connect with what
students already know.
i) Difficulty Level – it should not be too easy
or too difficult.
Together with the earlier principles, these
form a complete framework for designing and
selecting the right content for Pakistan Studies
in the future.

3. THE CONTENT OF PAKISTAN
STUDIES

3.1 The Nature of Content
The content of Pakistan studies at secondary
level spreads over nine chapters for classes
IX-X. The main themes of these chapters are:
Chapter 1: The Foundation of Pakistan
Chapter II: Making of Pakistan
Chapter III: State of Pakistan
Chapter IV: Land of Pakistan
Chapter V: Resources Natural, Agricultural
and Industrial
Chapter VI: The People and Culture of
Pakistan
Chapter VII: Pakistan and the World Affairs
Chapter VIII: Relation of Pakistan with
Muslim World.
Chapter IX: Pakistan as Welfare State.
The content of each chapter is briefly stated.
Chapter I: THE FOUNDATION OF
PAKISTAN

This chapter covers:
a) Fundamentals of Muslim Society
b) Muslim ideals – sovereignty of Allah
(S.W.T.) and principles of Islamic way of life
c) Features of Muslim polity – justice,
equality, and brotherhood
The chapter is based on the concept of Allah’s
sovereignty, justice, equality, and Islamic
brotherhood. It also discusses the arrival of
Islam in the subcontinent, the social and
political changes, and the reasons for the
decline of Muslims in India.
Chapter II: Making of Pakistan
Explains the Two Nation Theory, role of
the Muslim League, and establishment of
Pakistan.
Discusses the role of different provinces in
the struggle.
Highlights the injustice and inequality
Muslims faced under Hindu majority rule.

Describes the sacrifices of Muslims during
the Pakistan Movement.
Covers important events at the time of
Pakistan’s creation and the status of
Muslim-majority provinces.
Chapter III: State of Pakistan
Focuses on the Objectives Resolution,
principles of policy, and Islamic provisions
as the guiding principles of the state.
Explains the guiding principles of
Pakistan’s constitution.
Discusses the constitutional history and the
structure of Federal and Provincial
governments.
Chapter IV: Land of Pakistan
Deals with the geography of Pakistan,
including:
a) Location
b) Physical features
c) Climate

d) Effect of climate on people’s activities
e) Natural challenges (storms, floods,
droughts, soil issues)
Teaches students about:
oPakistan’s geographical and strategic
importance.
oPhysical features, climate variations,
and causes of floods.
oRespect and appreciation for the land,
landscapes, and people struggling in
difficult climates.
Chapter V: Resources of Pakistan
This chapter explains three main types of
resources:
1.Natural Resources – soil, forests, and
minerals.
2.Agricultural Resources – irrigation
system, farming problems, and future
prospects.

3.Industrial Resources – communication
(roads, railways, air, sea), trade (foreign
and inland), and important industries.
Main ideas: conservation, preservation, proper
use of resources, national economy, foreign
exchange, self-reliance, and dignity of labor.
Students also learn about soil types, the
importance of forests and minerals, and
Pakistan’s large irrigation system with recent
agricultural reforms.
Chapter VI: The People and Culture of
Pakistan
This chapter has three parts:
a) The People of Pakistan
Population and its features (urban/rural,
literacy rate).
Growth of population and migration.
Link between resource development and
population growth.
b) The Culture of Pakistan

Languages of Pakistan.
Importance of the national language.
Shared cultural traditions: dress, arts,
crafts, festivals.
c) Education in Pakistan
Formal education (primary, secondary,
professional).
Non-formal education (adult, maktab,
distance learning).
Problems and future prospects of
education.
Students learn about census, population
growth, urbanization, and migration.
Focus on unity, integration, national
cohesion, preservation of heritage, and
patriotism.
Discusses literacy problems, adult
education, non-formal education, and the
need for professional and agro-technical
education.

Chapter VII: Pakistan and World Affairs
Sub-themes:
a) Pakistan and its neighbors.
b) Pakistan and the Muslim World.
c) Pakistan in the UN.
Main ideas: peace, independence,
brotherhood, human relations, international
conflicts, interdependence.
Students learn about:
oPurposes and functions of the UN and
its agencies.
oThe Kashmir issue and the UN’s role.
oInternational support for Pakistan.
Aims to build values of peace, service to
mankind, independence, and prosperity.
Chapter VIII: Relation of Pakistan with
Muslim Countries
Focus on Pakistan’s religious, cultural, and
trade relations with Muslim countries.

Includes issues like Palestine, Islamic
unity, cooperation, peace, and security.
Highlights economic growth, social justice,
prosperity, and interdependence.
Teaches importance of Islamic conferences
and Pakistan’s role in Muslim unity.
Chapter IX: Pakistan as a Welfare State
(Outlook for the Future)
Explains the concept of welfare state:
oNational goals, food self-sufficiency,
universal education, equality, justice,
brotherhood, world peace, fair
distribution of resources.
Inspires values of dignity of labor, self-
help, literacy, and prosperity.
Objectives: help students understand
Pakistan’s goals and ways to progress as a
welfare state.
Other Features of the Course (Activities for
Students)

To make the subject practical and interesting,
students do activities like:
Making chronological charts of Muslim
rulers.
Preparing comparative event charts.
Giving speeches and debates.
Filling maps with historical and
geographical details.
Organizing puppet shows and mock
sessions.
Visiting historical, cultural, and
geographical places.
Making landscape models.
Visiting organizations.
Collecting pictures and specimens.
Critical Analysis of Pakistan Studies Curriculum
4.1 Background
Pakistan Studies (earlier called Social Studies)
was introduced at the secondary level (Classes
IX–X) in 1960 as a compulsory subject.

It aimed at providing students with an integrated
understanding of history, geography, civics,
economics, and cultural aspects of human life.
Planners believed that children should learn about
social problems and situations in a unified way
rather than through separate subjects.
However, they admitted that this integration was
not fully scientific, and more research was needed
to make it effective.
4.2 The Co-Related Curriculum (1960)
The 1960 Social Studies curriculum was not fully
integrated but rather co-related.
Features:
oHistory → Topical approach.
oGeography → Purely physical, less Pakistan-
oriented.
oCivics → Too lengthy, divided into four parts.
oEconomics → Classical and theoretical,
lacking focus on Pakistan’s real problems.
Weaknesses:
oNot balanced, lacked relevance to pressing
social needs.

oFailed to address students’ real socio-
economic and civic issues.
4.3 Pakistan Studies Curriculum (1979 onwards)
The curriculum introduced in 1979 brought
significant improvements and is still in practice (with
modifications).
Main Characteristics:
1.Thematic approach adopted for history,
geography, civics, and economics.
2.Content selected according to emerging socio-
economic and political needs of Pakistan.
3.Ideological basis of Pakistan and relations
with the Muslim world highlighted.
4.Supported with student-centered activities
(debates, charts, visits, models).
5.Use of audio-visual aids encouraged.
6.Evaluation strategies suggested for teachers.
7.Objectives written in behavioral terms
(cognitive, affective, psychomotor domains).
4.4 Pakistan Studies as an Integrated Curriculum

The current curriculum is more integrated than the
previous one.
Strengths:
oFocuses on Pakistan Studies as a whole field
rather than individual subjects.
oSubject boundaries are blurred to give a
holistic view.
Limitations:
oIdeal integration has not been achieved.
oContent arrangement is not fully psychological
(i.e., not always appealing or relevant to
students’ mental development and interests).
4.5 Suggestions for Improvement
1.Scientific Analysis → Curriculum should
undergo continuous analysis to ensure content
matches students’ needs and reactions.
2.Greater Integration → Closer links with other
social sciences should be established.
3.Guidelines for Activities → Teachers need
clear instructions for carrying out activities
effectively.

4.Specification of Audio-Visual Aids →
Curriculum should specify what kind of teaching
aids teachers/students should prepare and use.
5.Dynamic and Flexible → Curriculum should
remain adaptable to new emerging socio-political
and economic issues.
6.Community Linkage → Schools should
involve students in community-based projects to
connect education with real life.
✅ Conclusion:
The Pakistan Studies curriculum has evolved from a
loosely co-related Social Studies course (1960) to a
more structured and integrated framework (1979
onwards). While it emphasizes ideology, socio-
political needs, and student activities, further
scientific integration, practical guidelines, and
dynamic adaptability are needed to make it truly
effective and relevant for the learners.
5. SELF ASSESSMENT QUESTIONS

1. What is the nature of curriculum?
2. What is the relationship of curriculum with society?
3. What are the guide posts in driving curriculum?

4. What are the principles of selection to be adopted
for Pakistan Studies Curriculum?
5. Describe the main features of Pakistan Studies
curriculum.
6. Describe the resources given in the Pakistan
Studies curriculum for secondary schools.
7. Critically analyze the present curriculum of
Pakistan Studies.
8. What changes or improvement can be brought
about in the present curriculum of Pakistan Studies?
1. What is the nature of curriculum?
Nature of Curriculum
The nature of curriculum refers to the basic
characteristics, structure, and approach of how
knowledge, skills, values, and experiences are
planned and delivered to learners. It explains
what a curriculum is like, how it is organized, and
what its main features are.
Key Points about the Nature of Curriculum:
1.Planned & Organized → Curriculum is not
random; it is a planned and systematic set of
learning experiences.

2.Dynamic & Flexible → It is not fixed; it
changes with time according to the needs of
society, learners, and emerging challenges.
3.Comprehensive → It includes cognitive
(knowledge), affective (attitudes/values), and
psychomotor (skills) domains.
4.Integrated & Co-related → It links
different subjects and experiences to provide a
holistic view of knowledge.
5.Child-Centered → Curriculum focuses on
the needs, interests, and abilities of learners.
6.Society-Oriented → It reflects the cultural,
social, ideological, and economic needs of
society.
7.Activity-Based → It encourages learning
through activities, problem-solving, and
practical work, not just rote learning.
8.Ideological & Value-Oriented →
Especially in Pakistan, curriculum emphasizes
ideology of Pakistan, sovereignty of Allah
(SWT), justice, equality, and Islamic
brotherhood.

✅ In simple words:
The nature of curriculum is that it is planned,
dynamic, integrated, child-centered, society-
oriented, and value-based, designed to prepare
learners to face real-life challenges while
reflecting the ideology and needs of society.
2. What is the relationship of curriculum with
society?
Relationship of Curriculum with Society
Curriculum and society are closely
interdependent. Society shapes the curriculum,
and curriculum in turn helps in shaping society.
Key Points:
1.Reflection of Society’s Needs →
Curriculum is designed according to the
cultural, economic, political, and ideological
needs of society.
2.Transmission of Culture & Values → It
preserves and transfers the cultural heritage,
traditions, and moral values of society to the
new generation.

3.Social Development → Curriculum
prepares individuals to become productive and
responsible members of society.
4.Solution of Social Problems → It
addresses current social, economic, and
environmental issues and provides guidance
for solving them.
5.Nation-Building Role → Curriculum
promotes national identity, unity, ideology,
and social cohesion.
6.Dynamic Relationship → As society
changes with time (technology, globalization,
new challenges), the curriculum must also
change to stay relevant.
✅ In simple words:
Curriculum and society have a give-and-take
relationship. Society influences what is taught,
and the curriculum helps in building and
improving society by preparing educated, skilled,
and responsible citizens.
3. What are the guide posts in driving
curriculum?

Guide Posts in Driving Curriculum
"Guide posts" are the principles, directions, or
checkpoints that help curriculum planners ensure
the curriculum is effective, relevant, and
purposeful.
Main Guide Posts:
1.Philosophy of Education
oThe philosophy (e.g., Islamic values,
democracy, and pragmatism) provides
direction for the aims, objectives, and
content of curriculum.
2.Aims and Objectives of Education
oCurriculum must be aligned with national
educational goals (e.g., character building,
nation-building, knowledge, skills).
3.Learners’ Needs, Abilities & Interests
oCurriculum should match the age,
maturity, learning capacity, and interests of
students.
4.Society and Culture

oIt must reflect the ideology, values,
culture, and socio-economic needs of the
society.
5.Knowledge and Subject Matter
oSelection of accurate, updated, and useful
content that develops critical thinking and
problem-solving skills.
6.Learning Experiences
oActivities, projects, and teaching methods
should encourage active participation,
creativity, and application.
7.Evaluation and Feedback
oContinuous assessment to check whether
objectives are achieved, and to provide
feedback for improvement.
8.Flexibility and Dynamism
oCurriculum must be adaptable to new
social, economic, and scientific changes.
✅ In simple words:
The guide posts of curriculum are like a road map
that ensures curriculum moves in the right

direction, serving students, society, and national
goals effectively.
4. What are the principles of selection to be
adopted for Pakistan Studies Curriculum?
Principles of Selection for Pakistan Studies
Curriculum
1.Ideological Principle
oContent should reflect the ideology of
Pakistan, especially the sovereignty of
Allah (SWT), Islamic values, and the Two-
Nation Theory.
2.Relevance to National Needs
oMaterial must relate to social, political,
cultural, and economic realities of
Pakistan.
oTopics like resources, culture, population,
and development should be emphasized.
3.Learner-Centeredness
oSelection should match the age, interest,
mental level, and needs of learners.
4.Balanced Content

oEqual importance should be given to
history, geography, civics, economy, and
culture so that curriculum is well-rounded.
5.Practical Utility
oContent must develop skills for practical
life, critical thinking, problem-solving, and
citizenship responsibilities.
6.Continuity and Sequence
oTopics should be arranged in a logical
order (simple to complex, known to
unknown, past to present).
7.Integration
oHistory, geography, civics, and economics
should not remain separate fragments but
integrated into one whole called Pakistan
Studies.
8.Flexibility and Dynamism
oThe curriculum should be open to revision
with changing national and global
conditions (e.g., new economic challenges,
modern technology).
9.Promotion of National Unity

oThe curriculum must highlight justice,
equality, brotherhood, and cultural
harmony to promote unity among diverse
groups in Pakistan.
10.Evaluation-Based
Selection of content should allow for
measurable objectives (cognitive, affective,
psychomotor) and effective evaluation.
✅ In simple words:
The selection of Pakistan Studies content must be
ideology-based, relevant to Pakistan’s needs,
learner-friendly, practical, balanced, integrated,
flexible, and unifying.
5. Describe the main features of Pakistan Studies
curriculum.
Principles of Selection for Pakistan Studies
Curriculum
1.Ideological Principle
oContent should reflect the ideology of
Pakistan, especially the sovereignty of

Allah (SWT), Islamic values, and the Two-
Nation Theory.
2.Relevance to National Needs
oMaterial must relate to social, political,
cultural, and economic realities of
Pakistan.
oTopics like resources, culture, population,
and development should be emphasized.
3.Learner-Centeredness
oSelection should match the age, interest,
mental level, and needs of learners.
4.Balanced Content
oEqual importance should be given to
history, geography, civics, economy, and
culture so that curriculum is well-rounded.
5.Practical Utility
oContent must develop skills for practical
life, critical thinking, problem-solving, and
citizenship responsibilities.
6.Continuity and Sequence

oTopics should be arranged in a logical
order (simple to complex, known to
unknown, past to present).
7.Integration
oHistory, geography, civics, and economics
should not remain separate fragments but
integrated into one whole called Pakistan
Studies.
8.Flexibility and Dynamism
oThe curriculum should be open to revision
with changing national and global
conditions (e.g., new economic challenges,
modern technology).
9.Promotion of National Unity
oThe curriculum must highlight justice,
equality, brotherhood, and cultural
harmony to promote unity among diverse
groups in Pakistan.
10.Evaluation-Based
Selection of content should allow for
measurable objectives (cognitive, affective,
psychomotor) and effective evaluation.

✅ In simple words:
The selection of Pakistan Studies content must be
ideology-based, relevant to Pakistan’s needs,
learner-friendly, practical, balanced, integrated,
flexible, and unifying.
5. Describe the main features of Pakistan Studies
curriculum.
Main Features of Pakistan Studies Curriculum
1.Ideological Orientation
oStrong emphasis on the ideology of
Pakistan, the Two-Nation Theory, Islamic
values, and Pakistan’s relation with the
Muslim world.
2.Thematic Approach
oInstead of fragmented subjects, a thematic
and integrated approach has been adopted,
covering history, geography, civics, and
economics together.
3.Relevance to National Needs
oContent focuses on socio-economic,
cultural, and political problems of

Pakistan, along with their possible
solutions.
4.Balanced Content
oEqual coverage is given to natural
resources, agriculture, industry,
population, culture, and education for
comprehensive understanding.
5.Activity-Oriented
oCurriculum encourages projects,
discussions, surveys, and community
participation to make learning practical
and engaging.
6.Use of Audio-Visual Aids
oTeachers and students are encouraged to
use maps, charts, models, films, and
prepared teaching aids to make lessons
interesting.
7.Evaluation Strategies
oDifferent methods of assessment and
evaluation are suggested to test cognitive,
affective, and psychomotor skills.
8.Behavioral Objectives

oObjectives are written in behavioral terms
(knowledge, attitudes, skills) to make
learning outcomes measurable.
9.Integration with Society
oLinks classroom learning with real-life
situations, social needs, and community
problems, preparing students for
responsible citizenship.
10.Dynamic and Flexible
Curriculum is designed to adapt to changing
times, new challenges, and future
developments without losing its core ideology.
6. Describe the resources given in the Pakistan
Studies curriculum for secondary schools.
Resources in Pakistan Studies Curriculum
1. Natural Resources
Soil → different types of soils in Pakistan and
their agricultural importance.
Forests → importance of forests for economy,
environment, and conservation.

Minerals → major mineral resources (coal,
gas, oil, salt, copper, etc.) and their role in
development.
2. Agricultural Resources
Irrigation System → Pakistan has one of the
largest irrigation systems in South Asia;
canals, barrages, and dams.
Agriculture Problems → water logging,
salinity, small landholdings, outdated
methods, lack of fertilizers.
Prospects/Reforms → land reforms, modern
technology, tube wells, mechanization, new
seeds, and government policies.
3. Industrial Resources
Means of Communication → roads, railways,
air transport, and sea routes.
Trade and Commerce → inland trade, foreign
trade, exports and imports.
Important Industries → textiles, cement,
sugar, fertilizer, sports goods, surgical
instruments, etc.

Concepts Highlighted
Conservation & Preservation of resources.
Exploitation for national development.
Self-sufficiency and dignity of labor.
Foreign exchange earnings through industry
and trade.
7. Critically analyze the present curriculum of
Pakistan Studies.
Critical Analysis of the Present Curriculum of
Pakistan Studies
1. Strengths (Positive Aspects)
Thematic Approach → Unlike the 1960
curriculum, which was co-related, the present one
follows a thematic approach in history,
geography, civics, and economics.
Relevance to National Needs → Content is
selected to address socio-economic and political
problems of Pakistan.
Ideological Emphasis → The ideology of
Pakistan, the Two-Nation Theory, and relations
with the Muslim world are highlighted.

Student Activities → A variety of classroom and
community activities are suggested to make
learning interactive.
Use of Teaching Aids → Teachers and students
are encouraged to use audio-visual aids.
Evaluation Strategies → Assessment techniques
are provided for each unit.
Behavioral Objectives → clearly defined
objectives in cognitive, affective, and
psychomotor domains.
Integration → Combines history, geography,
civics, and economics into a single discipline
rather than treating them separately.
2. Weaknesses (Limitations)
Incomplete Integration → Although better than
before, full integration has not been achieved;
content is not always arranged psychologically
for students.
Overemphasis on Ideology → sometimes, focus
on ideological aspects overshadows practical
issues like economy, environment, and social

justice.
Lack of Guidelines for Activities → Activities
are suggested but not properly guided for teachers
to implement effectively.
Audio-Visual Aids Issue → Recommended
without specifying which aids should be prepared
by teachers or students.
Static Nature → Curriculum is not frequently
updated to match emerging social, environmental,
and technological challenges.
Civics and Economics Content → still lacks
depth in addressing real problems such as
unemployment, poverty, globalization, and
governance issues.
3. Suggestions for Improvement
?????? Make curriculum dynamic and flexible so it can
be updated with new national and global issues.
?????? Provide clear guidelines for activities and use of
teaching aids.
?????? Achieve better integration of history,
geography, civics, and economics with

psychological sequencing for learners.
?????? Ensure balance between ideology and practical
socio-economic realities.
?????? Strengthen the link between community and
school by involving students in real-life projects.
8. What changes or improvement can be brought
about in the present curriculum of Pakistan
Studies?
Changes and Improvements in the Present
Curriculum of Pakistan Studies
1. Better Integration of Subjects
Achieve a more scientific and psychological
integration of history, geography, civics, and
economics.
Present content in a way that develops
continuity and logical progression for
students.
2. Regular Updating of Content
Include contemporary socio-economic,
environmental, and global issues such as
climate change, globalization, digital

economy, sustainable development, and
regional cooperation.
Revise content regularly to keep it dynamic
and flexible with changing national and
international needs.
3. Balance between Ideology and Practical Issues
While ideology of Pakistan is important, equal
focus should be given to real-life problems
like poverty, unemployment, energy crisis,
corruption, and governance.
Encourage critical thinking rather than rote
memorization of ideological concepts.
4. Improvement in Student Activities
Provide clear guidelines for carrying out
classroom and field activities.
Involve students in community-based projects,
debates, field surveys, and research work to
link knowledge with practical life.
5. Effective Use of Teaching Aids
Specify which audio-visual aids should be
prepared and how they should be used.

Encourage use of modern ICT tools,
multimedia, digital maps, and online resources
to make learning interactive.
6. Stronger Link between School and Community
Involve students in local development
programs, environmental campaigns, and
social awareness projects.
Build a sense of responsibility and
participation in nation-building.
7. Better Teacher Training
Provide teachers with professional training
workshops so they can implement new
methods effectively.
Train them in activity-based learning, ICT
integration, and modern evaluation strategies.
8. Improved Evaluation System
Move beyond rote-based exams.
Introduce project work, presentations, group
discussions, and practical assignments as part
of evaluation.

Ms.SajjdaLodhi Notes
B.Ed 4 Years
TEACHING OF PAKISTAN STUDIES
Course Code 8640
Chapter #4
Methods of Teaching of Pakistan Studies
CONTENTS
Introduction
Objectives
1. Lecture Method
1.1 What is Lecture Method?
1.2 What are the Merits of Lecture Method?

1.3 What are Demerits of the Lecture
Method?
1.4 What Considerations should be taken in
view by the Teacher of Pakistan Studies in
Lecture Methods?
1.5 What are the Factors to be kept in View to
Make Lecture Method Effective?
2. Activity Method
2.1 The Importance of Activity Method
2.2 Different Types of Activities
2.3 Activities of Various Suggested in the
Curriculum of Pakistan
Studies
3. Project Method
3.1 Definition
3.2 Characteristics of the Project Method
3.3 Merits of the Project Method
3.4 Limitation of the Project Method
3.5 The Teachers Role in the Project Method
3.6 Steps in Developing Project

3.7 Consideration is Carrying out the above
Stages of the Project
4. Unit Method
4.1 Nature of Unit
4.2 Unit Method
4.3 Types of Unit
4.4 The Design of a Resource Unit
4.5 Design of a Teaching Unit
4.6 A Study Guide to the Unit
5. Text Book Method
5.1 Levels of Text Book Teaching
5.2 Advantages of the Text Book
5.3 Disadvantages of the Text Book
6. Supervised Study
6.1 The Emerging Trend
6.2 Objectives of the Supervised Study
6.3 How to Conduct Supervised Study
6.4 Formal Rules or Instruction for
Supervised Study
7. Self Assessment Questions

8. References.
Introduction
In education, a method means the way a teacher guides activities
so that students can learn. It is a process or procedure that helps
in achieving learning. Teaching methods are very important
because they are at the heart of education.
For teaching Pakistan Studies, many methods are used—some
traditional and some modern. Each method has its own benefits
and limitations. A teacher should not depend on just one method
but choose different ones based on the students, available
resources, and the situation.
Good teaching depends on using the right method effectively.
For this, the teacher must have certain qualities: the ability to
explain knowledge clearly, creativity, awareness of students’
needs, and the skill to make learning easier.
This unit explains different teaching methods for Pakistan
Studies. The discussion is descriptive, not detailed analysis, but
it shows how these methods can be useful in practice.
After studying this unit, you will be able to:
a. Understand why choosing the right teaching method is
important.
b. Learn about the nature and importance of the activity method.
c. Know the features, steps, strengths, and weaknesses of the
project method.
d. Understand the nature, types, and structure of the unit
method.
e. Learn the reasons, levels, advantages, and disadvantages of the
textbook method.

f. Understand the new trend of supervised study, including its
purpose, process, and instructions.
1. LECTURE METHOD
In teaching Pakistan Studies, the teacher must choose the right
method to make learning effective. A good method helps the
teacher use resources properly, understand both student and
teacher strengths/weaknesses, and achieve learning goals.
An appropriate teaching method should:
Be suitable for explaining knowledge clearly.
Make learning easier for students.
Match the teacher’s abilities, subject knowledge, and
interest.
Fit the type of learning (knowledge, skills, or values).
Match the subject content.
Be suitable for class size (e.g., discussion is not good for
large classes).
Match students’ interests and experiences.
Support positive teacher-student relationships and build
trust.
When selecting a method, the teacher must consider:
The teaching situation.
The nature of the subject.
Their own attitude and goals (knowledge, skill, or values).
The time available.
The materials needed.
The results expected.
In short, no single method is best for all situations. Different
methods may be used, and their success depends on how
effectively the teacher applies them.

1.1 What is a Lecture Method?
The lecture method is a traditional and widely used way of
teaching, especially at higher levels. It means teaching mainly
through the teacher’s spoken words in the form of a formal talk.
A skilled teacher can use lectures to:
Motivate students to learn new topics.
Explain and clarify problems or situations.
Add extra information beyond the textbook.
Lectures help in giving structured knowledge from the
curriculum and textbooks. They can also be supported with
coaching and exercises to build students’ thinking and problem-
solving skills.
In an ideal lecture, the teacher:
Transmits subject knowledge clearly.
Helps students understand concepts.
Guides them to apply ideas to problems.
Encourages deeper learning and curiosity.
Overall, the lecture method remains popular because it
effectively passes knowledge and motivates students to master
subjects.
1.2 What are the Merits of Lecture Method?
Even though the lecture method is teacher-centered and often
one-way communication, it is still widely used because it has
several advantages:

Merits:
a. Useful for teaching large classes.
b. Flexible – the teacher can adjust according to subject, student
level, time, and resources.
c. Helps the teacher keep students attentive and reinforce
learning.
d. Captures students’ attention through both words and gestures.
e. Creates a sense of group learning, social support, and
emotional security.
1.3 What are Demerits of the Lecture
Method?
The lecture method also has some disadvantages:
a. It makes students too dependent on the teacher.
b. It may replace the textbook instead of supporting it.
c. Students rely too much on passive learning instead of active
participation.
d. It can become boring and monotonous if overused.
1.4 What Considerations should be taken in
view by the Teacher of
Pakistan Studies in Lecture Method?
When using the lecture method, the teacher should keep these
points in mind:
a. Make the lecture active, not passive.
b. Consider students’ needs and use different approaches based
on subject, time, and level.
c. Pay attention to language factors – vocabulary, examples,

fluency, pronunciation, and speaking speed.
d. Be realistic about the teacher’s own teaching ability and the
students’ learning capacity.
1.5 What are the factors to the kept in view to
make Lecture Method
Effective?
Make lectures effective in Pakistan Studies, the teacher should:
Before the Lecture
Clearly define the purpose of the lecture.
Prepare enough content (better to have extra material).
During the Lecture
Speak at a moderate speed with pauses.
Link new material with what students already know.
Avoid abstract talk – use examples and illustrations.
Use variety in presentation style.
Minimize unnecessary movement.
Use non-verbal communication (gestures, expressions).
Keep the class engaged and attentive.
Speak clearly and loudly.
Make it easy to understand.
Watch for student feedback and reactions.
Invite questions and discussion.
Avoid overloading with too many facts.
Show enthusiasm and interest in the topic.
Use a bit of humor (but not too much).
Provide handouts if possible.

Modern Modifications
Use illustrated lectures, lecture + demonstration, lecture +
buzz session, or question-based lectures.
Allow student participation and get feedback to improve
understanding.
2. ACTIVITY METHOD

2.1 The Importance of Activity Method
Activity Method
The modern school focuses on activity-based learning, where
students learn by doing. It connects learning with real-life
situations and gives students firsthand experience. Activities
make learning more meaningful by helping students gain
knowledge, skills, and positive attitudes.
What is an Activity?
An activity is any task done with a purpose in a social
environment that involves physical and mental action. It creates
a stimulating environment for creativity and helps children
develop self-confidence, understanding, and teamwork.
Why is it Important?
Children are naturally active and curious observers.
They learn by watching, imitating, and experimenting.
Activities like group excursions, dramatic play, experiments,
and projects make learning more interesting and practical.
They help students develop democratic values, cooperation,
and mutual understanding.

Examples of Activities in Pakistan Studies
Creative Work: dramatizing, drawing, painting, designing,
composing.
Practical Work: collecting, experimenting, constructing,
map/graph/chart/model making.
Field Work: field trips, interviews, gardening, camping,
observing community life.
Role of the Teacher
The teacher should:
Select and organize varied activities.
Build a friendly, cooperative classroom atmosphere.
Guide students to learn from both inside and outside the
classroom.
2.2 Different Types of Activities
Various types of activities stated earlier can be
divided into three types.
Types of Activities
Activities in teaching can be divided into three main types:
1.Exploratory (Knowledge-getting)
oStudents collect and study information.
oExample: survey food items at home, study labels,
collect data on rural migrants.
2.Constructive (Experience-getting)
oStudents gain firsthand experience through
observation.

oExample: visit an industrial or agricultural area to see
work processes directly.
3.Expressional (Presentation)
oStudents present or express what they learned.
oExamples:
Debate on a social issue.
Map showing Pakistan’s physical features.
Chart on Pakistan’s climate.
Graph of labor distribution in regions.
2.3 Activities of Various Suggested in the
Curriculum of Pakistan Studies
Suggested Activities for Students
a. Mark Muslim majority areas on maps of the subcontinent.
b. Draw Pakistan’s boundaries on outline maps.
c. Take part in debates and dramas.
d. Organize and perform role plays / pupil shows.
e. Prepare charts.
f. Deliver speeches.
g. Organize functions/events.
h. Attend assembly sessions.
i. Join group discussions.
j. Arrange mock sessions.
k. Visit riversides, fields, etc.
l. Collect clothes for flood victims (social work).
m. Make models.
n. Collect specimens.
o. Gather demographic data and make population charts.
p. Visit urban development projects.
q. Organize seminars.
r. Visit educational institutions.

s. Visit hospitals to collect information about diseases.
t. Work on social service projects.
u. Collect pictures of important places.
3. PROJECT METHOD

3.1 Definition
Project Method – Definitions
Different educators have defined it in many ways:
Wesley: A project is a coordinated activity aimed at learning
skills, gaining useful information, and shaping attitudes.
Kilpatrick: A project is a problem-based task completed in
its real setting.
Ballard: A project is a real-life situation brought into the
school.
Yhornos Long: A project is a voluntary effort involving
constructive work that leads to a meaningful result.
Parker: A project is an activity where students plan and set
purposes them.
Main Ideas behind These Definitions
a.Students develop knowledge, skills, and character
through interaction with the environment.
b. School tasks should resemble real-life activities as
much as possible.
c. Projects should be meaningful and motivating, with
clear objectives students want to achieve.
3.2 Characteristics of the Project Method
Characteristics of Project Method

a. A new way of teaching that focuses on the student and real-
life learning.
b. Creates memorable experiences for students.
c. Encourages self-expression.
d. Involves not just solving problems but carrying out a complete
set of activities.
e. Builds skills and technical knowledge through purposeful
work.
f. Goes beyond fixed timetables and single lessons – uses a series
of connected activities.
g. Feels like play, making learning enjoyable.
h. Gives students freedom to choose problems to solve.
i. Provides a workshop environment where students learn by
doing.
j. Connects school learning with real-life situations.
k. Encourages group work and cooperation.
l. Useful for teaching large units of study.
m. Integrates facts, experiences, materials, and processes.
n. Promotes socialization through purposeful group activities.
Note: Projects must match the age, ability, and environment of
students. They should also be challenging but possible.
3.3 Merits of the Project Method.
Merits of Project Method
a.Follows natural psychological laws of learning.
b. Gives students freedom to work.
c. Matches their maturity level.
d. Builds social values through cooperation.
e. Trains for social adjustment.
f. Prevents superficial learning.
g. Prepares students for a democratic way of life.

h. Encourages practical problem-solving.
i. Both teacher and students learn and grow.
j. Makes learning real and meaningful.
k. Provides its own evaluation standards.
l. Gives satisfaction of completing a full task.
m. Economical – much learning in less time.
n. Respects the dignity of labor.
o. Students learn practical skills in a natural and enjoyable way.
3.4 Limitation of the Project Method
Limitations of Project Method
a. Learning may become haphazard and unplanned.
b. Focus on activity may reduce communication and theory
learning.
c. Imagination is underestimated, as students always need real
experience.
d. Hard to cover the full syllabus with this method.
e. Time-consuming, expensive, and needs materials.
f. May bore bright students if they already know the results.
g. Projects may leave gaps in knowledge due to poor
organization.
h. Some projects are too big or difficult for students.
i. Requires trained teachers, resources, and facilities, which
many schools lack.
j. Limited chances to connect with other academic subjects.
k. Breaks regular timetable and systematic instruction.
l. Choice of topic may be random, and learning may be
incidental.
m. New teachers find it difficult to apply.
n. Some projects are too ambitious.
o. Doesn’t always follow the simple to complex learning rule.
p. Time-bound projects feel artificial and need extra teacher

help.
q. Students may drop or change projects anytime.
r. Hard to design projects with enough depth and breadth at
higher levels.
s. Leads to incomplete mastery of basic tools of learning (like
reading, writing, and calculation).
3.5 The Teacher’s Role in the Project
Method
Teacher’s Role in Project Method
a. The teacher plays a central and important role in carrying
out the project.
b. Must build a close and informal relationship with students.
c. Acts as a keen observer and shows sympathy toward
learners.
d. Encourages cooperation and teamwork among students.
e. Needs knowledge of many subjects to guide effectively.
f. Should give enough time to ensure successful completion.
g. The success or failure of the project largely depends on the
teacher.
3.6 Steps in Developing Project
All projects usually involve four steps.
1. Step – I: Purposing
2 Step – II: Planning
3 Step – III: Executing

4 Step – IV: Judgment / Evaluation
Steps in Developing a Project
Step I – Purposing
The first step where the goal of the project is decided.
Students are given freedom to express ideas.
Their interests, needs, and activities are kept in mind.
Step II – Planning
Students plan how to achieve the goal.
Different ways are discussed and compared.
A final plan with suitable activities is selected.
Step III – Executing
The actual work is carried out according to the plan.
Students perform the learning activities to complete the
project.
Step IV – Judgment / Evaluation
The project is checked and evaluated.
Success is measured against the desired goal.
3.7 Consideration is Carrying out the
above Stages of the Project
3.7 Considerations in Carrying Out the Stages of a Project
When carrying out a project, the following points should be kept
in mind:
a. Select projects that have real educational value.
b. Choose projects that are useful and meaningful for the group.

c. Try to secure wholehearted acceptance from students.
d. A proper plan must be prepared before starting practical
work.
e. Keep the purpose of the project clear so it does not become
just an activity.
f. Collect all necessary materials beforehand to avoid delays.
g. Students should be supervised closely to avoid waste or
mistakes.
h. The connection between plan and progress should be
regularly checked.
i. Let students evaluate the project first themselves.
j. Encourage students to reflect on what they have gained
(knowledge, skills, and attitudes).
4. UNIT METHOD
4.1 Nature of a Unit

4.1 Nature of a Unit
A unit is an organized body of information and experiences
aimed at achieving meaningful outcomes for learners.
The success of a unit is reflected in changes in behavior,
new interests, new skills, fresh ideas, and improved ways
of reacting.
A unit must reflect sound knowledge and highlight
important social relationships.
Unlike other methods, a unit is unique because it is based on
the needs of the learner, not just the demands of the subject
content.
It seeks to balance:
othe demands of society (what society expects), and

othe needs and abilities of students (what learners can
do).
Ideally, a unit helps in striking a balance between general
knowledge and specific learning experiences.
4.2 Unit Method
4.2 Unit Method
The unit method is one of the most popular forms of
teaching, especially in social studies.
It was developed as a protest against rote learning and the
mechanical drilling of facts into students.
A unit serves as an instructional device designed to focus
on significant results, rather than minor or non-essential
details.
Main Features of the Unit Method
1.Focus on Significant Outcomes
oOutcomes may include:
understandings
generalizations
insights
skills
attitudes and reactions
2.Psychological and Logical Appeal
oThe method provides learning experiences that are
stimulating, meaningful, and connected to real life.
oStudents gain the ability to interpret, synthesize, and
see relationships among ideas.
3.Application in Social Studies
oUnits are usually based on significant processes or
human relationships.

oIn Pakistan Studies, a unit should be evolutionary
(developing step by step) or functional (related to
practical life).
4.End Goal
oThe ultimate purpose of a unit is to bring about
desirable changes in student behavior through:
new understandings
deeper appreciations
improved attitudes
Practical adaptations in life.

4.3 Types of Units

There are two major categorizes of units.
1. The Resource Unit.
2. The Teaching Unit.
These different units are briefly described.
1.The Resource Unit
The Resource Unit is different from the Teaching Unit in terms
of purpose, scope, inception, and organization.
Purpose
Its main purpose is to serve as a broad reservoir of
information, activities, and materials.
It acts as a general guide for the teacher who wishes to
teach a given topic but may not know exactly what it
involves or how to present it in class.

Scope
A Resource Unit is much broader than a Teaching Unit.
It provides more material than the teacher is expected to
use.
The teacher selects only what is relevant and feasible for
the class.
Inception
Resource Units are often the combined product of many
educators or experts.
They are designed in such a way that teachers can adapt
them according to their classroom needs.
Organization
Although formats may differ, most Resource Units generally
include:
a. A Title – indicating the topic/theme.
b. Subject Matter / Content – facts, concepts, and information
about the topic.
c. Teaching Aids – materials, tools, and resources that help in
effective teaching.
4.4 The Design of a Resource Unit
A Resource Unit is systematically organized so that it can serve
as a comprehensive guide for teachers. The suggested design
generally includes the following elements:
1. Title of the Unit
The name of the topic/theme under study.

A. Overview of the Unit
A brief introduction describing the scope, importance, and
relevance of the unit.
B. Objectives of the Unit
Objectives are written in three dimensions:
a. Understanding to be Learned – knowledge and concepts
students should grasp.
b. Skills to be Acquired – abilities such as observation, analysis,
interpretation, or problem-solving.
c. Attitudes to be Gained – development of positive values,
appreciation, and sense of responsibility.
C. Unit Procedures
The teaching-learning process is divided into three stages:
a. Initiatory Activities – introducing the topic, motivating
students, creating interest.
b. Developmental Activities – main body of learning through
discussion, projects, experiments, reading, or group work.
c. Culminating Activities – final tasks that bring the learning
together, e.g., presentations, exhibitions, reports.
D. Materials to be Used
a. Reading Materials – textbooks, articles, handouts.
b. Bibliography for Teachers – reference books and scholarly
sources to guide teaching.
c. Bibliography for Students – simplified resources suitable for
learners.
E. Evaluating the Unit

Evaluation is done to check the effectiveness of teaching and
learning:
a. In Terms of Objectives – whether knowledge, skills, and
attitudes were achieved.
b. Sample Tests and Measuring Instruments – written tests,
quizzes, assignments.
c. Informal Evaluation Techniques – teacher observation,
discussions, class participation.
✅ In short: The design of a resource unit provides a complete
framework for teaching a topic – from objectives and
procedures to resources and evaluation.
4.4 The Design of a Resource Unit
A Resource Unit is systematically organized so that it can serve as a
comprehensive guide for teachers. The suggested design generally
includes the following elements:
1. Title of the Unit
The name of the topic/theme under study.
A. Overview of the Unit
A brief introduction describing the scope, importance, and
relevance of the unit.
B. Objectives of the Unit
Objectives are written in three dimensions:
a. Understanding to be Learned – knowledge and concepts students
should grasp.
b. Skills to be Acquired – abilities such as observation, analysis,
interpretation, or problem-solving.

c. Attitudes to be Gained – development of positive values,
appreciation, and sense of responsibility.
C. Unit Procedures
The teaching-learning process is divided into three stages:
a. Initiatory Activities – introducing the topic, motivating students,
creating interest.
b. Developmental Activities – main body of learning through
discussion, projects, experiments, reading, or group work.
c. Culminating Activities – final tasks that bring the learning together,
e.g., presentations, exhibitions, reports.
D. Materials to be Used
a. Reading Materials – textbooks, articles, handouts.
b. Bibliography for Teachers – reference books and scholarly sources
to guide teaching.
c. Bibliography for Students – simplified resources suitable for
learners.
E. Evaluating the Unit
Evaluation is done to check the effectiveness of teaching
and learning:
a. In Terms of Objectives – whether knowledge, skills,
and attitudes were achieved.
b. Sample Tests and Measuring Instruments – written
tests, quizzes, assignments.
c. Informal Evaluation Techniques – teacher
observation, discussions, class participation.

✅ In short: The design of a resource unit provides a
complete framework for teaching a topic – from
objectives and procedures to resources and evaluation.
2. The Teaching Unit
The Teaching Unit is a more specific and focused plan
compared to the broader Resource Unit.
It serves as a direct classroom guide for the teacher.
It deals with a particular body of learning activities
that are immediately relevant to the students.
The teaching unit has limited scope but greater
practical application, making it more useful for day-
to-day teaching.
Key Features of a Teaching Unit
1.Specific and Focused – unlike the broad resource unit, it centers
on a defined topic or problem.
2.Locally Relevant – it considers:
oThe community needs
oThe school environment
oThe students’ background
3.Problem-Oriented – it addresses real-life issues that can be linked
with classroom learning.
Examples of Questions a Teaching Unit May Address
a. What are the current political complexities of the country?
b. What are the pressing social problems in the community?
c. What is the socio-economic status of the school population?
d. What is the general level of understanding of students about the
problems of their society?

✅ In short:
The Teaching Unit is a practical, limited, and problem-centered tool
designed to make classroom teaching relevant to students’ lives,
society, and environment. It narrows down from the general reservoir
(Resource Unit) to a specific workable plan (Teaching Unit)
4.5 Design of a Teaching Unit
A Teaching Unit is carefully designed to help the teacher implement a
specific body of knowledge in the classroom. Its design is more limited
and focused than a resource unit. The suggested format is as follows:
1. Title of the Unit
A clear, specific title indicating the main theme or subject of study.
2. Overview of the Unit
A brief description or summary of what the unit covers.
Explains the scope and relevance of the topic.
3. Objectives of the Unit
The learning goals to be achieved, such as:
a. Knowledge/Understanding – concepts and facts to be learned.
b. Skills – abilities and techniques to be developed.
c. Attitudes/Values – positive behaviors or outlooks to be
cultivated.
4. Content of the Unit
The subject matter, concepts, and topics included.
Carefully selected according to the needs of students, school, and
society.

5. Unit Procedures
The teaching–learning process is divided into stages:
a. Initiatory Activities – activities to introduce the topic, motivate
students, and connect prior knowledge.
b. Development Activities – main instructional activities (discussion,
problem-solving, group work, projects, etc.).
c. Culminating Activities – final tasks, applications, or presentations
that conclude the unit.
6. Materials to be Used
i. Reading Materials
Bibliography for Teachers – references for teacher preparation.
Bibliography for Students – reading resources at the student level.
ii. Audio-Visual Aids
Films, charts, models, slides, multimedia, etc. to enrich learning.
7. Evaluation of the Unit
Evaluation checks whether the objectives have been achieved:
a. In terms of objectives – measuring knowledge, skills, and attitudes.
b. Specific tests and measuring instruments – written tests,
assignments, quizzes, etc.
c. Informal evaluation techniques – observation, questioning, student
self-assessment.
✅ In short:
The Design of a Teaching Unit provides a step-by-step framework—
from title, objectives, content, and activities to materials and evaluation
—ensuring that teaching is organized, purposeful, and effective.

4.6 A Study Guide to the Unit
A Study Guide to the Unit is a structured outline prepared by the
teacher to help students understand the overall view of the unit and its
learning process.
Main Purposes of a Study Guide
1.Provide an Overall View
oHelps students see the total picture of the unit before
starting.
oShows how their previous learning experiences connect with
the new unit.
2.Unify Learning Activities
oDemonstrates that all activities are interconnected and part of
a unified plan.
oBuilds a sense of continuity in learning.
3.Time-Saving and Convenient
oSaves time by giving students a ready reference of what they
will do.
oOffers clear guidance for carrying out tasks efficiently.
4.Pointing Out Specific Activities
oLists the exact activities, tasks, and assignments students
must engage in during the unit (e.g., readings, discussions,
projects, tests).
✅ In short:
A Unit Study Guide acts as a roadmap for students, giving them a
clear picture of what to learn, how activities are connected, and what
tasks they must perform—making learning organized, purposeful, and
efficient.

5. Textbook Method
Definition
The Textbook Method is a teaching procedure in which the
main objective is to understand the core information
provided in the prescribed textbook. It is the most widely used
method in schools, especially in Pakistan Studies, where the
textbook becomes the central source of knowledge for both
teachers and students.
Importance of Textbook
Serves as the foundation of curriculum.
Provides a ready-made source of knowledge for both
teachers and students.
Sets standards for what is to be taught and learned.
Contains teaching and learning aids (exercises, questions,
references, maps, illustrations, etc.) that affect teaching
methods.
Adapts to changing educational needs and helps maintain a
rising standard of scholarship.
Characteristics of a Good Textbook
A textbook should have the following qualities:
a. Content promotes the objectives of the course.
b. Based on sound scholarship (authentic and accurate).
c. Adapted to the maturity and ability level of pupils.
d. Stimulates and challenges student interest.
e. Organized in a clear, simple, and logical manner.
f. Provides useful teaching and learning aids (questions,
activities, references, maps, etc.).

Role of the Teacher in Textbook Method
1.Introduce the Textbook Properly
oShow the class different features and aids of the book.
oExplain how to use exercises, references, and
illustrations.
2.Train Students in How to Use It
oDemonstrate how to study a lesson effectively.
oEnsure students know how to analyze, summarize,
and apply what they read.
3.Ensure Maximum Use
oEncourage students to appreciate the textbook as a
valuable resource.
oGuide them in developing study habits.
Conclusion
The textbook method is simple, convenient, and reliable.
However, it is not self-sufficient. Its successful use depends on
the teacher’s skill in introducing, guiding, and demonstrating
its use. A good textbook + skilled teacher ensures meaningful
learning and better student outcomes.
5.1 Levels of Textbook Teaching
The textbook method can be applied at different levels. These
levels show how the role of the textbook shifts—from being the
only authority to becoming just a supplementary aid for real
learning.
Levels (in ascending merit):
a. First Level – Memorization & Recitation

Lowest and least effective level.
Students memorize and recite content word-for-word.
No real understanding or application.
b. Second Level – Questioning Based on Text
Teacher assigns specific pages.
Class time is spent on questions that test literal recall of the
text.
Focus remains on remembering what the author said, not on
critical thinking.
c. Third Level – Outlines & Summaries
Students read assigned pages and prepare
outlines/summaries.
These are discussed in class, highlighting strengths and
weaknesses.
A final “authorized version” of the outline is adopted.
Promotes some organization of knowledge but is still text-
dependent.
d. Fourth Level – Teaching How to Study
Teacher uses class time to train students in reading,
analyzing, outlining, and summarizing.
The textbook is a tool, not the final goal.
Focus shifts to developing skills, attitudes, and
independent study habits.
e. Fifth Level – Independent Organization
Teacher and students reorganize textbook content
independently.

The class outline goes beyond the textbook, including
additional materials.
Promotes synthesis, broader thinking, and deeper
understanding.
Considered a high level of teaching.
f. Sixth Level – Textbook as Supplement Only
Highest and most effective level.
The textbook does not dictate content, organization, or
method.
It is used only as a reference or supplement.
Learning is based on discussion, problem-solving,
projects, and activities.
Textbook becomes a liberating aid, not a restrictive force.
Conclusion
The effectiveness of textbook teaching depends on the level
at which it is used.
At lower levels, it promotes rote learning.
At higher levels, it encourages critical thinking, creativity,
and independence.
5.2 Advantages and Disadvantages of the
Textbook Method
A. Advantages of the Textbook
1.Adequate Coverage
– Provides a reasonably complete account of the subject.

2.Organized Synthesis
– Presents knowledge in an ordered and systematic way.
3.Student-Centered
– Considers students’ limitations and needs.
4.Skill Development
– Helps in mastering reading, analyzing, and summarizing.
5.Common Core of Content
– Gives a uniform knowledge base to all students.
6.Definite Basis for Activities
– Supports assignments, problems, and projects.
7.Guidance Tool
– Keeps both teachers and students on the right track.
8.Instructional Aid
– Helps teachers in planning lessons, illustrations, and
materials.
B. Disadvantages of the Textbook
1.Incomplete Coverage
– Cannot cover the whole subject deeply; errors and biases
may occur.
2.Condensed Nature
– Provides summarized statements, not detailed
explanations.
3.Over-Dependence
– Teachers and students may wrongly think it contains all
the knowledge needed.

4.Rigid Procedure
– Its definite content can lead to formal and mechanical
teaching.
5.Neglect of Individual Differences
– Focuses on logical organization, not on varied learning
needs.
6.Encourages Rote Learning
– Promotes memorization instead of true understanding.
C. Solution
These limitations can be reduced by a competent,
resourceful, and innovative teacher, who:
oUses illustrations, exercises, and references.
oPrepares additional instructional aids.
oMakes the textbook a guide rather than the only
authority.
6. SUPERVISED STUDY
6.1 The Emerging Trend
The Pakistan Studies textbook usually includes History,
Geography, and Civics. Traditionally, teachers and
students focused only on the prescribed textbook.
Recent Change:
oLearning is no longer limited to the textbook.
oOther resources (books, magazines, newspapers,
journals, etc.) are now considered part of the course.
Impact on the Textbook:
oThe textbook is not the entire course anymore.

oIt is now seen as a summary of essentials.
oStudents begin with the textbook → explore other
resources → then return to the textbook with better
understanding.
Benefits of Wider Reading:
oProvides new perspectives and deeper appreciation of
the subject.
oChanges reading from just a product (end result) to a
process (active exploration).
oEnriches teaching and learning by making it more
meaningful.
Emergence of Supervised Study:
oSupervised Study = Reading beyond the textbook
under teacher’s guidance.
oConducted in a peaceful, organized setting (classroom
or reading room).
oAllows students to gain intensive (deep) and extensive
(wide) reading experiences.
✅ In short:
The emerging trend in education (especially Pakistan Studies)
is that the textbook is no longer the whole course, but just the
foundation. Students are encouraged to go beyond it, read
widely, and teachers guide this process through supervised
study.

6.2 Objectives of Supervised Study
Supervised study aims to:
a. Provide extra information beyond the textbook.
b. Motivate and increase student interest.

c. Develop habits, abilities, and ideals in students.
d. Give students orientation in the subject.
e. Collect related materials from other sources/fields.
f. Improve study habits and skills.
g. Identify strengths and weaknesses of students.
h. Increase taste for reading.
i. Meet individual differences.
j. Enrich class recitation (discussion).
6.3 How to Conduct Supervised Study
Origin: Came from dissatisfaction with home study.
Focus = develop study skills.
Requirements:
oFixed time slots in timetable.
oA separate reading room with:
Individual tables & chairs.
Comfortable environment (cool in summer, warm
in winter).
Books, series, sets, magazines on many topics.
Instructional aids: maps, charts, atlases, graphs,
statistical data.
Role of the Teacher:
oDemonstrate: analytical reading, outlining,
summarizing, map drawing, graphs, note-making.
oTeach skills that directly apply to student needs.
oWork with whole class, small groups, or individuals.
oKeep recitation short to leave ample time for study.

6.4 Formal Rules / Instructions for
Supervised Study
The teacher should explain step-by-step study rules:
1.Read the summary of the book first.
2.Check major headings of the chapter.
3.Start intensive reading of specific sections.
4.Note the major headings of each section.
5.Read carefully and take outline notes.
6.Write down main points + supporting evidence.
7.After each section → write possible test questions.
8.Answer the questions in specific terms.
9.After finishing all sections → give yourself a final test
using your questions.
10.Do something with the material → make a chart,
diagram, or summary for recall.
Teacher’s role throughout:
oMove around, guide students, check their progress.
oKeep students active and engaged in meaningful study.
✅ In short:
Supervised study = a guided reading program beyond the
textbook that develops study skills, critical thinking, and
independent learning, with the teacher actively helping students
at every step.
7.SELF ASSESSMENT QUESTIONS
a. What are the characteristics of a right
method?

a. Characteristics of a Right Method
A right teaching method should have the following
characteristics:
1.It should suit the age, intelligence, and interest of students.
2.It should relate to the objectives of teaching and learning
outcomes.
3.It should make students active participants in learning.
4.It should be flexible, practical, and simple.
5.It should encourage understanding, not rote learning.
6.It should meet individual differences of students.
7.It should connect theory with practical life experiences.
b. What are merits and demerits of the
lecture method?
b. Merits and Demerits of the Lecture
Method
Merits
1.Covers large content in a short time.
2.Economical – needs less material and preparation.
3.Suitable for large classes.
4.Helpful in teaching facts, concepts, and generalizations.
5.Teacher can bring personal experience and examples.
Demerits
1.Makes students passive listeners.
2.May substitute teacher for students.
3.May substitute teacher for textbook.

4.Relies on vicarious learning (no active participation).
5.Can cause monotony and boredom.
c. What is the importance of Activity
Method? What activities relating to
Pakistan Studies should be carried out in
this method?
c. Importance of Activity Method in
Pakistan Studies
The Activity Method makes learning practical,
interesting, and meaningful.
It develops creativity, participation, and critical thinking.
Students learn by doing rather than memorizing.
Activities for Pakistan Studies
1.Map drawing – marking provinces, rivers, mountains.
2.Model making – historical monuments, geographical
features.
3.Role play / Dramatization – historical events like Pakistan
Movement.
4.Field trips – museums, historical sites, assembly, courts.
5.Charts and posters – national leaders, cultural heritage.
6.Debates/Discussions – democracy, constitutional
development, civic duties.

d. Plan a project in the teaching Pakistan
Studies.
d. Plan a Project in Teaching Pakistan
Studies
Topic: “Water Resources of Pakistan”
Objective: To study sources, uses, and conservation of water
in Pakistan.
Steps:
1.Divide class into groups (rivers, dams, irrigation, and
conservation).
2.Collect information from books, newspapers, internet,
and government reports.
3.Prepare maps showing river systems and major dams.
4.Organize a group discussion on “Water Crisis in
Pakistan”.
5.Display charts, models, and reports.
Expected Outcome: Students will learn about importance of
water, problems of shortage, and conservation methods.
e. Design a Teaching Unit on any topic in
Pakistan Studies.
e. Design a Teaching Unit on Pakistan
Studies
Topic: “Constitutional Development in Pakistan”
Objectives:

oTo understand constitutional history of Pakistan.
oTo recognize importance of democracy and law.
Content:
oObjectives Resolution (1949).
oConstitution of 1956, 1962, and 1973.
oAmendments and present issues.
Activities:
oTimeline preparation.
oClass debate: “Parliamentary vs. Presidential System.”
oChart showing features of each constitution.
Teaching Aids: Charts, timelines, projector, textbook.
Evaluation: Short test, presentation, and oral questioning.
f. What are merits and demerits of the Text
Book Method?
f. Merits and Demerits of the Textbook
Method
Merits
1.Provides organized and systematic account of subject.
2.Acts as common basis for reading and discussion.
3.Meets student’s level and limitations.
4.Helps in reading, summarizing, analyzing.
5.Keeps both teacher and students on track.
6.Provides a core of content for class.
Demerits
1.Cannot cover whole subject in detail.
2.Condensed and may miss depth or accuracy.
3.Over-dependence → students think it is final authority.

4.May lead to formalized, rigid teaching.
5.Ignores individual differences.
6.Encourages memorization over understanding.
g. What is the concept of supervised Study?
g. Concept of Supervised Study
Supervised Study = A guided reading program beyond the
textbook under teacher’s supervision.
Students read books, newspapers, magazines, maps, charts,
etc., in a quiet environment (library/reading room).
Teacher guides, supervises, and trains students in reading,
summarizing, outlining, making notes, preparing test
questions.
Purpose: To develop study skills, independent learning,
interest in reading, and to provide information beyond the
prescribed text.
h. What are the pre-requisites for
conducting an effective Supervised Study?
h. Pre-Requisites for Effective Supervised
Study
1.Fixed time in timetable for study.
2.Reading room with proper furniture and environment.
3.Adequate resources – books, journals, newspapers, charts,
maps, graphs.
4.Instructional aides (atlases, statistical charts, etc.).
5.Teacher must be skilled in guiding reading, summarizing,
note-making.

6.Teacher should give clear instructions/rules for study.
7.Balance between recitation and study time.
8.Teacher should monitor students, move desk to desk, and
provide help.

Ms.SajjdaLodhi Notes
B.Ed 4 Years
TEACHING OF PAKISTAN STUDIES
Course Code 8640
Chapter#5
Techniques of Teaching Pakistan Studies
CONTENTS
Introduction.
Objectives.

1. Discussion Method.
1.1 What is a Discussion Method?
1.2 Advantages of Discussion Method.
1.3 Planning for Discussion.
1.4 Other Points Related to the Discussion Method.
1.5 Constraints in Discussion Method
2. Study Trips and Exhibitions.
2.1 The Importance of Study Trips.
2.2 Planning and Study Trips.
2.3 Exhibitions.
3. Role Playing/Socio-Drama.
3.1 What is Role-Playing?
3.2 Use and Advantages of Socio-Drama.
3.3 Precautions to be taken in View by the Teacher.
4. Assignment.
4.1 Assignment as a Technique.
4.2 Advantages of Assignment.
4.3 Classification of Assignment.
4.4 Guide-Lines for Writing Written Assignments.
4.5 General Characteristics of a Good Assignment.
4.6 Suggestion for Writing Effective Assignment.
5. Socialized Recitation.
5.1 The Concept of Socialized Recitation.
5.2 Objectives of Socialized Recitation.
5.3 Advantages of Socialized Recitation.
5.4 Types of Activities to be Carried Out in Socialized
Recitation.
5.5 The Role of the Teacher in Socialized Recitation.
5.6 Limitations of Socialized Recitation.

6. Self Assessment Questions.
7. References.
Introduction.
This unit explains different modern ways of teaching Pakistan
Studies, such as discussion, study trips, exhibitions, role-playing,
assignments, and socialized recitation. These methods are
different from old, formal classroom teaching. They encourage
freedom, creativity, initiative, and friendly teacher-student
relationships.
The techniques focus on students’ interests and creativity,
involving both individual and group activities. Each method has
its own style and needs, including suitable resources and
environment.
The success of these methods depends on the teacher’s skill and
ability. While these techniques can be used for any subject, it is
the teacher’s job to connect them with the content of Pakistan
Studies for secondary school students.
OBJECTIVES
After studying this unit, you will learn:
1.What the Discussion Method is, how to plan it, and how it
works.
2.The importance of Study Trips and how to plan them.
3.How to organize and present Exhibitions.
4.The meaning, benefits, and precautions of Role Playing
(Socio-Drama).
5.What an Assignment is, its advantages, features, and types.

6.The meaning, aims, advantages, activities, and the teacher’s
role in Socialized Recitation.
1. DISCUSSION METHOD

1.1 What is a Discussion Method?
The discussion method is a way of teaching where a small group
talks and listens to each other to achieve learning goals. Group
members influence one another, and both students and teachers
interact during the process. Its success depends on the teacher-
student relationship and the teacher’s communication skills.
Discussion needs the teacher to be creative, spontaneous, and
open-minded. When done well, it encourages independent
thinking, increases motivation, and makes students more actively
involved in learning.
1.2 Advantages of Discussion Method
Advantages of Discussion Method
1.Helps students better understand and connect knowledge
from reading or lectures.
2.Links old knowledge with new knowledge.
3.Encourages thinking skills—a good question in discussion
makes students think more than a lecture question.
4.Teaches students how to solve problems logically, monitor
their thinking, and question assumptions.
5.Reveals students’ attitudes.
6.Very useful in social studies, as it helps students evaluate
social, cultural, and political issues.
7.Increases students’ interest and involvement.

8.Builds good relationships among students and between
teacher and students.
9.Encourages independence and motivation.
10.Allows teachers to accept students’ ideas, creating a
positive class environment.
11.Requires students to show independence.
12.Skilled teachers can achieve both learning goals and
interpersonal growth through discussion.
In short: If not managed well, discussion can be boring and
??????
waste time. But when done properly, it is the best method to
involve students and develop critical and independent
thinking.
Planning for Discussion
1.Choosing the Topic
oBest if students choose the topic themselves—it
increases interest and ownership.
oIf the teacher chooses, it should grow naturally from the
discussion.
2.Phrasing the Question
oThe question should be clear, short, precise, and
relevant.
3.Outlining the Topic
oTeacher lists key points and possible issues to be raised.
oMust have a broad understanding of the subject.

4.Beginning Phase
oTeacher plans how to start the discussion clearly and
correctly.
oA good introduction prevents confusion.
5.Middle Phase
oTeacher prepares central questions to guide the
discussion.
oEnsures that important points are addressed.
6.End Phase
oThree steps: conclusion, recapitulation, and new
activities.
oStudents should summarize key points and draw
conclusions.
oTeacher suggests further activities (trips, readings,
films, or more discussion).
Other Points in Discussion Method
1.Skill Development – The teacher should plan how to
contribute, share leadership, and guide students in
discussion skills.
2.Maximum Involvement – All students should be
encouraged to take part; otherwise, discussion quality
decreases.

3.Assigning Roles – Giving students special roles
increases participation and improves discussion quality.
4.Use of Aids – Audio-visual aids can make discussion
clearer and more effective.
5.Resource Person – Inviting a guest or expert adds
relevance, authority, and makes the discussion more
engaging.
Constraints in Discussion Method
1.Time vs. Objectives – Teacher must decide if
discussion is the best way, or if another method (like
lecture) is more suitable.
2.Class Size – Too many students make discussion difficult.
3.Physical Space – Discussion works best when everyone
can see each other and the teacher.
4.Time Limitation – There is often not enough time to
cover all ideas and learning points.
Importance of Study Trips
Study trips are very valuable in teaching Pakistan Studies
because they connect learning with real life and help students
become responsible citizens.
Benefits of Study Trips:
1.Familiarize students with their social, cultural, and
geographical environment.

2.Help them understand their historical heritage.
3.Give opportunities to study real-life situations.
4.Allow students to observe, discuss, and react to what they
see.
5.Provide first-hand knowledge instead of just book learning.
6.Expose them to real facts about events or places.
7.Improve their ability to express views and feelings.
8.Serve as both education and recreation.
9.Build pride and respect for ancestral heritage.
10.Enrich classroom teaching by adding real-world
experience.
11.Unlike audio-visual aids, trips give direct experiences
that students remember for a long time.
Planning a Study Trip
For a study trip to be successful, careful planning is required.
Steps in Planning:
1.Prepare the class – Explain the purpose and give
background knowledge.
2.Arrange the visit – Select the place, get permissions
(from head, parents), and make safety arrangements.

3.Planned procedure during visit – Keep the trip
limited in scope, allow time for questions, explanations, and
observations. Encourage students to ask and think.
4.Synthesize results – Connect what students observed
with classroom instruction. Teacher should help students
relate details to bigger concepts.
5.Follow-up activities – Students may write reports, take
tests, or share observations. Send thank-you letters to hosts,
parents, and principal.
?????? In short: A well-planned study trip prepares students, ensures
smooth arrangements, gives real experiences, and enriches
classroom learning.
Exhibitions in Pakistan Studies
Two Approaches:
1.Visiting exhibitions organized by schools, colleges,
universities, education departments, or NGOs. (Similar to
study trips.)
2.Organizing exhibitions in school by students, with
guidance from teachers, support from the head, parents, and
community.
Importance:
Encourages students’ interest, creativity, and initiative.
Gives practical experience in organizing activities.

Enriches the curriculum and benefits both students and the
community.
Promotes teamwork and responsibility.
Organization:
Students can collect small funds (e.g., entry tickets).
Funds may be used to support poor children or cover
exhibition expenses.
A committee of teachers and selected students should
manage arrangements.
In short:
??????
Exhibitions link learning with creativity, community
involvement, and real-life application.
Collection of Materials for Exhibition
Collecting materials for exhibitions is a challenge, so both
senior (Pakistan Studies) and junior (Social Studies)
students should be involved.
Wide publicity should be given among students, parents,
community, and other schools to gain moral and financial
support.
Schools should formally request local museums and
libraries to lend materials (social, cultural, and economic).
Museums and libraries usually support such activities
because exhibitions help promote national history, culture,
and traditions.

In short:
??????
Successful exhibitions need cooperation from
students, parents, community, museums, and libraries to
collect authentic materials.
Content of Exhibition in Pakistan Studies
Exhibition materials should cover historical, social, cultural,
geographical, and economic aspects of Pakistan. The main
types include:
1.Pictures
oLeaders and pioneers of Pakistan
oHistorical and geographical places
oCultural activities
oIndustries, irrigation system, dams, barrages, plains, and
deserts
2.Models
oDams, barrages, forts, and famous buildings
oTypical rural village
oPersian wheel (water system)
3.Statues
oFamous statues in different sizes, colors, and materials
4.Specimens
oCoins, stamps, uniforms
oMinerals, wooden and brass work

oOld manuscripts, books, newspapers, magazines,
portraits
oHousehold items, agricultural tools, furniture,
calligraphy
In short:
??????
Exhibitions should display pictures, models, statues,
and specimens that reflect Pakistan’s heritage, culture,
economy, and geography.
Displaying the Exhibits
Displaying exhibition materials is an art and skill that
requires careful planning.
Teachers should know these skills, but it is best to get help
from experts such as archaeologists or museum staff.
Their guidance ensures that items are arranged in an
attractive and meaningful way.
Expert assistance is very important before the exhibition
opens in school.
?????? In short: Exhibits should be displayed with professional
guidance to make them appealing and educational.
What is Role Playing / Socio-Drama?
Socio-drama (role playing) is a teaching and evaluation
technique.
Students act out situations or characters, showing what they
know, understand, and feel about them.

The teacher can judge students’ knowledge, attitudes, and
level of understanding from their words, actions, and
performance.
It helps students show how well they have read,
understood, and empathized with real situations and
personalities.
In short:
??????
Socio-drama is a learning and evaluation method
where students act to show their knowledge, attitudes, and
empathy.
Use and Advantages of Socio-Drama
Socio-drama is an unwritten and un-memorized
dramatization that helps reveal students’ personality,
knowledge, and understanding.
It motivates students and shows gaps in their learning.
Students identify with real-life roles (e.g., police officer,
chairman, engineer) to better understand others.
Involves both acting and real action, helping students learn
from others’ experiences.
Encourages motivation, self-analysis, social adjustment,
democratic behavior, and group cooperation.
Promotes interest, personality development, and
empathy.
Useful for studying historical situations, current issues,
and local problems.

In short:
??????
Socio-drama develops understanding, empathy,
personality, and social learning while making lessons more
interesting and practical.
Precautions for Socio-Drama (Role Playing)
When using socio-drama, the teacher should:
1.Sometimes take a role to understand the students’
psychology.
2.Choose simple situations at first.
3.Select capable, imaginative students for main roles.
4.Give smaller roles to shy or less confident students.
5.Start with 3–4 participants only.
6.Call for volunteers only after students understand how it
works.
7.Allow a short time for thinking/meditation before starting.
8.Train the rest of the class to listen with sympathy and
understanding.
9.Emphasize that socio-drama is for exploration and
motivation, not performance.
10.Act as a coach and guide, not as a speaker.
11.Keep initial sessions short (about 5 minutes).
12.Leave time for questions and discussion afterwards.
13.Remind students it is a learning method, not a
polished play.

In short:
??????
Socio-drama is effective if the teacher is patient,
thoughtful, and treats it as “learning by doing” (imagining,
feeling, talking, acting).
4. ASSIGNMENT
Assignment as a Technique
An assignment is work given to students, to be done at
home or in school.
It is a commitment where the student takes responsibility to
complete the task.
Assignments may involve solving or understanding a social
problem.
They act as a form of self-study that supports and extends
classroom teaching.
The teacher gives the task, provides guidelines, and sets a
time limit for completion.
In short:
??????
Assignments are self-study tasks that build
responsibility and deepen classroom learning.
Advantages of Assignment
1.Students learn through their own effort, initiative, and self-
study.
2.Provides expert guidance from the teacher.
3.Increases students’ interest and leads them toward
success.
4.Encourages independent thinking and individual work.

5.Trains students to organize facts effectively.
6.Develops the right mindset needed for learning.
7.Helps teachers understand students’ interests in different
subjects.
8.Makes learning more objective and exciting.
9.Teachers can predict student difficulties and guide them to
solve problems.
10.Supports both teaching and remedial learning.
11.Suitable for all ability levels – gifted, average, or below
average.
12.Allows individual choice based on interest and ability.
13.Provides a variety of activities.
14.Encourages individual projects.
15.Gives students a sense of success and responsibility.
16.Connects classroom learning with home learning.
17.Builds independent and creative thinking.

In short:
??????
Assignment is a powerful learning tool because it
builds independence, creativity, and responsibility while helping
the teacher understand and guide students better.
Classification of Assignment
Assignments can be divided into different types according to
their purpose:
Main Types
1.Preparatory Assignment
oGiven to prepare students for the next day’s lesson.

oHelps them get background knowledge before the
actual class.
2.Study Assignment
oDone individually or in groups.
oFocuses on learning new material in detail.
3.Revisional Assignment
oGiven for practice, drill, and revision.
oHelps check retention and understanding of a topic.
4.Remedial Assignment
oGiven to weaker students to remove difficulties or
misunderstandings.
oHelps in clarifying weak points.
Other Types of Assignments
A. Reading Assignment
Purpose: Develop interest in reading social studies
material.
Teacher assigns pages, topics, or even whole books (history,
culture, economy, etc.).
Guidelines for reading assignments:
a. Choose material that is important and interesting.
b. Level of difficulty should be suitable for students.
c. Avoid repeating textbook reading.
d. Motivate students to read with focus and enthusiasm.

B. Written Assignment
Purpose: Develop independent thinking and clear writing
skills.
Involves selecting a topic, finding material, and writing
systematically.
Though difficult, written assignments are best for critical
and independent thinking.
✅ In short:
Assignments can be preparatory, study, revisional, remedial,
reading, or written. They help in preparation, practice,
clarification, interest-building, and developing
independent/critical thinking.
4.4 Guidelines for Writing Written
Assignments
To make written assignments effective and meaningful, the
following points should be kept in mind:
1.Set Clear Objectives
oEvery assignment should have a purpose.
oExample: improving writing skills, encouraging
independent thinking, or deepening subject knowledge.
2.Encourage Additional Reading
oStudents should use extra books and references.

oThe focus should be more on independent study rather
than just reproducing classroom content.
3.Specific Topics
oTopics should not be too broad or vague.
oA clear, well-defined topic makes writing more focused
and effective.
4.Relevance to Course Objectives
oTopics should be directly connected with lectures and
readings.
oThis helps students integrate classroom learning with
independent work.
5.Use of Multiple Assignments
oIf the course emphasizes independent thinking, giving
several short assignments can be more effective than
one long one.
6.Objective Evaluation
oAssignments should be graded fairly and objectively.
oBasis: accuracy, originality, and depth of ideas.
7.Teacher’s Feedback
oTeachers must write comments and suggestions.
oThis helps students improve their future writing style
and approach.

✅ In short:
Good written assignments need clear objectives, focused topics,
independent reading, fair evaluation, and constructive
teacher feedback.
4.5 General Characteristics of a Good
Assignment
A good assignment is not just a piece of work—it must be
meaningful, clear, and helpful for student learning. Its main
characteristics are:
1.Link with Previous Knowledge
oIt should connect with what students already know and
their past experiences.
2.Clarity and Definiteness
oThe instructions and objectives must be clear, specific,
and easy to understand.
3.Helps in Removing Difficulties
oAssignments should solve students’ problems and
clear up their misunderstandings.
4.Stimulating Nature
oIt should arouse interest, curiosity, and motivation in
students.
5.Encourages Independent & Reflective
Thinking

oStudents should be able to analyze, reflect, and think
critically.
6.Encourages Originality
oIt should allow space for creative and original
expression by students.
7.Identifies Weaknesses
oThe assignment should highlight student deficiencies,
helping teachers plan remedial measures.
8.Considers Individual Differences
oTasks should be flexible and suited to different ability
levels (gifted, average, below average).
9.Enriches Curriculum Experiences
oIt should provide additional knowledge and practical
experiences beyond classroom teaching.
10.Develops Study Habits
A good assignment builds habits of regular reading, note-
making, and writing skills.
✅ In short:
A good assignment is clear, linked with prior knowledge,
stimulating, encourages originality, considers individual
differences, and develops study habits.

4.6 Suggestions for Writing Effective
Assignment
To make assignments meaningful and productive, the following
suggestions should be observed:
1.Clarity of Purpose
oBoth teacher and students must clearly understand the
aim of the assignment.
2.Proper Planning
oAssignments should be planned according to students’
level, needs, and available time.
3.Guidance and Instructions
oSince assignment is a directed study, the teacher must
provide clear hints, guidelines, and steps to complete
it effectively.
4.Address Weaknesses
oAssignments should focus on students’ weak areas,
helping them overcome doubts and
misunderstandings.
5.Consider Individual Differences
oAssignments must be differentiated to match students
of different abilities (gifted, average, weak).
6.Teacher’s Preparation

oThe teacher must be well-oriented with the subject
material before assigning tasks.
7.Cooperative Activity
oAssignment should encourage active participation of
both teacher and students.
8.Checking and Feedback
oCompleted assignments must be properly checked,
with errors highlighted, weaknesses addressed, and
achievements appreciated.
9.Developmental Value
oAssignments should enhance learning, build
confidence, and give students a sense of
achievement.
10.Training in Organization
Students should be guided on how to collect material,
organize it, and present it in a logical sequence.
✅ In short:
Effective assignments are well-planned, guided, student-
centered, address weaknesses, consider individual differences,
and provide constructive feedback for development.
5. SOCIALIZED RECITATION
5.1 The Concept of Socialized Recitation
Meaning:
Socialized recitation is not just a teaching method but an

ideal approach that seeks to replace the rigid and formal
classroom atmosphere with one of freedom, naturalness,
and openness.
Shift of Focus:
It emphasizes a move from teacher-centered activity to
student-centered activity, where learners take
responsibility for their own learning through discussion,
participation, and self-direction.
Purpose:
It aims to promote better relationships among students,
encourage cooperation, and cultivate traits such as:
oOpen-mindedness
oConcern for the common good
oAbility to adjust to social situations
oEffective communication
oCritical evaluation of ideas
Educational Value:
Through discussions and activities, students learn to reflect,
think critically, and develop a deeper understanding of
knowledge by considering and analyzing the ideas of others.
✅ In short:
Socialized recitation transforms the classroom into a democratic
and cooperative environment where students actively
participate, share ideas, and learn through discussion, reflection,
and teamwork rather than passive listening.

5.2 Objectives of Socialized Recitation
The main objectives of socialized recitation are:
1.Better Relationships: Promote good relations among
students and between teacher and students.
2.Freedom in Learning: Replace formal, restricted
classroom routines with an open and natural learning
environment.
3.Liberalization of Control: Make school control less
rigid and more flexible.
4.Variety of Activities: Provide students with diverse
activities for learning.
5.Active Participation: Increase student activity since
pupils learn best by doing.
6.Cooperation: Teach students to work together in a
friendly and cooperative way, building social
consciousness.
7.Responsibility: Develop a sense of responsibility
among pupils.
8.Friendly Atmosphere: Reduce excessive formality
and create a friendly teacher-student relationship.
9.Self-Confidence: Develop confidence in students
through participation.
10.Critical Thinking: Train pupils in clear thinking,
planning, and reporting.

11.Preparation for Life: Prepare students for
practical life situations.
12.Natural Interests: Keep alive and develop the
natural interests of students.
13.Practical Value: Make subject matter useful and
meaningful.
14.Self-Realization: Help students realize their
potential, weaknesses, and limitations—and work to
overcome them.
✅ In short:
Socialized recitation aims to make learning active, cooperative,
confidence-building, life-oriented, and socially useful.
5.3 Advantages of Socialized Recitation
1.Planning Skills: Pupils learn how to plan and execute
activities.
2.Common Goals: Students discover shared interests
and purposes.
3.Leadership: Helps in developing leadership qualities.
4.Initiative: Encourages initiative and active
participation.
5.Independent Thinking: Promotes independence of
thought.
6.Social Manners: Students develop good social
manners.

7.Planning & Reporting: Trains students in systematic
planning and reporting.
8.Discussion Skills: Students learn how to participate
effectively in discussions.
9.Varied Experiences: Provides exposure to a variety of
experiences.
10.Self-Confidence: Builds self-confidence through
active involvement.
11.Respect for Others: Develops mutual respect
and tolerance.
12.Cooperation: Students learn the spirit of
cooperation and teamwork.
13.Respect for Teachers: Pupils develop greater
admiration and respect for teachers.
14.Better Understanding: Teachers get to know
students more closely.
15.Motivation: Learning becomes highly motivated
and purposeful.
✅ In short:
Socialized recitation builds confidence, cooperation,
leadership, and motivation, while also improving the teacher-
student relationship.

5.4 Types of Activities in Socialized Recitation
In socialized recitation, a variety of activities can be organized to
promote participation, cooperation, and learning. Common
activities include:
1.Planning & Execution – Planning and carrying out
projects and assignments.
2.Problem Solving – Working together on practical or
theoretical problems.
3.Report Work – Writing and presenting reports.
4.Conventions & Constitutions – Holding conventions
or writing constitutions for class/school activities.
5.Surveys & Plans – Conducting surveys and preparing
plans.
6.Games & Contests – Organizing review games and
contests.
7.Debates & Discussions – Holding debates, seminars,
symposiums, and panel discussions.
8.Self-Directed Study – Encouraging independent, self-
directed study and learning.
✅ In short:
Socialized recitation uses interactive activities like projects,
debates, surveys, reports, and games to develop cooperation,
leadership, problem-solving, and independent learning.

5.5 Role of the Teacher in Socialized Recitation
The teacher plays a central role in socialized recitation. He acts
as:
1. Counsellor & Guide
Understands the background, attitudes, and social
experiences of pupils.
Provides guidance and advice whenever needed.
2. Planner & Organizer
Plans situations and activities that encourage cooperative
spirit.
Creates opportunities for group participation and
teamwork.
3. Developer of Skills & Attitudes
Helps pupils develop attitudes, ideals, skills, habits, and
information needed for successful participation.
Promotes interests, cooperation, and responsibility.
4. Encourager of Group Spirit
Ensures pupils feel they are part of a co-operative working
group.
Encourages free, independent, and responsible behavior.
✅ In short:
The teacher in socialized recitation is not a dictator but a

counselor, guide, planner, and motivator who develops
cooperation, responsibility, and independent thinking in students.
5.6 Limitations of Socialized Recitation:
Socialized recitation is not bad in itself, but problems arise if it is
not handled properly. If discussions are vague and without
direction, they may cause confusion. Poorly planned or
unorganized activities can make the social spirit seem fake.
These issues are not faults of the method but come from weak
management and lack of skill by teachers who are not good
leaders.
6. SELF ASSESSMENT QUESTION
1. What is Discussion Method? Described its procedure
2. What are constraints in Discussion Method?
3. How to plan Study Trips effectively?
4. How to organize Exhibitions in school.
5. What important articles to be included in a school exhibition
in Pakistan Studies?
6. Discuss the nature and advantages of Socio Drama.
7. What are the importance and various types of Assignments?
8. How to make Assignment effective?
9. What is to concept of Socialized Recitation?
10. How can the teacher play effective role in the Socialized
Recitation?
6. SELF-ASSESSMENT QUESTIONS
1. What is Discussion Method? Describe its procedure.
Definition: A teaching method where teacher and students
exchange ideas on a topic to reach understanding.

Procedure:
1.Teacher selects and introduces topic.
2.Students prepare through reading/notes.
3.Teacher initiates discussion and guides.
4.Students share ideas, arguments, and experiences.
5.Teacher summarizes and concludes.
2. What are constraints in Discussion Method?
Time-consuming.
Only effective with small groups.
Requires active participation from all students.
May go off-topic if not well guided.
Needs skilled teacher to manage discussion.
3. How to plan Study Trips effectively?
Decide objectives (educational purpose).
Get permission and plan budget.
Inform parents/students in advance.
Arrange transportation and safety measures.
Brief students on tasks (note-taking, observation).
After trip, students prepare reports/discussions.
4. How to organize Exhibitions in school?
Decide theme and purpose.

Assign responsibilities to teachers and students.
Collect and prepare models, charts, maps, reports.
Arrange exhibits systematically in halls/classrooms.
Invite parents, students, and community.
Evaluate and reward best exhibits.
5. Important articles to include in a school exhibition
(Pakistan Studies).
Historical charts/maps of Pakistan.
Independence movement displays.
Models of important landmarks (Minar-e-Pakistan,
Badshahi Mosque).
National heroes’ photographs and achievements.
Geography maps (rivers, mountains, industries).
Charts on culture, economy, agriculture.
6. Nature and advantages of Socio Drama.
Nature: A learning method where students act out social
situations or real-life problems.
Advantages:
oDevelops confidence and expression.
oBuilds teamwork and cooperation.
oHelps understand social issues.
oEncourages creativity and problem solving.

oMakes learning practical and interesting.
7. Importance and types of Assignments.
Importance: Extends learning beyond classroom, develops
self-study, improves writing, builds responsibility.
Types:
oWritten assignments
oOral assignments
oPractical/Project assignments
oLibrary/Reading assignments
8. How to make Assignment effective?
Clear purpose and objectives.
According to student level and time.
Provide clear guidelines and hints.
Focus on weak points and remove doubts.
Suit individual differences.
Teacher checks, comments, and appreciates.
9. What is the concept of Socialized Recitation?
A method to replace formal classroom routine with open,
free, and cooperative learning.
Students actively participate, share ideas, plan, discuss, and
learn social skills.

Promotes reflection, cooperation, communication, and
critical thinking.
10. How can the teacher play an effective role in Socialized
Recitation?
Acts as guide, counselor, and advisor.
Plans and organizes cooperative activities.
Encourages independence and responsibility.
Creates situations for teamwork and discussion.
Helps students realize strengths and weaknesses.
Builds friendly and cooperative environment.
Ms.SajjdaLodhi Notes
B.Ed 4 Years
TEACHING OF PAKISTAN STUDIES

Course Code 8640
Unit–6
The Teacher of Pakistan Studies
CONTENTS
Introduction
Objectives
1. The Pivotal Position of Pakistan Studies Teacher
1.1 The Pivotal Role of Pakistan Study Teacher.
1.2 Decisions which Signify the Pivotal Role or Position of
Pakistan
Studies Teachers
1.3 Essential Qualities of Pakistan Studies Teacher.
2. Professional Growth of Pakistan Studies Teacher.
2.1 The Need for Building and Strengthening Academic
Capability of Pakistan Study Teacher
2.2 The Need for Building and Strengthening of Pedagogic
Competence of Pakistan Studies Teacher
2.3 Need for Developing Evaluation Skill for Pakistan Studies
Teacher
2.4 Orientation Role of Pakistan Studies Teacher in Future
3. The Role of Pakistan Studies Teacher in National Integration.

3.1 The Concept of National Integration.
3.2 Values, Concepts, Ideals Attributed to National Integration.
3.3 Translating Values and ideals into Goals of Education.
3.4 Implications of the Goals for the Role of Pakistan Study
Teachers in National Integration.
4. Self Assessment Questions.
5. References.
Introduction
This unit explains the important role of a Pakistan Studies
teacher, the qualities and skills they need, and how they help in
building national unity. A teacher is not just limited to the
textbook — he or she decides what content is best for students,
shapes their role in learning, and checks how much they have
understood. Teachers make the curriculum more meaningful by
filling gaps, adding new ideas, and keeping it updated. They can
also inspire students to develop unity, discipline, responsibility,
and respect for values and traditions, which are necessary for
national integration. Such work can only be done by teachers
who are dedicated, committed, and interested in their job.
Objectives:
After studying this unit, you will learn:
1.The important role of a Pakistan Studies teacher.
2.The main qualities a teacher should have.
3.How a teacher can grow professionally.

4.How a teacher contributes to national unity.
5.How a teacher can organize activities inside and outside the
school to connect students with society and prepare them for
their future social and national responsibilities.
1. THE PIVOTAL POSITION
OF PAKISTAN STUDIES TEACHER
1.1 The Pivotal Role of Pakistan Study
Teacher:
Teachers are the most important part of the education system.
They play a key role in shaping, applying, and giving life to the
curriculum. While the curriculum is based on objectives, content,
teaching methods, and evaluation, the teacher is the central
support that connects and strengthens all these parts. In short, the
teacher brings the curriculum to life and makes it meaningful for
students.
1.2 Decisions which Show the Pivotal Role of
Pakistan Studies Teachers:
The Pakistan Studies teacher plays a central role because he/she
makes many important decisions about teaching. These include:
1.Choosing and organizing objectives, content, and values of
the subject.
2.Creating and managing a good classroom environment.
3.Adjusting lessons to suit different students’ needs and
abilities.
4.Encouraging independent and group work through projects.
5.Linking classroom learning with real-life social issues and
problems.

6.Making the subject activity-based by involving students in
tasks.
7.Teaching moral, social, and spiritual values through the
subject.
8.Helping students develop skills like observing, analyzing,
and solving social problems.
9.Combining knowledge, concepts, and skills effectively in
lessons.
10.Using different teaching strategies to match students’
needs and interests.
11.Evaluating students with both formal and informal
methods.
12.Connecting Pakistan Studies with other social sciences.
In short,
??????
the teacher is at the center of the teaching-learning
process, giving both substance and spirit to Pakistan Studies.
1.3 Essential Qualities of Pakistan Studies
Teacher:
The quality of a teacher shows in their personality, knowledge,
skills, and attitude. For a Pakistan Studies teacher, the most
important qualities are:
1.Academic excellence – strong knowledge of the subject.
2.Professional competence – good teaching skills and
methods.
3.Personal traits/characteristics – such as honesty, discipline,
and dedication.
4.Sensitivity towards social problems – awareness of society’s
needs and issues.

In short, a good Pakistan Studies teacher must have strong
knowledge, teaching skills, good character, and social
awareness.
i) Academic Excellence
A Pakistan Studies teacher must have strong knowledge of the
subject and related social sciences. This includes:
History (past of the people),
Geography (their environment),
Psychology (needs and aspirations),
Sociology (social adjustment),
Anthropology (cultural influences),
Political Science (power and influence),
Economics (financial support).
By linking these areas, the teacher enriches lessons and helps
students develop a broad and unified understanding.
ii) Professional Competence
Along with knowledge, the teacher must have proper teaching
skills and training. A competent teacher:
Encourages students to ask questions (including
controversial ones).
Uses firsthand sources (community and materials).
Organizes discussions on social problems.
Motivates students to reflect on experiences.
Uses community resources and guides projects.
Promotes practical activities like preparing teaching aids.

Arranges cultural and social activities inside and outside
school.
Professional competence means planning and carrying out these
activities effectively for student learning.
iii) Sensitivity of Pakistan Studies Teacher
A good teacher must be aware of and sensitive to social
problems in Pakistan, such as:
Political instability, corruption, unemployment, poverty.
Social disintegration, cultural disharmony, gender
discrimination.
Population growth, low economy, poor health, illiteracy.
Drug addiction, trafficking, environmental issues, rapid
social change.
The teacher should understand, recognize, and respond to these
problems so that students learn about them and can play their
role in improving society.
In short:
??????
A Pakistan Studies teacher must have broad
knowledge (academic excellence), strong teaching skills
(professional competence), and awareness of social problems
(sensitivity) to prepare students as responsible citizens.
If a Pakistan Studies teacher is aware of social problems, he/she
should:
Make students understand and feel concerned about these
problems.

Help them appreciate people working to solve such issues.
Develop in students a critical attitude, so they can think
rationally and make wise decisions in the future.
iv) Traits/Characteristics of a Good Teacher
A “good teacher” is judged by both students’ expectations and
research findings.
a) General Qualities:
Friendly, sympathetic, punctual, reliable.
Intelligent, responsible, cooperative, democratic.
Generous, considerate, and impartial.
b) Specific Qualities for a Pakistan Studies Teacher:
Strong subject knowledge and enthusiasm.
Flexible, patient, sociable, and helpful.
Imaginative, innovative, inventive, and even-tempered.
In short:
??????
A good Pakistan Studies teacher must not only
know the subject but also be friendly, fair, patient, creative, and
socially aware, so that students learn effectively and develop
good values.
2. Professional Growth of Pakistan Studies
Teacher (2.1):
Professional Growth

The growth of a Pakistan Studies teacher depends on:
1.Knowledge of the subject (academic side).
2.Teaching skills and attitude (pedagogic side).
A good teacher must be both academically strong and
professionally well trained.
2.1 Need for Building Academic Capability
Pakistan Studies is compulsory at the secondary level, designed
to:
Teach students about Pakistan’s ideological, social,
geographical, political, and economic heritage.
Help them study current social, political, and economic
problems.
Develop a sense of belonging to Pakistani society, Muslim
Ummah, and the world community.
Show the connections between history, geography, politics,
economy, and society.
Provide real-life experiences and problem-solving
opportunities.
For this, the teacher must be well-prepared and trained. Key
academic questions for the teacher are:
Is he/she aware of Pakistan’s heritage?
Does he/she understand major social problems in the
curriculum?
Does he/she know the integrated nature of Pakistan Studies?
Does he/she see links with other social sciences?

Does he/she know how to organize activities outside the
classroom?
Is he/she familiar with different teaching strategies for
Pakistan Studies?
In short:
??????
A Pakistan Studies teacher must have deep subject
knowledge, understand social problems, link the subject with
other sciences, and apply a variety of teaching methods inside
and outside the classroom.
2.2 The Need for Building and Strengthening
Pedagogic Competence:
Pedagogic Competence of Pakistan Studies
Teacher
Just like academic knowledge, teaching skills (pedagogy) are
equally important. Both must work together because effective
teaching depends on how well the teacher applies the subject
content in the classroom.
The Pakistan Studies curriculum requires teachers to:
1.Plan and implement effective instructional activities.
2.Give students practice in democratic procedures like debates
and discussions.
3.Use community resources to make learning practical.
4.Involve students in community activities and public affairs.
5.Discuss controversial issues in a free and open atmosphere.
6.Use a wide range of reading materials to enrich lessons.

7.Prepare and use audio-visual aids and teaching tools.
8.Even use advanced aids like projectors when needed.
Key questions for teacher competence are:
Can the teacher plan and carry out activities effectively?
Is he/she skilled in conducting debates on controversial
topics?
Can he/she use community resources in teaching?
Is he/she able to select and use different teaching aids?
Can he/she organize and supervise activities outside the
classroom?
Training institutions (formal and non-formal) have a duty to train
teachers in these skills so they can become effective and
competent educators.
2.3 Needs for Developing Evaluation Skill
Evaluation is an important part of teaching Pakistan Studies
because it shows how well students are learning. A
professionally strong teacher should:
Use evaluation methods that match learning objectives.
Apply different kinds of tests as suggested in the
curriculum.
Improve the quality of their own test-making and marking.
Keep proper records of students’ results.
Use evaluation results to plan future learning activities.
?????? Training institutions must train teachers to develop these
evaluation skills so they can assess students effectively.

2.4 Orientation of Pakistan Studies Teacher in
Future
To ensure professional growth, teacher training institutions must
properly prepare and guide Pakistan Studies teachers. This
includes:
Understanding objectives, content, activities, teaching aids,
and evaluation methods.
Planning lessons effectively.
Using suitable teaching and evaluation strategies.
Keeping updated with current issues and trends in Pakistan
Studies.
Linking Pakistan Studies with other social sciences.
Organizing activities outside the classroom.
Connecting classroom learning with the community.
In short:
??????
A Pakistan Studies teacher must be well-trained
in evaluation, planning, teaching strategies, and community
involvement, while also staying updated with current national
and global events.
3. The Role of Pakistan Studies Teacher in
National Integration (3.1 & 3.2):
3.1 The Concept of National Integration

National integration means unity in diversity—accepting
and promoting harmony among people of different religions,
cultures, languages, and regions.
Pakistan faces challenges like socio-economic inequalities,
which can weaken national unity.
Education plays a key role in bridging gaps, reducing
imbalances, and strengthening social bonds.
Pakistan Studies helps students understand the unity of their
society.
The teacher’s role is three-fold:
1.Understand integration themselves.
2.Teach students about factors that promote or weaken
unity.
3.Translate ideals into activities so students develop
attitudes and skills for unity in real life.
3.2 Values, Concepts, and Ideals of National
Integration
Pakistan Studies teachers must promote values highlighted in
education policies and curriculum, such as:
Preserving Pakistan’s ideology
Social justice, equality, democracy, and responsibility
Cultural harmony and social integration
Peaceful coexistence
National unity and progress
Creative and responsible leadership
Academic freedom
Eradication of illiteracy and equal access to education

Community involvement (teachers and students working
together)
Understanding social and technological changes in modern
society
In short
??????
: The Pakistan Studies teacher strengthens national
integration by promoting unity in diversity, teaching democratic
and social values, and preparing students to face modern social
and technological challenges.
3.3 Translating Values and Ideals into Goals
of Education:
Translation of Values into Educational
Goals
Quaid-e-Azam emphasized in 1947 that education must build the
character of the youth by instilling honor, dignity, responsibility,
and selfless service to the nation. Based on this vision, the goals
of education related to national integration are grouped into four
categories:
A) Cultural Goals
Promote understanding of Islamic fundamentals.
Pass on human heritage and advance knowledge.
Highlight the role of education in socio-economic
development.

B) Social Goals
Strengthen national cohesion through social and cultural
harmony.
Develop patriotism and commitment to national goals
(scientific, technological, social).
Promote social justice and democracy while removing evils
like inequality, exploitation, ignorance, poverty, disease, and
hypocrisy.
Encourage the dignity of labor and prepare youth for
productive community service.
C) Individual Goals
Develop the total personality of students.
Inculcate critical and creative thinking, self-reliance,
cooperation, dignity, integrity, and responsibility.
Prepare youth for employment according to their skills and
interests.
D) International Goals
Promote international understanding and goodwill.
Teacher’s Role in Achieving These Goals
A Pakistan Studies teacher must:
Understand which of these goals connect directly to
Pakistan Studies.
Relate the subject matter to national integration.
Use teaching strategies and activities (inside and outside the
classroom) to transmit these values.
Make students aware of critical social issues and their
impact on unity.

Be sensitive to diversity in society and its effect on student
attitudes.
Instill values like dignity, responsibility, integrity, critical
thinking, and selfless service in students.
Recognize that education is a leveling force that reduces
inequalities and humanizes thinking.
In short:
??????
Pakistan Studies teachers must not only teach
knowledge but also shape character, promote unity, and prepare
students as responsible citizens with a vision for national and
international harmony.
Implications of the Goals for the Role of Pakistan Studies
Teacher in National Integration):
Implications for the Role of Pakistan Studies
Teacher
The values, concepts, and goals of education (cultural, social,
individual, international) have direct implications for the
Pakistan Studies teacher. Teachers must go beyond classroom
teaching and play an active role in national integration.
a) Understanding Social Changes
Teachers must study rapid social changes in society.
Identify key social issues linked with unity and integration
(from the curriculum).
Help students see life closely and understand integration in
practice.
b) Integrated Approach
Adopt an integrated method by linking history, geography,
economics, and social issues.

Show students how different aspects of Pakistani society are
interdependent.
Develop a unified outlook about the country.
c) Respecting Individual Differences
Recognize differences among students (physical,
intellectual, social, cultural, emotional).
If ignored, these differences may cause frustration,
alienation, and social gaps.
Begin integration inside the classroom community, then
extend it to society.
d) Modern Methods of Teaching
Avoid only traditional rote methods.
Use modern teaching techniques and instructional
technology.
Discuss real social problems: population growth, poverty,
unemployment, illiteracy, gender discrimination,
environmental degradation, law and order, etc.
These issues are part of the Pakistan Studies curriculum.
e) Organizing Practical Activities
Teachers should translate concepts into practical learning
experiences inside and outside the classroom. Examples include:
Collections: pictures of historical places, leaders,
industrial/agricultural sites.
Creative work: maps, charts, models, drama, role play,
debates, exhibitions.
Community activities: collecting donations for calamity
victims, visiting disaster-hit areas.

Educational trips: visits to dams, canals, forests, museums,
cultural centers, schools, hospitals, parks, zoos.
Events: celebrating national/international days, sports
competitions, puppet shows, mock sessions, exhibitions.
Underlying Philosophy
Such activities develop love, sympathy, understanding, and
appreciation for the people and country.
National integration = integration of needs, interests, hearts,
minds, feelings, and outlook.
Success depends on the teacher being conscious, sensitive,
dynamic, imaginative, and resourceful.
?????? In short: A Pakistan Studies teacher is not just a knowledge-
giver but a nation-builder who unites students, instills values,
and strengthens national integration through modern teaching
methods and practical activities.
4. SELF ASSESSMENT QUESTIONS
1. What is the pivotal role of Pakistan Studies teacher?
2. What are the essential qualities of Pakistan Studies
teacher?
3. What are the social problems in the society of Pakistan?
4. What are the traits of a good teacher?
5. How to build and strengthen the academic capability of
the teacher teaching Pakistan Studies?
6. How to build and strengthen the pedagogic capability of
the teacher of Pakistan Studies?

7. What types of skills the Pakistan Studies teacher should
develop for evaluation?
8. What should be expected role of Pakistan Studies teacher
to bring about national Integration?
9. How to translate social values and ideals into goals of
education?
10. What types of activities of social and cultural
significance, should be organized by the teacher inside and
outside the school?
Self-Assessment Questions with Answers
1. What is the pivotal role of Pakistan Studies teacher?
Nation-builder and character-builder.
Creates awareness of Pakistan’s ideology, history, culture,
geography, and socio-economic problems.
Instills patriotism, unity, and responsibility.
Promotes national integration by linking past, present, and
future.
2. What are the essential qualities of Pakistan Studies teacher?
Sound knowledge of subject (history, geography,
economics, politics).
Critical and creative thinker.
National spirit, patriotism, integrity, and honesty.
Good communicator, resourceful, and motivating.
Sensitive to diversity (social, cultural, regional).
Dynamic, imaginative, and adaptable to modern teaching
methods.
3. What are the social problems in the society of Pakistan?

Illiteracy and ignorance.
Poverty and unemployment.
Population explosion.
Corruption and exploitation.
Gender discrimination.
Social inequality and injustice.
Environmental degradation.
Law and order issues.
4. What are the traits of a good teacher?
Mastery of subject knowledge.
Fairness, honesty, and dignity.
Empathy, patience, and understanding of students’ needs.
Innovative and creative teaching style.
Ability to inspire, motivates, and builds character.
Good classroom management and communication skills.
5. How to build and strengthen the academic capability of the
teacher teaching Pakistan Studies?
Continuous professional development and higher studies.
Keeping updated with new research, books, and curriculum
changes.
Attending seminars, workshops, and training.
Using interdisciplinary approach (history, sociology,
geography, and economics).
Encouraging self-study and lifelong learning.
6. How to build and strengthen the pedagogic capability of the
teacher of Pakistan Studies?

Training in modern teaching methods (group discussion,
role play, debates, project work).
Use of instructional technology (multimedia, slides,
documentaries).
Adopting student-centered approaches.
Designing lesson plans with clear objectives.
Practicing classroom management and communication.
7. What types of skills the Pakistan Studies teacher should
develop for evaluation?
Skill in preparing valid and reliable tests (MCQs, short/long
questions).
Using both formative (class tests, assignments) and
summative (final exams) evaluation.
Evaluating not only knowledge but also values, attitudes,
and critical thinking.
Feedback skills to guide student improvement.
Observational skills for assessing participation in activities.
8. What should be expected role of Pakistan Studies teacher to
bring about national integration?
Promote unity by teaching shared history, culture, and
ideology.
Respect and integrate regional, ethnic, and cultural diversity.
Foster patriotism, tolerance, and democratic spirit.
Link classroom lessons to real-life issues.
Organize social and cultural activities promoting mutual
understanding.

9. How to translate social values and ideals into goals of
education?
By framing goals in terms of cultural, social, individual, and
international needs.
Example:
oValue: Patriotism → Goal: Build national cohesion and
loyalty.
oValue: Social justice → Goal: Eliminate poverty,
ignorance, inequality.
oValue: Critical thinking → Goal: Develop self-reliant
and dynamic individuals.
Teachers must consciously link classroom learning with
these values.
10. What types of activities of social and cultural significance
should be organized by the teacher inside and outside the school?
Inside school:
oDebates, role plays, exhibitions, drama, puppet shows,
mock sessions, national day celebrations.
oMap-making, chart preparation, school museums.
Outside school:
oVisits to historical sites, dams, forests, museums,
cultural centers, hospitals, and schools.
oParticipation in relief work, fund collection, and
community service.
oInter-regional student exchange and educational tours.

Ms.SajjdaLodhi Notes
B.Ed 4 Years
TEACHING OF PAKISTAN STUDIES
Course Code 8640
Unit–7 Teaching Aid and Instructional Resources
CONTENTS
Introduction
Objectives
1. Need and Types of Instructional Resources
1.1 Textbook
1.2 Work Book
1.3 Teacher’s Manual / Guide Book

1.4 Achievement of Text Booklet
2. Teaching Aids for Teaching of Pakistan Studies
2.1 The Value/Importance of Audio-Visual Aids
2.2 Levels of Audio-Visual Aids
2.3 Types of Audio-Visual Aids
2.4 Audio-Visual Aids Recommended in Curriculum to be
used in Teaching of Pakistan Studies
2.5 Utilization of Library Resources for Teaching of
Pakistan Studies
3. Self Assessment Questions
4. References.
Introduction
This unit explains the importance of using instructional materials and
audio-visual aids in teaching. Great thinkers like Descartes and German
educationists stressed that learning becomes more effective when
students can see and use materials. Instructional resources include
textbooks, workbooks, teacher guides, charts, and modern tools like
projectors.
The unit discusses the need, types, and value of these resources in
teaching Pakistan Studies. It explains which audio-visual aids are
recommended in the curriculum and how they can make lessons more
interesting. Teachers are encouraged to create their own teaching aids
and involve students in making simple, low-cost materials. Using
library resources for Pakistan Studies teaching is also emphasized.
Objectives:

After studying this unit, you will be able to:
a.Understand why instructional resources are important.
b. Identify different types of instructional materials.
c. Learn about the types of audio-visual aids.
d. Know which audio-visual aids are recommended for teaching
Pakistan Studies.
e. Understand how to use library resources in teaching Pakistan
Studies.
1. NEED AND TYPES OF
INSTRUCTIONAL RESOURCES
Instructional resources like textbooks, teacher’s guides, workbooks,
libraries, and labs are very important for effective teaching. They make
lessons more meaningful and help teachers share knowledge and skills
with students. In Pakistan Studies, these resources help students
understand concepts better, learn procedures, and achieve learning
goals.
Textbooks give basic knowledge and set standards for both teachers and
students. Workbooks and teacher’s guides add extra material and save
teachers’ time. Libraries, reading rooms, and resource centers can also
support teaching, but many schools in Pakistan lack these due to limited
funds. Still, teachers can use available audio-visual aids like charts,
maps, and globes to improve lessons.
Overall, instructional resources motivate students, expand their
experiences, make learning real, improve memory, and clarify
understanding in Pakistan Studies.
1.1 Text Book
The Pakistan Studies textbook has a strong influence on both teachers
and students because, for many, it is the main or only source of
knowledge. The newer textbooks are better than the older ones as they
are more detailed, updated, and include illustrations.

Textbooks set clear standards by showing what teachers should teach
and what students should learn. They also affect teaching methods and
reflect the progress of education. However, using a textbook properly
requires skill, because it is carefully designed and often combines
subjects like history, geography, civics, and economics. Teachers need
to understand these connections to teach in an integrated way.
A good textbook should:
a. Match the goals of the course.
b. Be accurate and reliable.
c. Suit the age and level of the students.
d. Spark students’ interest.
e. Be well-organized and easy to follow.
f. Provide helpful teaching and learning aids.
1.2 Work Book
Workbook is a helpful supplement to the textbook. It makes studying
easier by including things like outlines, summaries, study questions,
exercises, important dates, maps, diagrams, charts, tables, projects,
activities, film suggestions, references, and tests.
Teachers need to use workbooks carefully. They should make sure the
workbook matches the textbook, guide students on how to do the
exercises, and fill in any missing instructions.
Advantages of workbooks:
Give clear guidance for reading and study.
Help students focus on important points.
Provide practice through activities and projects.
Encourage independent work.
Allow students to perform at their own level.
Offer ways to test them and improve.
Disadvantages of workbooks:
Can make learning mechanical.

May reduce teacher’s active role.
Give a false sense of progress.
Limit student creativity.
Take too much class time.
Discourage teamwork.
In Pakistan, special workbooks for Pakistan Studies are not yet
officially prepared by textbook boards for secondary schools.
Teacher’s Manual / Guide Book:
A teacher’s manual or guidebook is a helpful resource that is often used
along with the textbook. It is becoming popular in Pakistan because
teachers have limited time, and publishers want their textbooks to be
used more effectively.
The guidebook is useful because it:
a. Gives teachers extra information and teaching aids they might not
have time to collect.
b. Explains special features of the textbook and suggests classroom
activities.
c. Provides teaching strategies to help teachers use the textbook
effectively.
d. Suggests activities that students can do outside the classroom.
Achievement Test Booklet:
Achievement test booklets are used along with textbooks to save
teachers’ time. They are often provided by publishers or prepared by
education boards and given to schools. These booklets usually contain
objective-type tests, which help students get ready for external exams.
They are also called “item pools” or “item banks” because they include
many test questions covering a wide range of textbook content. The
tests are easy to check and useful for regular assessment.

Teachers of Pakistan Studies should be encouraged to prepare their own
test items for periodic evaluation and should receive training on how to
design such achievement tests.
2. TEACHING AIDS FOR TEACHING OF
PAKISTAN STUDIES
The Value and Importance of Audio-Visual Aids:
The proverb “One seeing is worth a hundred telling” highlights the
importance of audio-visual aids in education. Unlike oral explanations
that rely on past experience, visual aids give students new experiences
and clearer understanding.
Audio-visual aids are not just extra tools; they are essential because
they:
Provide real experiences.
Help connect objects with words.
Save time for both teachers and students.
Make learning enjoyable.
Increase appreciation and understanding.
Simplify complex information.
Encourage imagination.
Improve observation skills.
Make lessons more interesting and meaningful.
Clarify difficult concepts.
Help teachers manage large classes.
Overcome teachers’ limitations.
In short, audio-visual aids are one of the easiest and most effective ways
to improve learning.
Levels of Audio-Visual Aids:
Learning mainly happens through our senses, and audio-visual aids
work at three levels:

1.Direct Experience – This is first-hand learning through real-life
contact, like field trips. It is the most effective but also the hardest
to arrange because of cost, time, and availability.
2.Vicarious Experience – When direct experience is not possible,
aids like charts, maps, pictures, models, TV, and projectors are
used. These provide a substitute for real experiences and make
learning meaningful.
3.Symbolic Experience – This is abstract learning through words,
lectures, textbooks, or blackboard notes. It is the least effective and
often boring for young children.
In short, direct experiences are the best, but since they are difficult to
provide, vicarious experiences through audio-visual aids become the
most practical and useful in classrooms.
Types of Audio-Visual Aids:
Pakistan Studies teachers can make their lessons more interesting by
using many kinds of audio-visual aids. These are divided into visual,
auditory, and projection materials.
i) Visual and Auditory Aids
Motion Pictures: Films make learning lively, provide motivation,
explain ideas, and show reality. Teachers should carefully choose
and discuss them.
Television: Combines sight and sound, shows events as they
happen, and is useful through educational programs and
documentaries.
ii) Visual Materials
Chalkboard/Blackboard: Used for writing main points, drawing
maps, graphs, diagrams, or asking questions.
Bulletin Board: Displays maps, charts, posters, clippings, and
announcements.

Film Strips & Slides: Allow teachers to control the speed of
presentation and explain points in detail.
Pictures: Should be simple, clear, accurate, and locally relevant.
Models: Miniatures of real objects that can be observed from all
sides.
Specimens: Real objects like coins, stamps, newspapers, or old
utensils that bring history to life.
Exhibits: Displays from museums or libraries, or small school
museums created by teachers.
Felt/Flannel Board: Used to display small cards, pictures, or
diagrams for explanation.
Maps & Globes: Show geography, history, politics, and help
students understand the world.
Graphs & Charts: Present data visually; charts may be
chronological or student-made.
iii) Projection Equipment
Opaque Projector: Projects pictures or written material but needs a
dark room.
Slide Projector: Projects slides and does not need a dark room.
Film Strip Projector: Similar to slide projector but works frame by
frame.
Film Projector: Plays films with sound and can include teacher
commentary.
Overhead Projector: Projects transparencies and is widely used in
seminars, though less in schools.
iv) Auditory Materials
Radio: Brings news, discussions, and educational programs into the
classroom. It is cheap and widely available.
Recordings (Discs/Tape Recorders): Can be played at any time,
used for interviews, classroom discussions, or recorded lessons.

Teachers can also get educational recordings from universities or
companies.
In short, audio-visual aids like films, maps, models, radio, and
??????
projectors make Pakistan Studies lessons more real, clear, and engaging
for students.
Audio-Visual Aids Recommended in
Curriculum for Pakistan Studies:
The curriculum suggests different audio-visual aids to make Pakistan
Studies more effective and interesting. These include:
a) Maps
Atlas of Asia
Maps of Pakistan (general, relief, pictorial, urban settlements,
population density)
Historical and political maps of the subcontinent
Outline maps of pre-partition Punjab and Bengal
Maps of the Middle East, Muslim countries, and the world
b) Pictures
Muslim rulers and Mohammad Bin Qasim
National and Provincial Assemblies
Beautiful places showing cultural and geographical heritage
Forests, dams, bridges, barrages
Mountains, rivers, and plains
c) Charts
Structure of Federal and Provincial government
Agricultural products and systems
Population and census data
Customs and trade exploitation
Literacy rates and enrollment figures

Agencies of the UNO
Holy places and flags of Muslim countries
Features of a welfare state
d) Documentary Films
Creation of Pakistan
Parliamentary sessions
Development of the national economy
Progress in education in Pakistan
UNO sessions
Haj (pilgrimage)
Muslim conferences and summits
In short, the recommended aids include
??????
maps, pictures, charts, and
films that help students understand Pakistan’s history, geography,
politics, economy, culture, and role in the Muslim world.
Utilization of Library Resources for Teaching
of Pakistan Studies (Importance of Reading
Materials):
Importance of Reading Materials for Pakistan Studies
Secondary-level students need extensive reading materials and
equipment, but these are often missing or inadequate in schools.
A good, well-equipped library is essential for effective teaching of
Pakistan Studies, as it helps students understand social realities.
Many school libraries suffer from:
oOutdated, irrelevant, or very few Pakistan Studies books.
oInappropriate donated books.
oLack of a separate library room or building.
oNo trained librarian or teacher to manage the library.
oNo regular budget for purchasing new books.

A proper library can greatly improve teaching outcomes in
Pakistan Studies because much of the subject relies on printed
materials.
Teachers should actively work on acquiring and using relevant
resources to make lessons meaningful.
An enthusiastic teacher can also:
oInvolve colleagues and school heads.
oStart campaigns to collect free books.
oRaise funds to purchase relevant, updated books.
In short: A strong library is a key to successful teaching of Pakistan
??????
Studies, but it needs updated resources, regular funding, and active
teacher involvement.
Library Resources for Teaching of Pakistan
Studies
2) Considerations in the Selection of Books
Teachers play an active role in selecting books.
Books should be:
oRelevant and up-to-date.
oAttractive in binding, with pictures, clear text, and interesting
content to motivate students.
Teachers should use catalogues and reviews from reliable
publishers to make the right choices.
3) Contents of a Pakistan Studies Library
A good Pakistan Studies library should have a wide variety of books,
including:
Reference books
Parallel books (alternative readings)

Source books
Series and sets
Specialized studies
Biographies
Books on local aspects
Fiction books for teachers
Professional books
Soft cover books
Pamphlets and periodicals
4) Other Considerations
For effective use of the library:
Teachers and librarians must cooperate closely.
Teachers should:
oKnow what materials are available.
oRecommend specific books for purchase.
oAssign readings only from available books.
oHelp students find material on different topics.
oEncourage students to develop proper reading habits.
✅ In short: A Pakistan Studies library should have updated, well-
chosen, and diverse resources, selected carefully by teachers, and used
effectively through teacher-librarian cooperation.
3. SELF ASSESSMENT QUESTIONS

1. What is the importance of instructional resources?
2. What are the various types of instructional materials?
3. What are the value and importance of audio-visual aids
to be used in teaching of Pakistan studies?

4. What are the modern types of audio-visual aids to be
used in teaching of Pakistan Studies?
5. What are the modern types of audio-visual aids to be
used in teaching of Pakistan Studies?
6. Why is the black board still popularly used in
instruction?
7. Which type of audio-visual aids have been
recommended to be used in teaching of Pakistan Studies?
8. Which types of instructional aids the children can
prepare with no cost with low cost materials in teaching of
Pakistan Studies?
3. SELF ASSESSMENT QUESTIONS/ANSWERS

1. What is the importance of instructional resources?
Importance of Instructional Resources
1.Enhance learning – make concepts clear, concrete, and easier to
understand.
2.Motivate students – increase interest and attention during lessons.
3.Save time and effort – simplify teaching by providing ready
support.
4.Provide variety – prevent monotony and make learning enjoyable.
5.Promote retention – learners remember more through visual and
practical aids.
6.Bridge theory and practice – connect classroom learning with real-
life situations.
7.Support diverse learners – cater to different learning styles (visual,
auditory, kinesthetic).
In short:
??????
Instructional resources make teaching more effective,
meaningful, and student-centered.

2. What are the various types of instructional materials?
Types of Instructional Materials
1.Audio Aids – Materials that appeal to the sense of hearing (e.g.,
radio, tape recorders, audio lessons, speeches).
2.Visual Aids – Materials that appeal to the sense of sight (e.g., maps,
charts, pictures, models, diagrams, posters).
3.Audio-Visual Aids – Materials that combine both sight and sound
(e.g., TV, films, documentaries, multimedia presentations).
4.Printed Materials – Textbooks, reference books, newspapers,
magazines, pamphlets, and periodicals.
5.Real Objects and Models – Actual specimens, artifacts, models,
and field trips for direct experience.
6.Digital/Technological Resources – Computers, projectors, internet
resources, and educational software.

??????
These materials are used according to the subject, level of
learners, and teaching objectives.
3. What are the value and importance of audio-visual aids
to be used in teaching of Pakistan studies?
Value and Importance of Audio-Visual Aids in Teaching of
Pakistan Studies
1.Furnish Experiences – They bring history, geography, and culture
closer to students through maps, pictures, and documentaries.
2.Clarify Concepts – Complicated events, structures, and data
become easy to understand with charts, models, and visuals.
3.Save Time and Effort – Teachers can explain large topics quickly
and effectively.
4.Stimulate Interest – Lessons become attractive, meaningful, and
engaging.
5.Develop Observation & Imagination – Visuals encourage critical
thinking and creativity in students.
6.Promote Retention – Students remember better what they see and
hear together.

7.Facilitate Large Classes – Aids like maps, charts, and projectors
help teachers handle big groups conveniently.
8.Overcome Teacher’s Limitations – When direct experiences are not
possible, aids provide substitutes (e.g., showing a dam or forest
through pictures/films).

??????
Thus, audio-visual aids act as a “royal road to learning” in
Pakistan Studies by making teaching effective, realistic, and long-
lasting.
4.What are the modern types of audio-visual aids to be
used in teaching of Pakistan Studies?
Modern Types of Audio-Visual Aids in Teaching of
Pakistan Studies
1.Maps & Atlases – Political, historical, relief, and demographic
maps of Pakistan and the world.
2.Pictures & Photographs – Portraits of leaders, historical events,
natural and cultural heritage sites.
3.Charts & Graphs – Population charts, literacy ratios, agricultural
production, government structures.
4.Models & Objects – 3D models of dams, historical buildings, or
geographical features.
5.Documentary Films & Videos – Films on Pakistan’s creation,
economic development, UNO, Hajj, and national events.
6.Radio & Television Programs – Educational broadcasts and news
discussions on national issues.
7.Projectors & Multimedia – Slide projectors, OHPs, digital
presentations (PowerPoint, animations).
8.Internet & Digital Resources – Online archives, virtual tours, e-
libraries, Google Earth, digital maps.

??????
These modern aids make the teaching of Pakistan Studies more
interactive, realistic, and effective.

5. What are the modern types of audio-visual aids to be
used in teaching of Pakistan Studies?
Modern Types of Audio-Visual Aids in Teaching of Pakistan
Studies
1.Digital Maps & Atlases – Interactive maps, Google Earth, GIS-
based maps.
2.Multimedia Presentations – PowerPoint slides, animations, info
graphics.
3.Documentary Films & Videos – Historical events, cultural heritage,
national development, UNO, Hajj.
4.Television & Radio Programs – Educational broadcasts, national
news analysis.
5.Internet & Online Resources – E-libraries, digital archives, online
databases, virtual museums.
6.Projectors & Smart Boards – LCD projectors, interactive
whiteboards for visual teaching.
7.Photographs & Digital Images – Leaders’ portraits, cultural sites,
geographical features.
8.Models & 3D Visuals – Dams, barrages, historical monuments,
relief models.
9.Virtual Reality (VR) & Simulation Tools – Virtual tours of
historical and cultural places.
✅ These modern A.V. aids make Pakistan Studies teaching more
interactive, practical, and student-centered.
6. Why is the black board still popularly used in instruction?
Why the Black Board is Still Popularly Used in Instruction
1.Simplicity and Universality – It is the most basic and widely
available teaching aid in almost all schools.
2.Low Cost – Very economical compared to digital or electronic
resources.
3.Ease of Use – Teachers can instantly write, draw, and explain
concepts without technical training.

4.Flexibility – Useful for diagrams, charts, notes, problem-solving,
and step-by-step explanations.
5.Interaction – Encourages teacher–student participation (e.g.,
asking students to solve on the board).
6.Visibility – Provides a large, clear display visible to the whole class
at once.
7.No Technical Issues – Unlike projectors or smart boards, it does
not depend on electricity or gadgets.
✅ In short: The blackboard remains popular because it is cheap,
effective, reliable, and promotes interactive teaching.
7. Which type of audio-visual aids has been recommended
to be used in teaching of Pakistan Studies?
Audio-Visual Aids Recommended in Teaching of Pakistan
Studies
The curriculum of Pakistan Studies suggests the use of the following
types of audio-visual aids:
1.Maps – e.g., Atlas of Asia, Map of Pakistan, Relief Map, Historical
and Political Maps of the Subcontinent, Outline maps of
Punjab/Bengal (pre-partition), Maps of Muslim countries, World
maps, etc.
2.Pictures – e.g., portraits of Muslim rulers, Quaid-e-Azam,
assemblies, cultural heritage, forests, dams, bridges, rivers,
mountains, etc.
3.Charts – e.g., charts showing government structure, agriculture,
census, literacy ratio, UNO agencies, flags of Muslim countries,
welfare state features, etc.
4.Documentary Films – e.g., films on the making of Pakistan,
development of economy, UNO in session, Hajj, Muslim
conferences, education development, etc.
✅ In short: Maps, pictures, charts, and documentary films are the main
audio-visual aids recommended for teaching Pakistan Studies.

8.Which types of instructional aids the children can prepare with no
cost with low cost materials in teaching of Pakistan Studies?
Instructional Aids Children Can Prepare with No-Cost or Low-Cost
Materials in Teaching of Pakistan Studies.
Children can actively participate in preparing simple instructional aids
using locally available or inexpensive materials. These include:
1.No-Cost Materials (using paper, waste, or natural items):
Drawing outline maps of Pakistan and provinces.
Making charts from old newspapers, magazines, or reused
paper.
Collecting and pasting pictures of leaders, monuments,
rivers, and mountains from newspapers or old magazines.
Preparing timelines of historical events using waste paper.
Role play/dramatization (no material cost, just
performance).
2.Low-Cost Materials:
Simple models of dams, mountains, or forts using clay,
cardboard, or thermocol.
Flashcards with important facts, dates, and personalities.
Scrapbooks on cultural heritage or festivals.
Poster making with inexpensive charts paper and colors.
Collages of cultural, social, or historical themes using
cuttings.
✅ In short: Children can prepare maps, charts, posters,
scrapbooks, timelines, flashcards, and small models at no or very
low cost, which make Pakistan Studies learning more practical
and interesting.

Ms.SajjdaLodhi Notes
B.Ed 4 Years
TEACHING OF PAKISTAN STUDIES
Course Code 8640
Unit–8
Lesson Planning in Pakistan Studies
CONTENTS
Introduction
Objectives
1. The Conceptual Aspect of Lesson Planning
1.1 Areas of Concern in Lesson Planning

1.2 The Need and Importance of Lesson
Planning
1.3 Functions of Lesson Planning
1.4 Characteristics of a Good Lesson Plan
1.5 A Proposed design for Lesson Planning
and Teaching Strategies in Pakistan Studies
1.6 Self-Evaluation Approach for Assessing
the Strengths and Weaknesses of the Lesson
Plan
2. A Model Lesson in Pakistan Studies
2.1 Stage – I: Preparation
2.2 Stage – I: Presentation
2.3 Stage – I: Generalization
2.4 Stage – I: Evaluation
3. Self Assessment Questions
4. References.
Introduction
Lesson planning is an essential and organized activity in teaching. It
helps teachers use time, resources, and effort effectively. This unit
focuses on lesson planning in Pakistan Studies, covering its concept,
importance, functions, and qualities of a good lesson plan, design,
teaching strategies, and self-evaluation. A model lesson is also included.
The key point is that teachers should never ignore lesson planning

because it is necessary to teach with purpose and bring positive changes
in students’ learning and behavior.
Objectives
After studying this unit, you will be able to:
1.Understand what lesson planning is.
2.Identify the main areas to consider in lesson planning.
3.Explain why lesson planning is important.
4.Describe the functions of a lesson plan.
5.Recognize the qualities of a good lesson plan.
6.Learn how to design a lesson plan and use teaching strategies.
7.Evaluate your own lesson plan to see strengths and weaknesses.
8.Prepare a lesson plan on a suitable topic.
1. THE CONCEPTUAL ASPECT OF
LESSON PLANNING
Lesson planning means organizing students’ learning activities and
resources in a way that leads to maximum learning. Teaching is not just
delivering lessons—it is a purposeful and dynamic activity that helps
students think, understand, and develop under the teacher’s guidance.
This requires careful and skillful planning.
Lesson planning can be for a single day or for a longer period. It serves
as a guide for the teacher by answering questions such as:
What to teach?
What is needed in the plan?
Which activities to use?
How to carry out the strategy effectively?
What materials are required?
How to assess learning outcomes?
It is the teacher’s vision of the classroom experience and is at the heart
of effective teaching. Good lesson planning requires hard work,
creativity, skill, and resourcefulness. In simple terms, it is the pooling of

ideas about what to do and how to do it. The success of lesson
planning depends mainly on the teacher’s competence and initiative.
1.1 Areas of Concern in Lesson Planning
when making a lesson plan, some areas are especially important.
Teaching is broad and involves many activities, expectations, and goals.
The key areas to focus on are:
1.Teaching–Learning Strategies – What methods and approaches
will be used to teach effectively?
2.Content/Concepts – What subject matter, facts, and ideas will be
taught?
3.Processes/Skills – What skills and abilities should students develop
through the lesson?
These areas can be explored by asking guiding questions about what to
teach, how to teach it, and what outcomes are expected.
1. Teaching / Learning Strategies
Teachers need to ask:
What are the objectives of the lesson?
What behaviors should students show after learning?
What activities should students do?
What is the most effective way to teach this lesson?
How will the outcomes be assessed?
2. Content / Concepts
Teachers should reflect on:
What is important in the content?
Why is it necessary for students?
What knowledge and understanding should students gain?
What questions should be asked about the content?
What ideas about human behavior are within the lesson?

How can students be stimulated intellectually?
How will they share the ideas from the lesson?
Can the ideas and concepts be applied to other situations?
How can these ideas be transferred to real-life experiences (main
goal of instruction)?
3. Processes / Skills
Teachers should consider:
What methods and skills will teacher and students use?
Are these procedures transferable to other lessons?
Can students be given chances to learn independently?
Can they respond and react to situations on their own?
What skills will students learn about themselves and their
environment?
How can they connect these experiences to real-life situations?
1.2 The Need and Importance of Lesson Planning
Lesson planning is an essential part of teaching because it helps the
teacher organize and present lessons in a logical way. It is important
because it allows the teacher to:
1.Choose the right methods and techniques for each part of the
lesson.
2.Predict and prepare for possible difficulties.
3.Clearly identify the main ideas to be taught.
4.Understand the students’ previous knowledge and experiences.
5.Decide what should be explained directly and what students should
discover on their own.
6.Balance between giving information and allowing students time to
reflect.
7.Check how successful the lesson has been.
8.Avoid confusion during teaching.

1.3 Functions of Lesson Planning
Lesson planning plays an important role in effective teaching. Its main
functions are:
1.Defines objectives – Ensures each lesson has a clear aim and keeps
the teacher focused.
2.Connects lessons – Links different lessons, subject matter,
materials, and activities.
3.Guides methods – Helps choose the best teaching methods and
evaluation tools.
4.Saves resources – Prevents waste of time, energy, and materials by
keeping teaching systematic.
5.Ensures continuity – Provides consistency across different lessons
and topics.
6.Encourages creativity – Motivates the teacher to use questions,
examples, and alternatives.
7.Organizes structure – Ensures proper introduction, summary,
assignments, and materials.
8.Builds confidence – Gives teachers assurance and freedom in
teaching.
9.Prepares for problems – Helps foresee and handle difficulties
during teaching.
10.Provides direction – Gives both teacher and students a clear
goal to work towards.
1.4 Characteristics of a Good Lesson Plan
A good lesson plan should include:
1.Clarity – Clearly and neatly written.
2.Balance – Proper balance among different parts.
3.Clear Objectives – Stated in behavioral terms.
4.Student Background – Considers prior knowledge and experience.
5.Organized Content – Content is properly selected and structured.
6.Organized Materials – Instructional materials are well-prepared.
7.Planned Activities – Student activities are purposeful and directed.

8.Teaching Methods – Techniques and procedures are well indicated.
9.Use of Aids – Appropriate teaching aids and alternatives included.
10.Variety of Assignments – Different tasks for students to
practice.
11.Summary & Blackboard Work – Outline/summary provided
during teaching.
12.Time Management – Time distributed fairly across activities.
13.Extra References – Reading suggestions for study habits.
In general, a good lesson plan ensures:
Clear link between past learning and new learning.
Defined learning outcomes for students.
Activities students will do to achieve learning.
Consideration of individual differences in achievement.
Plan for evaluating learning outcomes.
1.5 Proposed Design for Lesson Planning
(Pakistan Studies, IX–X)
1. Preparation Stage
Formulate Objectives: State in behavioral terms –
oKnowledge (facts, concepts)
oSkills (methods, abilities)
oAttitudes (values, behaviors)
Identify Resources: Textbooks, guides, manuals, teaching kits, AV aids.
Organize Materials: Arrange resources in sequence to save time and maintain continuity.
Identify Key Concepts: State main ideas logically.
Identify Related Concepts: Link with prior and future learning.
Link New with Old Knowledge: Use questions, charts, role play, pictures, etc.
2. Presentation Stage
Methods: Use both inductive and deductive approaches.
Introductory Statement: Connect prior knowledge with new topic;
explain purpose.
Activities:
oBased on key points, sequentially arranged.

oInvolve students actively (discussion, Q&A, role play,
explanation).
oTeacher guides, controls, and handles sensitive issues
carefully.
oKey concepts summarized on blackboard and noted by
students.
3. Generalization / Application Stage
Students, guided by teacher, should:
oSummarize and generalize social phenomena.
oRecord results on blackboard.
oRefer to related materials for deeper study.
oApply facts/principles to real-life situations.
4. Evaluation Stage
Evaluation is part of teaching; shows student comprehension and
application.
Methods: Questions (individual/group), from recall →
understanding → application.
Objective Test Format (prepared in advance, distributed to
students):
oComprehension = 15%
oFill in blanks/Rewriting = 10%
oMatching = 15%
oMultiple Choice = 30%
oShort Answers = 30%
✅ In short: A good lesson design in Pakistan Studies moves step by step
from Preparation → Presentation → Generalization → Evaluation,
ensuring continuity, student involvement, and assessment.
1.5 Proposed Design for Lesson Planning
(Pakistan Studies, IX–X)

1. Preparation Stage
Formulate Objectives: State in behavioral terms –
oKnowledge (facts, concepts)
oSkills (methods, abilities)
oAttitudes (values, behaviors)
Identify Resources: Textbooks, guides, manuals, teaching kits, AV
aids.
Organize Materials: Arrange resources in sequence to save time
and maintain continuity.
Identify Key Concepts: State main ideas logically.
Identify Related Concepts: Link with prior and future learning.
Link New with Old Knowledge: Use questions, charts, role play,
pictures, etc.
2. Presentation Stage
Methods: Use both inductive and deductive approaches.
Introductory Statement: Connect prior knowledge with new topic;
explain purpose.
Activities:
oBased on key points, sequentially arranged.
oInvolve students actively (discussion, Q&A, role play,
explanation).
oTeacher guides, controls, and handles sensitive issues
carefully.
oKey concepts summarized on blackboard and noted by
students.
3. Generalization / Application Stage
Students, guided by teacher, should:
oSummarize and generalize social phenomena.
oRecord results on blackboard.
oRefer to related materials for deeper study.
oApply facts/principles to real-life situations.

4. Evaluation Stage
Evaluation is part of teaching; shows student comprehension and
application.
Methods: Questions (individual/group), from recall →
understanding → application.
Objective Test Format (prepared in advance, distributed to
students):
oComprehension = 15%
oFill in blanks/Rewriting = 10%
oMatching = 15%
oMultiple Choice = 30%
oShort Answers = 30%
✅ In short: A good lesson design in Pakistan Studies moves step by step
from Preparation → Presentation → Generalization → Evaluation,
ensuring continuity, student involvement, and assessment.
1.6 Self-Evaluation of a Lesson Plan
After teaching a lesson, the teacher should critically evaluate it to find
strengths and weaknesses. This helps improve future lesson planning.
Key questions to ask include:
1.Were the objectives clear and specific?
2.What difficulties prevented their achievement?
3.Was the content complete or lacking in any way?
4.Were the introductory questions clear and stimulating?
5.Were the activities systematic and well-organized?
6.Which part of the lesson was successful, and why?
7.Which part failed, and why?
8.Were students actively involved?
9.Were the developing questions clear to students?
10.Was there any change from the original plan? Why?

11.Did external factors affect the plan? How can they be avoided
next time?
12.Did internal factors affect the plan? How can they be avoided
next time?
13.What changes should be made if the lesson is planned again?
✅ In short: Self-evaluation helps teachers refine their
objectives, content, activities, methods, and handling of
external/internal challenges for better future lessons.
2. A MODEL LESSON IN PAKISTAN
STUDIES
Topic: The Creation of Pakistan
Class: IX
Time: 45 Minutes
Stage I: Preparation
i. Instructional Materials
Textbook
Additional books on Pakistan Movement
Newspaper clippings about Independence Day
Articles/features on Pakistan
ii. Audio-Visual Aids
Pictures of Quaid-e-Azam, Liaquat Ali Khan, Sir Syed Ahmad
Khan, Minar-e-Pakistan
Charts: Text of Pakistan Resolution 1940
Maps: Indo-Pak Subcontinent, Map of Pakistan

✅ This stage ensures that the resources, visuals, and reference
material are ready before starting the lesson to make teaching more
effective and engaging
3. Objectives
i. General Objectives
Develop love and devotion for Pakistan.
Foster patriotism in students.
Build the qualities of responsible citizenship.
Encourage critical thinking and social awareness.
Prepare students to face changing life conditions.
ii. Specific Objectives
A. Knowledge
Students should be able to:
1.Understand the objectives of Pakistan’s creation.
2.Recognize the Islamic basis of nationality.
3.Identify the religious, social, economic, and political differences
between Muslims and Hindus in the Subcontinent.
4.Explain the “Two Nation Theory” with supporting facts.
5.Describe the Muslim League’s movement for Pakistan.
6.Explain the Cripps Mission and its implications.
7.Outline the key points of the Indian Independence Act 1947.
8.Describe the role of provinces in the creation of Pakistan.
B. Skills
Students should be able to:
1.Draw outline maps of the Indo-Pak Subcontinent and Pakistan.
2.Organize Pakistan Independence Day celebrations (14th August).
3.Prepare charts on the creation of Pakistan.
4.Write and deliver speeches on the topic.

C. Attitudes
Students should be able to:
1.Express love for Islam and the people of Pakistan.
2.Justify the need for Pakistan’s creation.
3.Show respect for sacrifices made for independence.
4.Express sympathy for those who suffered during partition.
5.Appreciate the role of provinces in supporting Pakistan.
✅ This structure clearly shows what students will learn (knowledge),
practice (skills), and feel/value (attitudes) through the lesson.
4. Basic / Key Concepts
1.The Two-Nation Theory was based on clear cultural differences
between Hindus and Muslims.
2.Muslims of the Subcontinent wanted freedom from both British
and Hindu domination.
3.Muslims were in majority in the eastern and western regions of
the Subcontinent.
4.Muslims desired to live their lives according to the teachings of
Islam.
5.Muslims considered Urdu as their national language.
✅ These key concepts highlight the main reasons behind the demand
for Pakistan.
2.2 Stage II: Presentation
i. Introduction
Students already know about Pakistan Independence Day (14th
August 1947) and Pakistan Resolution Day (23rd March 1940),
which are celebrated every year.
They are also aware of the communal riots in India.

ii. Introducing the Lesson
The teacher introduces the central theme with these key facts:
1.After the end of British rule, Hindus would dominate Muslims in
revenge for centuries of Muslim rule.
2.Muslims would not be able to live freely as Muslims in a united
India.
3.Therefore, Muslims began their independence struggle under
Quaid-e-Azam, to free themselves from both the British and Hindu
domination.
4.This united struggle led to the creation of Pakistan on 14th
August 1947.
Generalization (Conclusion after discussion):
The struggle of Muslims in the Subcontinent, led by Quaid-e-
Azam, was based on their need for religious freedom,
independence, and a separate homeland, which finally resulted
in the birth of Pakistan.
✅ This stage connects students’ prior knowledge with new learning,
making the lesson meaningful
2.3 Stage III: Generalization
After discussion, the following generalizations are drawn:
1.The creation of Pakistan was based on the Two-Nation Theory.
2.The Muslims of the Subcontinent wanted to live their lives
according to the teachings of Islam.
3.Muslims had a distinct historical, cultural, and social heritage
that could only be protected and developed in a separate Muslim
state.

✅ This stage helps students see the big picture and summarize the main
reasons behind the creation of Pakistan.
2.4 Stage IV: Evaluation
i. Evaluation Questions
To assess learning outcomes, the teacher will ask students the following
questions:
1.What is the concept of Hindu nationality?
2.What is the basis of Muslim nationality?
3.What is meant by the Two-Nation Theory?
4.Why did Muslims of the Subcontinent demand a separate
homeland?
5.What were the political and social differences between Muslims
and Hindus?
6.In which provinces were Muslims in majority?
7.What were the important points of the Pakistan Resolution (1940)?
8.What were the important points of the Cripps Mission (1942)?
9.What was the role of Baluchistan and KPK in the creation of
Pakistan?
ii. Student Activities (at the end of the lesson)
Under the teacher’s guidance, students will:
a. Visit Minar-e-Pakistan and write down the text of the Pakistan
Resolution (1940) inscribed there.
b. Collect pictures showing the religious, social, and cultural life of
Muslims and Hindus.
c. Gather extracts of Quaid-e-Azam’s speeches and present them in
class.
d. Prepare a report justifying the creation of Pakistan.
e. On a map of the Subcontinent, fill in green color the areas where
Muslims were in majority, and outline another map of Pakistan.
f. Collect photographs of important leaders who played an active role in
the Pakistan Movement.

✅ This stage not only evaluates knowledge but also reinforces learning
through hands-on activities and patriotic engagement.
3. SELF ASSESSMENT QUESTIONS
1. What is the concept of lesson planning?
2. What are the important areas in lesson planning?
3. What is the need and importance of lesson planning?
4. What are the characteristics of a good lesson plan?
5. Describe the important stages of a lesson plan?
6. How to evaluate a lesson plan?
7. Prepare a lesson plan on “Independence Movement?
3. Self-Assessment Questions/Answers
1. What is the concept of lesson planning?
Lesson planning is a systematic process of preparing a teaching-learning
program in advance. It involves setting clear objectives, selecting
suitable content, deciding teaching methods, organizing learning
activities, and planning evaluation tools. It serves as a guide for the
teacher to conduct an effective, purposeful, and time-bound classroom
session.
2. What are the important areas in lesson planning?
The key areas include:
Objectives (knowledge, skill, attitude/values)
Instructional materials/resources
Content selection and organization
Teaching strategies and techniques
Student activities

Use of teaching aids/AV aids
Generalization/application
Evaluation methods
3. What is the need and importance of lesson planning?
Provides a clear roadmap for teachers.
Helps in achieving specific learning outcomes.
Ensures balanced coverage of content and activities.
Saves time and effort during classroom teaching.
Keeps the teaching process systematic and logical.
Helps in addressing individual differences among students.
Makes teaching more effective and goal-oriented.
4. What are the characteristics of a good lesson plan?
A good lesson plan is:
Clearly and neatly written.
Has a balance among objectives, content, methods, and evaluation.
States objectives in behavioral terms.
Builds on students’ prior knowledge/experiences.
Uses well-organized instructional materials.
Ensures active student participation.
Employs appropriate teaching aids.
Provides for assignments, references, and time management.
Includes evaluation techniques for feedback.
5. Describe the important stages of a lesson plan.
The stages are:
1.Preparation Stage – Setting objectives, selecting resources,
organizing content, identifying key concepts, and linking new with
prior knowledge.
2.Presentation Stage – Introducing the lesson, explaining concepts
through suitable methods, guiding activities, and encouraging
discussion.

3.Generalization/Application Stage – Helping students derive
conclusions and apply knowledge in real-life situations.
4.Evaluation Stage – Assessing students’ understanding and skills
through questions, tests, and activities.
6. How to evaluate a lesson plan?
A lesson plan can be evaluated through:
Clarity of objectives.
Relevance and organization of content.
Effectiveness of introductory and developing questions.
Student participation and engagement.
Success/failure of each part of the lesson.
Appropriateness of methods and teaching aids.
Achievement of expected learning outcomes.
Teacher’s own self-reflection (strengths, weaknesses,
improvements).
7. Prepare a lesson plan on “Independence Movement.”
Here’s a sample lesson plan:
Lesson Plan
Subject: Pakistan Studies
Class: IX
Topic: Independence Movement
Time: 45 minutes
Stage I – Preparation
Objectives
oKnowledge:
1.Understand the causes of the Independence Movement.
2.Know the role of Muslim leaders and organizations.
oSkill:
1.Draw outline maps showing areas of Muslim majority.
2.Prepare charts/speeches related to the movement.

oAttitude:
1.Develop patriotism and respect for sacrifices made.
Instructional Materials: Textbook, pictures of leaders, map of
Subcontinent, charts of Pakistan Resolution.
Stage II – Presentation
Introduction: Ask students what they know about 14th August and
23rd March.
Discussion/Teaching Points:
1.Role of “Two-Nation Theory.”
2.Social, cultural, and political differences.
3.Pakistan Resolution (1940).
4.Role of Muslim League and Quaid-e-Azam.
Activities: Students share extracts from speeches, highlight
sacrifices made, and mark maps.
Stage III – Generalization
Independence Movement was based on the Two-Nation Theory.
Muslims aspired to live according to Islam.
Creation of Pakistan was the only solution for preserving Muslim
identity.
Stage IV – Evaluation
Questions:
1.What was the Two-Nation Theory?
2.Why did Muslims demand a separate homeland?
3.What was the Pakistan Resolution?
Student Activity: Collect photos of leaders of Independence
Movement and write short notes on their role.

Ms.SajjdaLodhi Notes
B.Ed 4 Years
TEACHING OF PAKISTAN STUDIES
Course Code 8640
Unit–9 Evaluation in Pakistan Studies
CONTENTS
Introduction
Objectives.
Objectives of Evaluation in Pakistan Studies
1.1Basic Consideration needed to be taken in
View in Evaluation Programme.

2. Types of Tests in Teaching of Pakistan
Studies
2.1 Essay Type Tests
2.2 Types of Objective Items/Questions
2.3 Techniques of Evaluation in Teaching of
Pakistan Studies
2.4 Types of Evaluation Recommended in
Curriculum of Pakistan
Studies for Secondary School Students
3. Self Assessment Questions
4. References
INTRODUCTION
Evaluation is a continuous process that shows what is happening in
teaching and learning.
It helps in improving goals, teaching methods, and use of resources
effectively.
Without evaluation, objectives, content, and learning activities are
meaningless because their results cannot be measured.
This unit explains the evaluation of Pakistan Studies, including:
oThe objectives of evaluation.
oTypes of tests and techniques of evaluation.
oThe types of evaluation suggested in the curriculum.

Examples of essay-type and objective-type tests (from the
prescribed book) are given to support theory.
Teachers are also guided on how to prepare good objective-type
tests.
The unit also introduces techniques to assess students’ qualitative
aspects such as behavior and overall development.
OBJECTIVES
After studying this unit, Student will be able to:
a. Understand the objectives of evaluation in Pakistan Studies.
b. Identify different types of tests used in teaching Pakistan Studies.
c. Explain various evaluation techniques in Pakistan Studies.
d. Recognize the relevance and effectiveness of each evaluation
technique.
e. Describe the types of evaluation recommended in the Pakistan
Studies curriculum.
1Objectives of Evaluation in Pakistan Studies
Evaluation has a clear purpose: to improve teaching, curriculum, and
learning.
It helps to:
oFind out students’ learning problems.
oGuide teachers in preparing study material.
oCheck if a lesson or method is effective.
oSee if teaching materials are suitable and relevant.
oJudge the performance of students and teachers.
oIdentify problems faced by both students and teachers.
oMotivate students, create interest, and build healthy
competition.
oProvide proof for future performance and justify changes in
curriculum.

1.1Basic Points to Remember in Evaluation
It should be a continuous process (not one-time).
It should focus on student growth and progress.
It must show how much a student has improved.
Students should also take part in planning evaluation.
2. Types of Tests in Teaching of Pakistan Studies
For evaluation, teachers use different tests to measure students’ learning
and progress. The most important are achievement tests, which check
what students have learned from instruction. Achievement tests can be:
Standardized tests
Teacher-made tests (Essay type & Objective type)
2.1 Essay Type Tests
Used to measure learning outcomes that cannot be checked by
short/objective tests.
Test skills like remembering, organizing, analyzing, and critical
thinking.
Advantages:
Measure simple to complex reasoning.
Allow students to express and organize ideas.
Hard to guess answers.
Easy to prepare.
Encourage originality and critical thinking.
Disadvantages:
Scoring can be subjective and unreliable.
Time-consuming to check.
Cover fewer topics.
Suggestions for Improvement:

Focus on main ideas, not small details.
Write questions clearly.
Use them only when objective questions are not enough.
Should test higher-level thinking and specific learning goals.
Examples:
What factors led to the creation of Pakistan?
Why did the Cripps Mission fail?
What are the goals of an Islamic state?
2.2 Objective Type Tests
Solve problems of essay tests like subjectivity and limited coverage.
Easy to score, reduce guessing and can cover more topics.
Require short and clear answers.
Types of Objective Tests:
1.Short Answer Questions – Direct, brief answers.
Example: What were the features of the Lahore Resolution
(1940)?
2.True/False Questions – Quick to answer but must be carefully
written.
oExample: The war of independence 1857 was an organized
struggle. (T/F)
3.Multiple Choice Questions (MCQs) – One correct answer among
options.
oExample: The future capital of Pakistan (1962 Constitution)
was — (Karachi, Lahore, Rawalpindi, Islamabad).
4.Matching Questions – Match events, dates, people, or causes with
effects.
oExample: Match Pakistan Resolution → 1940.
5.Completion Questions – Fill in blanks with specific information.
oExample: The central bank of Pakistan is _______.

??????
In short:

Essay tests → Good for critical thinking but hard to mark.
Objective tests → Easy to mark, cover more content, but require
skill to prepare.
2. Types of Tests in Teaching of Pakistan Studies
For evaluation, teachers use different tests to measure students’ learning
and progress. The most important are achievement tests, which check
what students have learned from instruction. Achievement tests can be:
Standardized tests
Teacher-made tests (Essay type & Objective type)
2.1 Essay Type Tests
Used to measure learning outcomes that cannot be checked by
short/objective tests.
Test skills like remembering, organizing, analyzing, and critical
thinking.
Advantages:
Measure simple to complex reasoning.
Allow students to express and organize ideas.
Hard to guess answers.
Easy to prepare.
Encourage originality and critical thinking.
Disadvantages:
Scoring can be subjective and unreliable.
Time-consuming to check.
Cover fewer topics.
Suggestions for Improvement:
Focus on main ideas, not small details.
Write questions clearly.

Use them only when objective questions are not enough.
Should test higher-level thinking and specific learning goals.
Examples:
What factors led to the creation of Pakistan?
Why did the Cripps Mission fail?
What are the goals of an Islamic state?
2.2 Objective Type Tests
Solve problems of essay tests like subjectivity and limited
coverage.
Easy to score, reduce guessing and can cover more topics.
Require short and clear answers.
Types of Objective Tests:
1.Short Answer Questions – Direct, brief answers.
oExample: What were the features of the Lahore Resolution
(1940)?
2.True/False Questions – Quick to answer but must be carefully
written.
oExample: The war of independence 1857 was an organized
struggle. (T/F)
3.Multiple Choice Questions (MCQs) – One correct answer among
options.
oExample: The future capital of Pakistan (1962 Constitution)
was — (Karachi, Lahore, Rawalpindi, Islamabad).
4.Matching Questions – Match events, dates, people, or causes with
effects.
oExample: Match Pakistan Resolution → 1940.
5.Completion Questions – Fill in blanks with specific information.
oExample: The central bank of Pakistan is _______.

??????
In short:
Essay tests → Good for critical thinking but hard to mark.

Objective tests → Easy to mark, cover more content, but require
skill to prepare.
2.3 Techniques of Evaluation in Pakistan Studies
Tests alone cannot measure all aspects of student learning. Teachers
also use different evaluation techniques to understand students’ growth,
behavior, and attitudes.
Main Techniques:
1.Observation
oTeacher watches students’ behavior carefully.
oTwo types:
Checklist (count how many times a behavior happens).
Running notes (describe behavior with context).
oMust be objective, record quickly, and avoid wrong
judgments.
2.Anecdotal Records
oShort, factual notes of student behavior.
oHelps track attitudes, interests, and personality over time.
oShould be specific, dated, and free from teacher’s bias.
3.Conferences with Students
oPrivate talks between teacher and student.
oHelp reveal hidden problems, attitudes, and interests.
oBuilds trust and may help students solve their own issues.
4.Case Studies
oA detailed study of one student.
oIncludes background, family, health, school performance, and
behavior.
oTime-consuming, so used for selected cases only.
oHelps teachers deeply understand student problems.
5.Role Playing (Socio-drama)
oStudents act out roles in historical or social situations.
oReveals their understanding, attitudes, and behavior.
oHelps develop personality, interest, and problem-solving.

oTeacher should guide, choose capable students, and allow
discussion afterward.
6.Sociometric Method
oStudies relationships in a class (who is liked, who is a leader,
who is isolated).
oResults shown in a sociogram (diagram of relationships).
oUseful for group work, seating, and planning activities.
oTeachers should avoid quick judgments because groups
change over time.
7.Cumulative Record
oA permanent record of each student’s progress.
oIncludes attendance, family background, health, marks, test
results, activities, and talents.
oHelps identify strengths, weaknesses, and problems.
oUseful for teachers, counselors, and parents to understand
student’s past and future performance.

??????
In short:
Tests measure knowledge, but techniques (like observation,
records, conferences, role play, etc.) help understand students’
behavior, attitudes, and overall development.
Types of Evaluation Recommended in
Pakistan Studies Curriculum (Secondary
Level IX–X):
2.4 Types of Evaluation
The curriculum suggests using different methods to check students’
knowledge, skills, and attitudes in Pakistan Studies.
(i) Tests:
Simple objective tests (short answers, MCQs, true/false).
Objective + essay type tests (mix of both).

(ii) Assessment (Practical Skills):
Filling details in outline maps.
Drawing maps and charts.
Playing roles (role play, drama).
Doing projects with good skill and attitude.
Preparing population charts.
Collecting data.
Completing group and individual assignments.
(iii) Observation (Behavior & Attitude):
Interest in preparing chronological charts.
Performance in debates and dramas.
Attitude while giving speeches.
Care for plants and trees.
Interest in discussing national issues.
Behavior during field visits.
Enthusiasm in cultural shows.
Voluntary service for the community.
In short:
??????
Teachers should evaluate students in three ways:
1.Tests → knowledge.
2.Assessment → practical skills.
3.Observation → attitudes and behavior.
3. SELF ASSESSMENT QUESTION
1. What are the objectives of evaluation in Pakistan Studies?
2. What basic considerations are needed to be taken in view in
evaluation?
3. What are merits and limitations of essay type tests?

4. What are different types of objectives tests? Support your answer
with examples.
5. What are the merits and limitations of objective type tests?
6. What are different types of techniques in teaching of Pakistan
Studies?
7. What types of evaluation have been suggested in the curriculum of
Pakistan Studies?
8. Write comprehensive notes on the following:
a. Observation
b. Case studies
c. Conference with student
d. Cumulative record
3. SELF ASSESSMENT QUESTION/Answers
1. What are the objectives of evaluation in Pakistan Studies?
To find out students’ learning problems.
To guide teachers in preparing useful study material.
To check if teaching methods and lessons are effective.
To see if study materials are suitable and relevant.
To judge the performance of both students and teachers.
To identify problems faced by students and teachers.
To motivate students, create interest, and develop competition.
To provide proof for future performance and support curriculum
changes.
2. What basic considerations are needed to be taken in view in
evaluation?
Evaluation should be a continuous process.

It should focus on student growth and progress.
It must show how much a student has improved.
Students should also be involved in planning evaluation.
3. What are merits and limitations of essay type tests?
Merits (advantages):
Good for testing deep knowledge and understanding.
Helps check expression, reasoning, and creativity.
Encourages students to organize and present ideas.
Limitations (disadvantages):
Takes more time to check.
Marking may not be fair (depends on examiner’s mood).
Covers only a small part of the syllabus.
4. What are different types of objective tests? Support your answer with
examples.
1.Multiple Choice Questions (MCQs): Choose the correct answer
from options.
Example: Pakistan got independence in (a) 1940 (b) 1945 (c) 1947
(d) 1950 → Answer: 1947.
2.True/False: Decide whether a statement is correct or not.
Example: Quaid-e-Azam was the first Prime Minister of Pakistan.
(True/False)
3.Matching Items: Match two related columns.
Example: Match leaders with their role.
4.Fill in the Blanks: Complete the sentence with the correct word.
Example: The capital of Pakistan is _______.
5.Short Answer Type: Answer in one word or a short phrase.
Example: Who presented the Lahore Resolution? → A.K. Fazlul
Haq.

5. What are the merits and limitations of objective type tests?
Merits:
Easy to check and more reliable.
Covers large part of the syllabus.
Removes examiner’s bias.
Saves time for both teacher and student.
Limitations:
Cannot test deep knowledge or creativity.
Students may guess answers.
Preparing good objective questions takes time.
6. What are different types of techniques in teaching of Pakistan
Studies?
Tests: Essay type, objective type, or mixed.
Observation: Watching students’ interest, participation, and
behavior.
Assignments/Projects: Individual and group work like making
charts, maps, or reports.
Case Studies: Studying real-life examples or problems.
Conferences/Interviews: Talking with students to understand their
views.
Cumulative Record: Keeping a record of overall student progress.
7. What types of evaluation have been suggested in the curriculum of
Pakistan Studies?
1.Tests:
oSimple objective type tests.
oObjective + essay type tests.
2.Assessment:

oSkills in maps, charts, projects, population charts, data
collection, assignments.
oRole plays and cultural activities.
3.Observation:
oStudents’ interest in debates, dramas, speeches, field visits,
national issues, and voluntary work.
8. Write comprehensive notes on the following:
a. Observation
A technique where teachers watch students’ activities, interest, and
behavior.
Helps to understand students’ attitudes, teamwork, and
participation.
Example: Observing students in debates, dramas, or social service.
b. Case Studies
Detailed study of a particular student, problem, or event.
Helps to understand difficulties faced by students in learning.
Useful for finding solutions to specific problems.
c. Conference with Student
A personal meeting between teacher and student.
Helps to discuss problems, give guidance, and motivate the
student.
Builds trust and improves teacher-student relationship.
d. Cumulative Record
A complete record of student’s progress in studies, activities, and
behavior over time.
Includes test results, assignments, interests, attitudes, and social
behavior.

Helps in understanding the overall growth of the student.

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