Allama iqbal Open University

Name AMRA SARWAR

Reg No. 99PCL2164

Course. TEACHING OF PAKISTAN STUDIES

Course Code. 6511

Semester. AUTUMN 2022

Program. MA teacher education

Assignment No. 02

Q.1 Discuss the classification of assignment. How can a good assignment be

written?

Answer

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Classification

Classification is a way to organize the data in categories so that this data can be
used in an efficient manner to obtain the best results. When the data classification
is done properly, one can use the data in the best way. This data can be used to
manage risk, compliance and legal discoveries. The data is required at any point
in time and irrespective of the situation. The most critical part of the data
classification is that you would require a security code post classification so that
only authorized persons can view the data. The data would be classified based on
its sensitivity.

How is Data Classified

Data is of 3 types

▪ Restricted data: When the data is restricted, only authorized user who has
permission to view the data can gain access to it. For instance, the
university data would be classified as restricted data. This data can be
accessed by the concerned person using a password. As this information is
secured, so not everyone will have access to view this data.

▪ Private data: This is the data that is not exposed to be viewed by the public.
This must be kept secured and safe.
 ▪ Public data: The data can be viewed by the people, but there are no changes
made to it without the permission of the concerned person.

In statistics, the data are classified into the following four types. These include:

▪ Geographical classification: In this type of classification, the data would

be classified based on the area and place. This type of classification is
called areal or spatial classification. The data would be distributed in terms
of the area such as country, state, district and zone. To refer to the data
quickly for ranking, the data has to be arranged in alphabetical order or the
size of the frequencies. This classification is carried out for the data that is
distributed across the geography, i.e. based on the population, mineral
resources, sales, students of the universities, production, etc.

▪ Chronological classification: The gathered data would be classified based

on the time the incident occurred. The data that is obtained in this
classification is known as time series. In this type of classification, the data
is classified for a certain duration of time by population, sales result,
production, etc. The data would be arranged with the earliest or the latest
period.

▪ Qualitative classification: The data is classified based on the descriptive

character or based on sex, literacy, honesty, intelligence, religion, eyesight,
etc. This type of classification is known as descriptive classification. This
type of classification is divided into two groups such as deaf, non-deaf,
blind and non-blind.

▪ Quantitative classification: The data gathered would be classified based on

income, market, expenditure, profits, loss, height, weight, price,
production and so on.
Q.2 Explain the role of Pakistan Studies teacher in national integration. What
measures sould be taken for their continuous professional development?

Answer

National integration is the mean by which the people constituting a nation are
brought together so that the whole people are unified by the leadership on the basis
of their common system of symbols and institutions which these groups select,
standardize, maintain arid transmit from generation to generation. National
integration has two important aspects; firstly, the existing pattern of state and
government and secondly; the formation and development of the character, mind
and consciousness of every individual or citizen on the basis of the common ideals,
values, norms, laws, beliefs and customs.

Pakistan has a traditional society which is full of several kinds of inequalities and
various kinds of prejudices and discriminations based on caste, creed, race, tribe,
sex, wealth language etc. So in these circumstances Pakistani nationalism is the
only ideology of the Pakistani nation. Its ideal and principles are love and devotion
to Pakistan as a country and as a nation. Pakistani patriotism inspires all Pakistanis,
regardless of any discrimination, to defend Pakistan against all challenges ot its
unity, solidarity and integrity. The principles of Pakistani nationalism were
proclaimed by Quaid-e-Azam in his speech at Dhaka on 21 March, 1948, in which
he said

You belong to a Nation now, you have now carved out a territory, vast territory, it
is all yours; it does not belong to a Punjabi, or a Sindhi, or a Pathan, [or a Balochi]
… it is yours.
These words of Quaid-e-Azam are the true essence of Pakistani nationalism and
are the real basis of Pakistan’s unity, solidarity and integrity. But it is a misfortune
of Pakistan that since the death of Quaid-e-Azam it did not always have a
dedicated political leadership and love of democratic practices.

Pakistani nationalism had taken shape in the minds of the Muslims of the Sub
Continent long before Pakistan actually came into existence. An ideology acquired
territorial recognition to let the Islamic way of life flourish within its parameters.
Preaching the same lesson of nationalism Quaid-e-Azam, during the presidential
address to the Constituent Assembly on 11 August, 1947, said

Work together in a spirit that everyone of you, no matter to what community he

belongs, … no matter what is his colour, caste or creed, is first, second and last a
citizen of his State with equal rights, privileges and obligations…. I cannot
emphasize it too much. We should begin to work in that spirit and in course of time
all these angularities of the majority and minority communities… will vanish…
Your may belong to any religion or caste or creed – that has nothing to do with the
business of the state… We are starting with the fundamental principle that we are
all citizens and equal citizens of one State.”

National Integration is the “will” of the people to live together which comes from
sharing common ideals, culture, language, tradition, history, religion, custom etc.
This “will”, however, is not to be taken for granted, a blunder committed by our
earlier leadership. Unfortunately, they became self-satisfied, relying too heavily on
religious factor which they thought no Pakistani could afford to violate. The fact is
the national identity is one thing and national integration quite another. The
identity factor is individualistic in character while the integration is a state that is
achieved through the merger of individual identities, May be that national identity
once acquired by an individual is hard to erase from his psyche. National
Integration, however once it gets out of hand is difficult to restore.

The forces that tend to subvert the “will” of the people of a nation to live together
are cultural, ethnic and economic. When a culture with its languages, customs,
religions and other exclusive features fails to find roots in a society, it tends to
develop its own separate identity. Ethnicity is a basic human prejudice which can
be ignited by the fiery speeches of the charismatic leader. Once crimes against the
humanity are committed in the name of race, creed and cult, a chain reaction sets in
that ends up in death and destruction of the millions. Economic deprivation and
exploitation of one section of a nation by the other brushes the national respect and
honour aside and struggle for the control of material means starts off. The main
casualty under all these circumstances is the national integration.

There is need to develop a Pakistani nationhood which should give people the
feeling that despite regional differences, they form a people destined for common
statehood. Diverse groups may also continue in a common state for reasons of
economic and other advantages but if the advantage is uncertain and solidarity
missing, the state will have to rely mainly on aggressive power to maintain itself.
The people of Pakistan have an important role to play in national integration.
These include intellectuals, media people, educationaists, students and people of all
provinces. Sincerity of approach and purpose is the most vital element of success.
The ruling party must evolve an identity of its own which should inspire faith,
hope and confidence. It must follow the unifying parth of democracy. All threats to
national solidarity must be faced courageously. Parochialism and regionalism must
be replaced by national integration and cohesion. This is only possible through
mutual understanding and co-operation, tolerance and unity in diversity and a
policy of mutual respect.
Q.3 Highlight the need and importance of instructional resources. Discuss the
utilization of library resources in the teaching of Pakistan Studies.

Answer

As an individual who imparts knowledge and education, your chief responsibility

as a teacher is to make the little ones learn, develop, and grow mentally. This is
imperative in their formative years if they are to become capable and productive
social citizens going forward. Your teaching will play a very important role in
shaping their personalities. Not to mention the equally significant factor of your
students imbibing knowledge and getting equipped with the right life skills.

Instructional materials about K-12 content play a significant role in helping the
child learn and develop mentally. This applies to classroom training where you
are physically present before your student, or conducting a virtual setting.
Pictorial, colourful instructional materials, along with regular textbooks and
workbooks, ensure the child is fully engaged and finds all the learning topics
interesting enough.

You could just state facts verbally or write a few lines on the blackboard or
whiteboard as part of your teaching technique. Or, you could use colourful
teaching aids and instructional materials that are interactive and fun. Certainly,
the latter is more useful in explaining basic principles and teaching the young
ones their subjects.
 In this blog, we will discuss in some detail the use of instructional materials for
K12 content. We will also assess their importance and benefits in the life of your
pupils.

Types of Instructional Materials

Fortunately, creative teachers across the length and breadth of our country have
come up with numerous instructional materials. These serve as teaching aids and
help change the K12 educational content from drab and boring to fun and
mentally fascinating. Always appealing to the interests of the little ones, this
teaching sometimes aids and also mentally stimulates and challenges the students,
particularly in higher grades.

Some broad categories of instruction materials are:

Print Materials

• Books - Based on subject fundamentals, differentiated instructions, student

activities, skills practice

• Reference books - Includes maps, research and discovery, atlas, vocabulary

builders

• Workbooks: Supplementing with STEM (science, technology, engineering, and

math) curriculum

• Practice sets - Exercises based on mathematics, science, grammar, writing, and

reading and language skills

Electronics, Technology, and Media Devices

• Microscopes
• Binoculars and telescopes

• Calculators

• Audiovisual media

• CD and cassette players

• Microphones

• Computers

Visualisations and Graphics

• Graphic Organisers: Graphs, diagrams, flow charts, tables, and visual

explanations of statistics

• Infographics: Text-based or image-based infographics explaining breaking down

concepts, statistics

Games and Interactive Resources

• Puzzles and brainteasers

• Role-play

• Games

Broadly speaking, you could have audio or visual teaching aids as instructional
materials to use in your regular classes. Or, these could be a combination of
audiovisual cues and material. Sometimes, pictorial material that is attractively
drawn and painted helps with object recognition in the initial stages of education,
for instance, in kindergarten through first and second grades. Of course, when
you combine pictorial instructional material with audiovisual cues, the child
learns not only the object’s name, but also its spelling and correct pronunciation.
 Then, there are the more interactive quizzes and games that act as excellent
instructional materials as well. In fact, kids have such fun playing with these that
retention of content and information becomes very easy. These games are also
competitive in nature, and thereby naturally motivate the young pupils to do their
best. In the process, they end up learning more thoroughly.

Advantages of Instruction Materials

But how exactly are such instructional materials more advantageous than regular
teaching?

Regular blackboard or whiteboard teaching easily becomes monotonous for the

child after a period of time. Listening to teachers drone on about various topics
for 5 to 6 hours every day can become tedious for the most patient of us adults.
Needless to say, children have relatively smaller attention spans.

Instructional materials are used in classes because of the following advantages

they provide:

• They take away some of the monotony in the class & offers content that makes
students sit up and take notice

• They arouse curiosity and make the child want to know and learn more.

• They are more interactive and engage students in a fun language they understand.

• The bright colours and quirky background music (in the case of audiovisual
content) make the topics appealing to watch and listen to.
• There are also quizzes, charts, and presentations that do their job for the higher
grades. Again, these are all unique, interesting ways of imparting education and
providing information than merely using a whiteboard.

When teachers use such teaching aids as instructional materials, they essentially
add a lot of quality and raise the fun quotient of their teaching. For students, there
are various factors that appeal to their young minds. These are the visual
attractiveness of colourful posters, the joy of listening to audiovisual content, and
the mental stimulation of completing quizzes and games in a group. All of this
makes learning much more fun, effective, and overall less uninteresting and
tiresome.

Q.4 Prepare a four stage lesson plan of "Tehreek e Khilifat".

Answer

Sectarian violence in Pakistan refers to attacks and counter-attacks against

people and places in Pakistan motivated by antagonism toward the target's sect,
usually a religious extremist group. Targets in Pakistan include
the Shia, Barelvis, Sunnis, Sufis, Ahmadis, Hindus and small groups of Deobandis.
As many as 4,000 people are estimated to have been killed by Shia-Sunni sectarian
attacks in Pakistan between 1987–2007. And since 2008, thousands of Shia have
been killed by Sunni extremists according to Human Rights Watch (HRW). One
significant aspect of the attacks in Pakistan is that militants often target Sunni and
Shia places of worship during prayers in order to maximize fatalities and to
"emphasize the religious dimensions of their attack".[ Human Rights Watch also
states that in 2011 and 2012, Pakistan minority groups including Hindus, Ahmadi,
and Christians "faced unprecedented insecurity and persecution in the
country". Attacks on Sufi shrines by Salafis have also been reported.
Among those blamed for the sectarian violence in the country are mainly Deobandi
militant groups, such as the Sipah-e-Sahaba (SSP), the Tehrik-e-Taliban
Pakistan (TTP), and Jundallah (affiliates of Islamic State of Iraq and the Levant).
Tehrik-i-Taliban Pakistan "has claimed responsibility for most of the attacks" on
Shia according to Human Rights Watch. Salafi militant groups are also blamed for
attacks on Shias, Barelvis and Sufis.

Religions and sects

Shia and Sunni

Estimates of the size of the two largest religious groups in Pakistan vary.
According to the Library of Congress, Pew Research Center, Oxford
University, the CIA World Factbook,[ and other experts, adherents of Shi'a Islam
in Pakistan make up between 9-15% of the population of Pakistan while the
remaining 70–75%are Sunni.

Pakistan, like India, is said to have at least 16 million Shias. Globally, Shia Islam
constitutes 10–20% of the total Muslims, while the remaining 80%–90% practice
Sunni Islam. Of the Sunni, the majority follow the Barelvi school, while 15-25%
follow the Deobandi school of jurisprudence.

Ahmadi and Sunni

An estimated 0.22%-2.2% of the population are Ahmadi, who were designated

'non-Muslims' by a 1974 constitutional amendment, although they consider
themselves Muslims, due to pressure from Sunni extremist groups.

Other groups

Hinduism is the second largest religion in Pakistan after Islam, according to the
1998 Census. Non-Muslim religions also include Christianity, which has 2,800,000
(1.6%) adherents as of 2005. The Bahá'í Faith claims 30,000, followed
by Sikhs, Buddhists and Parsis, each claiming 20,000 adherents, and a very small
community of Jains.

Intra-Muslim sectarianism

Barelvis

Barelvis form the majority within the Sunni sect, while the Deobandis form 15-
25%. However, the Barelvis have been targeted and killed by Deobandi groups in
Pakistan such as the TTP, SSP, and Lashkar-e-Taiba. Suicide attacks, vandalism
and destruction of sites considered holy to those in the Barelvi movement have
been perpetrated by Deobandi extremist groups. This includes attacks, destruction
and vandalism of Data Darbar in Lahore, Abdullah Shah Ghazi's tomb in Karachi,
Khal Magasi in Balochistan, and Rahman Baba's tomb in Peshawar. The murder of
various Barelvi leaders have also been committed by Deobandi terrorists.

Barelvi clerics claim that there is a bias against them in various Pakistani
establishments such as the DHA, who tend to appoint Deobandi Imams for
mosques in their housing complexes rather that Barelvi ones. Historical landmarks
such as Badshahi Masjid also have Deobandi Imams, which is a fact that has been
used as evidence by Barelvi clerics for bias against Barelvis
in Pakistan. The Milade Mustafa Welfare Society has asserted that the Religious
Affairs Department of DHA interferes with Human Resources to ensure that
Deobandi Imams are selected for mosques in their housing complex.

In April 2006, the entire leadership of two prominent Barelvi outfits, the Sunni
Tehreek and Jamaat Ahle Sunnat were killed in a bomb attack in the Nishtar Park
bombing, in Pakistan's largest city and business hub Karachi. On 12 June
2009, Sarfraz Ahmed Naeemi, a prominent cleric of the Barelvi sect and outspoken
critic of the Tehrik-i-Taliban Pakistan was killed in a suicide bombing. Between
2005 and 2010, hundreds of Barelvi sect members have been killed in more than
70 suicide attacks at different religious shrines.

Shias

After the demise of Jinnah, the prime minister of Pakistan, Nawabzada Liaquat Ali
Khan, allied with the ulema and passed the Objectives Resolution and adopted the
Islam as state religion. Jinnah's appointed law minister, Jogendra Nath Mandal,
resigned from his post. Shias of Pakistan allege discrimination by the Pakistani
government since 1948, claiming that Sunnis are given preference in business,
official positions and administration of justice. Although the sectarian hateful
literature has been pouring into Punjab since Shah Abd al-Aziz wrote his Tuhfa
Asna Ashariya, however, major incidents of anti-Shia violence began only after
mass migration in 1947. Many students of Molana Abdul Shakoor Farooqi and
Molana Hussain Ahmad Madani migrated to Pakistan and either set up seminaries
here or became part of the Tanzim-e-Ahle-Sunnat (TAS) or Jamiat Ulema-i-Islam
(JUI). They travelled through the length and breadth of the country and called for
attacks on Azadari and wrote books and tracts against it. Among them were:
Molana Noorul Hasan Bukhari, Molana Dost Muhammad Qureshi, Molana Abdus
Sattar Taunsavi, Molana Mufti Mahmood, Molana Abdul Haq Haqqani, Molana
Sarfaraz Khan Safdar Gakharvi, and Molana Manzoor Ahmad Naumani. The
sectarian clashes of Lucknow had attracted zealous workers of religious parties
from Punjab and KPK, but with influx of sectarian clergy, the religious
sectarianism and narrow-mindedness of UP was injected to Sufism-oriented Punjab
and Sindh.

In the 1950s, Tanzim-e-Ahle-Sunnat started to arrange public gatherings all over

Pakistan to incite violence and mock Shia sanctities. TAS issued an anti-Shia
monthly, called Da’wat. In Muharram 1955, attacks took place on at least 25
places in Punjab. In 1956, thousands of armed villagers gathered to attack Azadari
in the small town of Shahr Sultan, but were stopped by Police from killing. On 7
August 1957, three Shias were killed during an attack in Sitpur village. Blaming
the victim, TAS demanded that government should ban the thousand years old
tradition of Azadari, because it caused rioting and bloodshed. In May 1958, a Shia
orator Agha Mohsin was target-killed in Bhakkar. Police needed to be appointed to
many places, the scenario became more like in the pre-partition Urdu Speaking
areas. It is important to note here that the Shia ulema were becoming part of
religious alliances and not supporting secularism. The syllabus taught at Shia
seminaries does not include any course on the history of the subcontinent. Shia
clerics don't have an independent political vision: they were strengthening the
puritanism which was going to deprive Shias of basic human rights, like equality,
peace and freedom.

Ayyub Khan enforced Martial Law in 1958. In the 1960s, Shias started to face
state persecution when Azadari processions were banned at some places and the
ban was lifted only after protests. In Lahore, the main procession of Mochi gate
was forced to change its route. After Martial Law was lifted in 1962, anti-Shia hate
propaganda started again, both in the form of books and weekly papers. The
Deobandi organisation, Tanzim-e-Ahle-Sunnat, demanded the Azadari to be
limited to Shia ghetto's. Following Muharram, on 3 June 1963, two Shias were
killed and over a hundred injured in an attack on Ashura procession in Lahore. In a
small town of Tehri in the Khairpur District of Sindh, 120 Shias were slaughtered.
The press did not cover the incidents properly, as the identity of both the
perpetrators and the victims, and their objective was concealed. On 16 June, six
Deobandi organisations arranged a public meeting in Lahore where they blamed
the victims for the violence. In July, a commission was appointed to inquire into
the riots. Its report was published in December that year, but it too did not name
any individual or organisation. Nobody was punished. Mahmood Ahmad Abbasi,
Abu Yazid Butt, Qamar-ud-Din Sialvi and others wrote books against Shias.

In 1969, Ashura procession was attacked in Jhang. On 26 February 1972, Ashura

procession was stone pelted on in Dera Ghazi Khan. In May 1973, the Shia
neighbourhood of Gobindgarh in Sheikhupura district was attacked by Deobandi
mob. There were troubles in Parachinar and Gilgit too. In 1974, Shia villages were
attacked in Gilgit by armed Deobandi men. January 1975 saw several attacks on
Shia processions in Karachi, Lahore, Chakwal and Gilgit. In a village Babu Sabu
near Lahore, three Shias were killed and many were left injured.

On the other hand, Mufti Mahmood, Molana Samiul Haq, Ihsan Illahi Zaheer and
others wrote and spoke furiously against Shias. Molana Samilul Haq wrote in the
editorial of Al-Haq magazine:

"We must also remember that Shias consider it their religious duty to harm and
eliminate the Ahle-Sunna .... the Shias have always conspired to convert Pakistan
to a Shia state ... They have been conspiring with our foreign enemies and with the
Jews. It was through such conspiracies that the Shias masterminded the separation
of East Pakistan and thus satiated their thirst for the blood of the Sunnis".

The liberation struggle of Bangladesh was instigated by economic and cultural

grievances, not religion. The religious reality is that the Shia population of
Bangladesh was less than 1%, and similarly the Mukti Bahni was pre-dominantly
Sunni. The members of Al-Badr and Al-Shams, the jihadi militias set up by
Pakistan armed forces to crush the Bengali fighters, were recruited from Jamaat-i-
Islami and followed wahhabist form of Islam preached by followers of Syed
Ahmad Barelvi and Shah Ismael Dihlavi. Shias of Pakistan form a small minority
in civil and military services and they too try to downplay their religious identity
for fears of discrimination.

After Zia's takeover in 1977, the influence of socialism and modernism started to
wane and religious parties felt empowered by Zia's islamization program. They
began to recruit workers and volunteers. In February 1978, Ali Basti, a Shia
neighborhood in Karachi, was attacked by a Deobandi mob and 5 men were
killed. Next Muharram, in 1978, Azadari processions were attacked in Lahore and
Karachi leaving 22 Shias dead. After Soviet Union invaded Afghanistan in 1979,
the country became a safe haven for Shia phobic militants. They could now train in
the name of Afghan Jihad, kill Shias and go to Afghanistan in hiding. The number
of hate crimes against the Shias increased. During Muharram 1980, the Afghan
Refugees settled near Parachinar attacked Shia villages and in 1981, they expelled
Shias from Sada. At that time, Kurram Militia was employed in Kurram Agency
and they successfully contained this violence. In 1983, Shias neighbourhoods of
Karachi were attacked on Eid Milad-un-Nabi. 94 houses were set on fire, 10 Shias
were killed. On Muharram 1983, there were again attacks on Shias in Karachi. On
6 July 1985, police opened fire on a Shia demonstration in Quetta, killing 17 Shias.
Shias responded and 11 attackers were killed. According to police report, among
the 11 attackers who died in the clash only 2 were identified as police sepoys and 9
were civilian Deobandis wearing fake police uniforms. In Muharram 1986, 7 Shias
were killed in Punjab, 4 in Lahore, 3 in Layyah. In July 1987, Shias of Parachinar,
who were ready to defend, were attacked by the Afghan Mujahideen again and as a
result, 52 Shias and 120 attackers lost their lives. In 1988, Shia procession was
banned in Dera Ismail Khan and 9 unarmed Shia civilians were shot dead while
defying the ban. The government had to restore the procession. In the 1988 Gilgit
Massacre, Osama bin Laden-led Sunni tribals assaulted, massacred and raped Shia
civilians in Gilgit after being inducted by the Pakistan Army to quell a Shia
uprising in Gilgit.

It is important to note here that it was not Zia, but Liaquat Ali Khan who had
patronised the perpetrators of Lucknow sectarianism and started the process of
Islamization. Ayyub Khan not only alienated Bengalis but also promoted a
historical narrative of Ghulam Ahmad Pervaiz, a conspiracy theorist who attacked
Shias in his books like Shahkaar-e-Risalat. Long before Zia, the two-nation theory
of Jinnah had been attributed to Ahmad Sirhindi and Shah Waliullah. These hate
preachers were presented as heroes and real founders of Pakistan in Syllabus.

Other significant event was the Islamic revolution of Iran. It indirectly

strengthened the Islamists in Pakistan. Molana Maududi's Jamaat-e-Islami shared
common ideas of political Islamism. They were the first to support it and publish
Khomeini's writings and speeches in Pakistan. Shias did not support this revolution
until 1985, when Molana Arif al-Hussaini assumed leadership of the Shia
organisation Tehreek-e-Jafariya. Molana Manzoor Ahmad Naumani had been
writing against Jamaat-e-Islami for long time. Fearing that this revolution might
actually empower Jamaat-i-Islami and the Shias, he obtained funding from Rabta
Aalam-i-Islami of Saudi Arabia and wrote a book against Shias and Khomeini.
Meanwhile, Molana Nurul Hasan Bukhari and Attaullah Shah Bukhari had died
and Taznim-e-Ahle-Sunnat (TAS) was in a bad shape. The need for its re-
organization was met by another Deobandi cleric of lower rank, Molana Haq
Nawaz Jhangvi from Punjab. With same ideology and support base, he chose the
name Anjuman Sipah-e-Sahaba (ASS) and later changed it to Sipah-e-Sahaba
Pakistan (SSP).

Just as the Soviet forces were leaving Afghanistan, a wave of civil disobedience
and protests erupted in Kashmir. Pakistan decided to send in the Jihadis trained for
Afghan Jihad. The followers of Syed Ahmad Barelvi's puritanical form of Islam
were trained at Balakot, the place where he was killed while fleeing the joint Sikh-
Pashtun attack in 1831. New organisations, like Hizbul Mujahideen, were set up,
but their members were drawn from the ideological spheres of Deobandi
seminaries and Jamaat-e-islami. This made matters worse for Shias in Pakistan, as
the jihadis trained for Kashmir used to come home and act as part-time sectarian
terrorists. The state initially turned a blind eye. Sipah-e-Sahaba became more
lethal, and the incidents of Shia killing became more organised and more targeted.
Shia intellecticide began in the 1990s: doctors, engineers, professors, businessmen,
clerics, lawyers, civil servants and other men of learning were being listed and
murdered. Mainstream media, either under fear of jihadists or out of ideological
orientation of majority of journalists, chose to hide the identity of Shia victims and
create false binaries which made it difficult for the people to understand the gravity
of the situation and researchers and human rights activists to gather the correct data
and form a realistic narrative. Another tactic deployed for this strategy of
confusion was to change the names of sectarian outfits: in the 1980s Tanzim-e-
Ahlesunnat (TAS) had come to be known as Sipahe Sahaba (SSP), in the 1990s a
new umbrella was set up under the name of Lashkar-e-Jhangvi (LeJ), whose
members, if caught red-handed, were supported by SSP's lawyers and funding.

In 2001, after the September 11 attacks on the Twin Towers in the United States,
Pakistan decided to join America in her war against terrorism. President Musharraf
banned Lashkar-e-Jhangvi and Sipah-e-Muhammad. In October 2001, Mufti
Nizam al-Din Shamzai, a renowned Deobandi religious authority, issued
a fatwa calling for Jihad against the US and Pakistani States[This fatwa justified
means by ends and apostatised government employees as infidels. The fourth point
of the fatwa reads:
"All those governments of the Muslim countries who side with America in this
crusade, and putting on their disposal the land and resources, or sharing
intelligence with them, are no more legitimate. It is a duty of every Muslim to
bring these governments down, by any means possible"

Q.5 What are the different types of tests used in the teaching of Pakistan
Studies? How are they evaluated?

Answer

PAKISTAN Studies is a subject that aims at enhancing students' knowledge about

history, culture and geography of Pakistan and to inculcate patriotism in the hearts
of students so that they may become a good citizen.

Although Pakistan Studies is a compulsory subject from Class IX up to the

university level, it is an astonishing fact that many of the students are unaware of
important historical figures and events.

Even if they know some, it's just the names of some of the famous personalities
and not the details about their achievements, life and causes of success or downfall.

The books on Pakistan Studies of different levels cover the topics which are
repeated in all of them.

There is no need to teach about those selected topics at each level. Instead the need
is to include more topics, which could be informative, as well as beneficial, for the
students.

Different Types of Testing

There are four types of testing in schools today — diagnostic, formative,
benchmark, and summative. What purpose does each serve? How should parents
use them and interpret the feedback from them?

1. Diagnostic Testing

This testing is used to “diagnose” what a student knows and does not know.
Diagnostic testing typically happens at the start of a new phase of education, like
when students will start learning a new unit. The test covers topics students will be
taught in the upcoming lessons.Teachers use diagnostic testing information to
guide what and how they teach. For example, they will plan to spend more time on
the skills that students struggled with most on the diagnostic test. If students did
particularly well on a given section, on the other hand, they may cover that content
more quickly in class. Students are not expected to have mastered all the
information in a diagnostic test.

2. Formative Testing

This type of testing is used to gauge student learning during the lesson. It is used
throughout a lecture and designed to give students the opportunity to demonstrate
that they have understood the material, like in the example of the clock activity
mentioned above. This informal, low-stakes testing happens in an ongoing manner,
and student performance on formative testing tends to get better as a lesson
progresses.

Schools normally do not send home reports on formative testing, but it is an

important part of teaching and learning. If you help your children with their
homework, you are likely using a version of formative testing as you work
together.

3. Benchmark Testing

This testing is used to check whether students have mastered a unit of content.
Benchmark testing is given during or after a classroom focuses on a section of
material, and covers either a part or all of the content has been taught up to that
time. The assessments are designed to let teachers know whether students have
understood the material that’s been covered.

Unlike diagnostic testing, students are expected to have mastered material on

benchmark tests, since they covers what the children have been focusing on in the
classroom. Parents will often receive feedback about how their children have
grasped each skill assessed on a benchmark test. This feedback is very important to
me as a parent, since it gives me insight into exactly which concepts my boys did
not master. Results are broken down by skills, so if I want to further review a topic
with my boys, I can find corresponding lessons, videos, or games online, or ask
their teachers for resources.

4. Summative Testing

This testing is used as a checkpoint at the end of the year or course to assess how
much content students learned overall. This type of testing is similar to benchmark
testing, but instead of only covering one unit, it cumulatively covers everything
students have been spending time on throughout the year.
Combining Test Results

We need a balance of the four different types of testing in order to get a holistic
view of our children’s academic performance. Each type of test differs according
to its purpose, timing, skill coverage, and expectations of students.

• Using a diagnostic test, you can gauge what a student already knows and
what she will need to learn in the upcoming unit.
• Formative tests help teachers and parents monitor the progress a student is
making on a daily basis.
• A benchmark test can be used as an early indicator of whether students have
met the lesson’s goals, allowing parents and teachers to reteach concepts that
the student may be struggling with.
⭐The end ⭐