ALLAM IQBAL OPEN UNIVERSITY

M.A (EDU
EDU)
Teaching Of Pakistan Study COURSE CODE: 6511

ASSIGNMENT NO. 01

SUMAIRA JAFFAR
STD ID: 0000311609
1609

SPRING
Name :Pakeeza Maryam

STUDENT ID:0000123347

Course: Teaching of Pakistan Studies (6511)

Semester: Spring, 2022

LEVEL::M.A Teacher Education

Assignment No. 1

Q. 1 Discuss the basic elements and unified approach of teaching Pakistan

Studies. Why is it ever more important to teach Pakistan Studies in present
time?

Since 2013 Pakistan Studies has been taught in GCWU Faisalabad as minor
subject whereas in Inter-section it is taught as a compulsory subject. The
department is offering the course Pakistan Studies as minor subject in various
departments with the course code PST-321.The Social Studies as compulsory
subject was introduced at elementary and secondary level in 1960. Later on in
1976 the name of the course Social Studies at secondary level was changed to
Pakistan Studies and remained as compulsory subject. The subject is taught by
means of a unified approach which involves the geographical historical political
and civil background of Pakistan the Muslim Ummah and the World. At each
level appropriate emphasis underlies the development of the subject as an
integrated whole of Pakistan the evolution of Pakistan in Muslim Ummah and
the World. The students are taught about the natural resources industrial
resources business and trade of their own country set in a broad World
context. They learn about the genesis of the idea of Pakistan the freedom
movement which brought about its development into a nation. The state of
Pakistan is consolidated on the objective resolution and the state policy. It
includes the study of people, culture education system world affairs and the
relation of Pakistan with entire world. The students also acquire an
understanding of their rights and duties which leads them to comprehend their
responsibilities and obligations of citizenship.
Vision

The vision of teaching Pakistan studies as compulsory subject at higher

education level is to bring awareness among students about ideological
creation of Pakistan. It will educate the students to understand the approach
of Quaid-i-Azam and Allama Muhammad Iqbal as well as intensify patriotism
and creative modernization. The course curriculum strives for developing
critical and analytical capabilities of students to broaden their vision. The
multidimensional course inculcates the hard work qualities among students to
enhance their first-hand knowledge and abilities through learning about every
aspect of Pakistan.The vision of teaching Pakistan studies as compulsory
subject at higher education level is to bring awareness among students about
ideological creation of Pakistan. It will educate the students to understand the
approach of Quaid-i-Azam and Allama Muhammad Iqbal as well as intensify
patriotism and creative modernization. The course curriculum strives for
developing critical and analytical capabilities of students to broaden their
vision. The multidimensional course inculcates the hard work qualities among
students to enhance their first-hand knowledge and abilities through learning
about every aspect of Pakistan.

Mission

In the line of University mission of providing instruction research and

dissemination of knowledge of the world to students the department is
committed to develop its capacity in all fields of Pakistan Studies. For this
purpose the scheme of studies of the Department is three fold focusing on
Pakistan Muslim World and rest of the World. The Department of Pakistan
Studies is dedicated to pursuit the excellence and diversity. We would like to
see our students after graduation from Government College Women University
Faisalabad excelling in all fields of life.

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.

Besides history, there should be topics of current issues and problems which
our country is currently facing. Human rights and its importance must be
taught to eradicate social evils and problems which our country is facing.

Moreover, the content presented in the book should not mould students to
become narrow-minded and parochial. Aims should be to open the faculty to
accept past follies and learn to rectify the mistakes.

This would create enlightenment in students and encourage them to get what
their ancestors did not achieve. It is highly important that textbooks are free
from indoctrination and any kind of bias or stereotyping and should give actual
facts and figures. This does not mean that textbooks should only contain facts
and figures, rather they should be presented in an interesting way so that
students enjoy learning and reading books.

It should create and develop interest towards the subject and help widen their
outlooks and open new vistas of knowledge. There should be a variety of
questions, as well as activities, for learners so that they can learn with fun.
References and sources must be given in the books for further study.

I hope the implementation of suggestions will be beneficial in attaining the

objectives of teaching of Pakistan Studies. Authorities concerned should do the
needful.

Q.2 Highlight the objectives of teaching Pakistan Studies at Elementary Level.

Pakistan is a country with a great multitude of population. “Even though the
literacy rate is low, however the educational administration is constantly
improving because of the concerted efforts on the part of successive
governments. But the lack of political virtues in its citizens puts a big question
mark on the quality and nature of education being imparted to the citizens.
Lawlessness, impatience to differing opinions, fundamental tendencies among
the most educated class and the denial of the equal opportunities to the
women are some indicators to be considered seriously. The education system
of Pakistan is also not supporting the progress and development of democracy.

The educational system promotes rote learning and in this way students are
not taught critically. Curriculum is devoid of any practical knowledge of politics
and political issues. As a result, Pakistani students are not well aware of the
basic political knowledge and information. This situation leads to detachment
of the students towards the issues related to their society. Any change of the
policy and curriculum, though may be the first step, could improve the
students’ political knowledge and make them active and informed members of
the society

According to UNESCO (2007) a lot of studies in Pakistan have shown that the
political knowledge of the students has been very poor and the educational
institutes have also been paralyzed in performing and promoting the critical
and political skills among the students. There may be many factors behind this
situation but the role of education is the prominent one and at any cost could
not be minimized in this regard. The teachers’ role and the available degree of
the contents regarding this situation cannot be ignored. The subject of
Pakistan studies is often treated and taken for granted with a perception that
each and every graduate may communicate it further to the students without
having specialization in it.

In most of the Pakistani secondary and higher secondary schools, improper and
irrelevant teachers are teaching this discipline in a most traditional and
conventional way. Secondly, the frequency of basic political knowledge has
been meagerly reported too much insufficient in books 1 and 2 at secondary
level. These two factors altogether have worsened the situation of political
awareness at secondary level in Pakistan. Keeping in view the same notion in
mind, the researcher was interested in finding out the real situation of political
awareness among the secondary level students in the Punjab province of
Pakistan

Education is believed to be a powerful instrument for the socialization of

students by promoting the desired social and political values, create political
awareness which prepare the students to perform their duty effectively for the
progress and betterment of their nation. To develop a political ideology in the
young ones is not an easy task and cannot be achieved over night. Educational
institutions and schools are considered as potential agents of socialization and
awareness. Schools can play a pivotal role in formation of values and attitudes
among the students

In secondary schools, the development of political awareness in students may

differ and changes often with teachers, friends, fellows, and environment.
Furthermore, many students of secondary schools believe that having a
political knowledge and being active in politics is the duty of adults and the
students having these beliefs are considered ignorant of their duties. Many
students of secondary schools follow the views of their parents and relatives
without developing their own opinions through meaningful thought to the
political issues (William, 2007). Accepting the views of others blindly and
without pondering over these issues on their own puts a question mark on the
performance of a social studies teacher. The main duty of a social studies
teacher is to create civic sense and political awareness in students and to keep
them aware about the beliefs and values of nation

One of the main objectives of the curriculum of Pakistan Studies at secondary

level is to prepare the students to become good citizens and to understand the
human values and political system of Pakistan. Civic education in Pakistan has
been neglected over the years and there was found no clearly defined
boundary between it and Pakistan studies. So, there is a need of such
curriculum that is relevant to and functional in Pakistan. A transparent political
system is the outcome of the balanced and efficient educational system as no
system can flourish without proper education. Politics and education have
been considered by many other researchers also. The concept of sustainable
development is also about the investment in the educational sector for the
development of stable economies and stable democracies. So, for a stable and
working democracy it is imperative to introduce an equitable and
representative political system

No doubt that for the best citizenship and political awareness in a state, the
campaign regarding understanding the basic political concepts at secondary
level is imperative and essential. Students’ understanding and involvement in
the political process has been reinforced in many research projects. There are
many international organizations involved to popularize the involvement of the
young people in the political process. With the passage of time, turns out ratio
in elections of different countries have raised the concern in relevant
departments, specially the detachment of the youth from the politics and
political process is not a very good indicator.

Education and political participation run parallel for the development of

political engagement but adversely happened in our educational system. It was
because that high involvement in political process was due to the high level of
awareness. As is commonly presumed, more education means more
awareness and resultantly more participation in political process. But one
deplores the fact that the higher is ones level of education and literacy, the
lower is the involvement in the political process and politics in general

If socio-political development is rightly figured, engaged, then it paves a way

for progress in the society comprised of dispensation of true justice to all. It is
an established fact that socio political development is the best way towards
the establishment of a true, equitable and just democratic and political system.
Politics influences society and is influenced by the society. Consequently, there
goes on a give and take process. This process is a healthy one for the
betterment of the society and over all well being of the citizens. Political
awareness comes through the channel of education which in the long run
teaches the society and the individual social adjustment.

To strengthen the political mechanism, education plays a key role but Pakistan
having a lot of shortcomings and pitfalls lacking behind in the education sector.
The way to progress lies in the development of a progressive and dynamic
educational set up. It is generally accepted truth that more education means
more democracy. Therefore education needs to be established on a sound
footing. The faulty and weak educational system results in the production of
undemocratic citizenry which is unable to develop a strong democratic political
system. This is the experience of developing democracies on the international
political scenario

Civic skills, knowledge and political attitudes, political culture lag behind in our
schools as well as in educational curriculum. The results of the numerous
research studies are evident that in our school system, curriculum is not
developed in line with modern democratic theories. In most of the schools,
there is lack of the democratic culture and positive working atmosphere. The
gap could have been abridged by the democratic curriculum, but the
inefficiency in this regard has resulted in the non-existence of democratic
attitudes prevailing in educational institutes. Political culture, if nurtured in the
educational setting, would have rescued the situation and forwarded new
democratic leadership

Political awareness is the requisite and can play a pivotal role in the
development of economy and poverty eradication. The norms and symptoms
of political awareness seem missing in the developing countries as well as in
the developed ones. Preparation of the informed citizens has been the prime
job of the educational institutions. This would have been the strongest
measure for the sustainable development. This tool would have rescued many
nations of the world from the chain of poverty and would have proved the
strongest tool against poverty. But alas! This has not happened and the effort
to eradicate poverty and combat backwardness has been seriously damaged.
Political knowledge and education may prove the panacea for the under
developed nations and the strongest tool for the developed nation. But as ill
luck would have it, not only the underdeveloped nations but the developed
nations have badly failed in this front.

Rural education system very clearly lacks the prosperity and progress in the
field of political development. At the lowest level, the programs need complete
revision as most of the literacy programs lack the spirit of progress and are just
trying to maintain status quo. We need revolutionary ideas to get the rural
areas at par with the developed areas and progressive localities. Educational
reforms may change the scenario in education as well as in social sector as well
(Russell et al, 2007). Public schools cannot infuse the new paths and vistas for
the progress, growth and balanced political re-vitalizing system
Q.3 Explain the principles of curriculum and content selection of Pakistan
Studies.

 In curriculum development, we think about the type of learning

experiences to be given to a child at various age and grade levels.

 It needs systematic and sequential planning to widen the sphere of the

learning experience at each level by keeping in view the principles of
integration and correlation.

 The curriculum is usually concerned with two questions

1. What should we teach? What should be the content of education?

2. How should we organize it and how should we teach?

To answer these questions we should now discuss the principles of curriculum

development.

(a) Suitability to the age and mental level of the children

 What is to be given to the children in the form of learning experiences at

a particular age and grade level should suit their age and mental
development

 The capacity for understanding, how children grow with age. The
content of the study in any subject should be formed to suit their mental
ability.

(b) According to the specific interests of students

 Children will be able to learn better in fields where they have special
tastes and inclination of the mind.

 It is also found that at different stages of age groups, children have

different interest patterns.

 Interests of children also change according to circumstances and

situations.
  Therefore learning experiences should be designed to suit the interests
and tastes of the age group of students.

(c) The curriculum should be environmentally centered

 The content of the learning experiences for children should be linked

with the needs of the environment in which they live.

 For example, children from rural areas can understand and grasp easily
the information which is directly concerned with their experiences in
their own rural environment.

 The same thing applies to children in a various environments like urban

areas, hilly areas, etc.

(d) The principle of the comprehensive curriculum

 The curriculum must have the necessary details. List of topics to be

covered does not solve the purpose.

 Both teachers and students should know clearly what is expected of

them, what is the beginning and what is the end of the topic for the
particular class.

 Material, aids, activities, life situations etc. should be listed in the

curriculum.

(e) Principle of co-relation

 The curriculum should be such that all the subjects are correlated with
each other.

 While designing the curriculum, it must be kept in mind that the subject
matter of various subjects has some relation to each other so that they
help the child eventually.

(f) The principle of practical work

 Children are very active by nature.

 They like new things and can learn more by doing or by activity method.
  Therefore curriculum should be designed in such a way that it provides
maximum opportunity to the child for practical work with the help of
concrete things.

(g) Principle of flexibility

 Instead of being rigid curriculum should show the sign of flexibility.

 The organization of the curriculum should be on the basis of individual

differences as every child is different from the other.

 Apart from these conditions of society go on changing, therefore, the

curriculum must be flexible enough to address the needs as aspirations
of the society.

(h) Principle of forward-looking

 This principle asks for the inclusion of those topics, content and learning
experiences that may prove helpful to the students in leading their
future life in a proper way.

(i) The principle of consultation with teachers

 Teachers play a key role in the implementation of the school curriculum

of any grade or stage.

 It is therefore quite essential to seek the proper involvement of the

teachers in the construction and development of the school curriculum.

(j) The principle of the joint venture

It is necessarily a joint venture where various experts are involved like

educational psychologists, educational technologists, curriculum specialists,
evaluation specialists, teachers, subject matter experts etc.

(k) The principle of availability of time and other resources

Curriculum is the means to realize the outcomes of the educational objectives

of the school. Implementation of the curriculum is equally important as
curriculum construction. While developing curriculum experts should also keep
its implementation in mind. They should be aware of the conditions of the
schools and possible availability of time and resources available.
Q.4 What are the factors which affect content selection? What is the
rationale for adopting the principles of selection of content for Pakistan
Studies?

The micro curriculum employs the seven criteria for the selection of subject
matter below. For the macro curriculum, the subjects needed for the curricular
program or course comprise the content.

1. SELF-SUFFICIENCY

To help learners attain maximum self-sufficiency most economically is the

central guiding principle of subject matter or content selection (Scheffler,
1970) as cited by Bilbao et al. (2008). Although the economy of learning
implies less teaching effort and less use of educational resources, students gain
more results. They can cope up with the learning outcomes effectively.

This criterion means that students should be given a chance to experiment,

observe, and do field study. This system allows them to learn independently.

With this principle in mind, I suggest that there should be a one-day

independent learning activity each week for a high school curriculum or
preparatory year. However, this should be carefully planned by the teacher.
When the students return, they should present outputs from the activity.

2. SIGNIFICANCE

The subject matter or content is significant if it is selected and organized to

develop learning activities, skills, processes, and attitudes. It also develops the
three domains of learning, namely the cognitive, affective, and psychomotor
skills, and considers the learners’ cultural aspects. Particularly, if your students
come from different cultural backgrounds and races, the subject matter must
be culture-sensitive.

In short, select content or subject matter that can achieve the overall aim of
the curriculum.

3. VALIDITY
Validity refers to the authenticity of the subject matter or content you
selected. Make sure that the topics are not obsolete.

For example, do not include typewriting as a skill to be learned by college

students. It should be about the computer or Information Technology (IT).

Thus, there is a need to regularly check the curriculum’s subject matter or

contents and replace it if necessary. Do not wait for another five years to
change it.

Modern curriculum experts are after current trends, relevance, and

authenticity of the curriculum; otherwise, the school or the country becomes
obsolete.

4. INTEREST

Some teachers are bookish.

This criterion is valid to the learner-centered curriculum. Students learn best if

the subject matter is interesting, thus makes it meaningful to them.

However, if the curriculum is subject-centered, teachers have no choice but to

finish the pacing schedule religiously and only teach what is in the book. This
approach explains why many students fail in the subject.

5. UTILITY

Another criterion is the usefulness of the content or subject matter. Students

think that a subject matter or some subjects are not necessary to them. They
view it as useless. As a result, they do not study.

 Will I need the subject in my job?

 Will it give meaning to my life?

 Will it develop my potentials?

 Will it solve my problem?

 Will it be part of the test?

 Will I have a passing mark if I learn it?

Students only value the subject matter or content if it is useful to them.

6. LEARNABILITY

The subject matter or content must be within the schema of the learners. It
should be within their experiences. Teachers should apply theories in the
psychology of learning to know how subjects are presented, sequenced, and
organized to maximize students’ learning capacity.

7. FEASIBILITY

Feasibility means the full implementation of the subject matter. It should

consider the school’s real situation, the government, and society in general.
Students must learn within the allowable time and the use of resources
available. Do not give them a topic that is impossible to finish.

For example, you have only one week left to finish the unit, but the activities
may take a month for the students to complete. Thus, this requirement is not
feasible.

Do not offer a computer subject if there is no electricity in the area, or there

are no computers.

Further, feasibility means that there should be teachers who are experts in
that area. For example, do not offer English for Business Communication if
there is no teacher to handle it.

Also, there is a need to consider the nature of the learners. The organization
and design of the subject matter or content must be appropriate to the nature
of students.

So, it would be better if students in a subject-centered curriculum (with a

pacing schedule that must be religiously implemented every week) shall be
grouped homogeneously; otherwise, many will flunk in that subject.

Q.5 Elaborate the concept and pre-requisites of effective 'Supervised Study'.

How can you apply it as a Pakistan Studies teacher?
Supervised study means, in the minds of most people who use the term,
studying in the classroom instead of preparing lessons at home. The term may
or may not have been wisely chosen in the beginning.

The movement is clearly a part of a larger movement which in itself represents

the breaking down of the time-honored lesson theory of education and of
teaching. Other aspects of the movement are the direct teaching of foreign
languages, the project method, the mastery technique advocated by the
present writer and others, the measurement of educational products in the
place of evaluating progress in terms of the estimated excellence of the daily
recitation. In so far as teachers have failed to grasp this underlying principle,
supervised study has tended to be only a partial success. That is particularly
the case when the teaching conception calls for one-half of the class period for
study and the other half for recitation.

First of all, it should be clearly understood that there is no one comprehensive

teaching technique equally applicable to all subjects. Many attempts at
supervised study, as well as other forms of teaching, break on this rock, for
each of the several types of teaching has its own underlying psychology of the
learning process, its own methodology, its own methodic procedure, and its
own appropriate technique of teaching. Consequently, productive study,
whether supervised or unsupervised, differs, sometimes radically, from subject
to subject. In the Laboratory Schools of the School of Education of the
University of Chicago, at least five different types of teaching and learning are
distinguished. To these have been given the designations: science type,
language-arts type, pure-practice type, practical-arts type, and appreciation
type. Under the science type there is a subtype embracing mathematics and
language structure which we sometimes call the mathematics type and
sometimes the logic type.

Now, all of these involve study if we accept the dictionary definition of study-"
act or process of acquiring by one's own efforts knowledge or information of a
particular subject "-but the situation changes radically and essentially as we go
from type to type. In the language arts and pure practice the active co-
operation of the teacher in the study process itself is, for the most part,
essential. In the science type, in certain phases, the co-operation of the
teacher consists in giving the student a chance to work out his own salvation.
In practical arts the teacher becomes, in the main, a foreman, while in
appreciation the teacher has to create a social situation for study, of which he
himself becomes a part. It would be logical, then, to discuss classroom study
under each of the five forms enumerated. We have not the space for that.
After all, the teacher is probably more concerned with the most difficult of the
five types, namely, that which is associated with the science type of teaching.
More than that, this is really the form which most people have in mind when
they think and speak of supervised study. Here are included all subjects in
which learning is essentially a process of rationalizing and in which the
objectives are understandings, insights, methods of thinking. Here are listed
the physical, biological, and social sciences, including history; mathematics;
grammar of the vernacular and of foreign languages; courses in home
economics, such as food values, textiles, and household management; and
courses in commerce, such as business organization.

The criticism of supervised-study procedure which is perhaps most often met

calls attention to the teacher's aimlessness in much such work. There are at
least three good reasons for the aimlessness which is imputed.

In the first place, a great many teachers are attempting to provide supervised
study of the science type for Latin and French classes, and it does not work
well, for the simple reason that the science type of supervised study is not
applicable to that type of learning. Nevertheless, it is even there usually an
improvement over the home assignment.

Then, much-probably most-supervised study adheres to the daily-lesson theory

of teaching. Half a period is devoted to study and half a period to recitation.
We commonly get ,better results than is the case with the daily-home
assignment as applied to the same theory of teaching. The results are,
however, tainted with the defects which result from the fallacy of the theory
itself. The present writer has elsewhere discussed the outcome of the daily
lesson grind.

Finally, much supervised study, like home study, is aimless just because it has
no aim; that is, there is no major objective constantly in the minds of the
teacher and the student. The conning of a few pages of a textbook for the
purpose of extracting such juice as there may be for later delivery is scarcely an
aim for either teacher or pupil.

Hence, the procedure for supervised study in the University High School. In the
first place, a course of science-type work is as skilfully as possible organized
into a series of units which embody the large central conceptions. The number
of these units rarely runs above fifteen. Usually in a history course there are
not more than six or seven. The number tends to run low, with relatively
comprehensive units, in history and high, with units of relatively little content,
in mathematics. Accordingly, there is time for from two and one half to five or
six weeks on each unit in a course which runs through the year.

Daily recitation and assigned daily preparatitn are given up entirely. The
classroom becomes a study, not unlike that of the instructor at home. When
the period of fifty minutes is over, that day's work on that subject is completed
except for delinquents on the one hand and for voluntary supplementary
projects on the other.

Each unit is subjected to a fivefold treatment very similar to the old five-step
teaching, in which teacher and class each have a definite part. The process as a
whole does not concern us here. Suffice it to say that attention is kept on the
unit of which thorough understanding is sought, and assimilative material is
given its proper place. Strong teachers possessed of grasp and vision succeed.
Weak and narrow-visioned teachers lose themselves in the mass of
assimilative material, and the class is kept learning the latter instead of
grasping the unit itself. It is, of course, the old story of forest and trees. In a
unit which lasts a month, nearly three weeks are given to supervised study. Let
us picture a typical classroom during this phase of learning.