Welcome to the Single National Curriculum (SNC) Feedback Portal.

Here you will find a DRAFT version of updates to the curriculum for ECCE to Grade 12. Please give your feedback on all material shared.

After feedback is incorporated, SNC for Grades 6-8 will be notified for implementation in the Academic Year starting in 2022. First round of feedback for these grades is due on December 20, 2021.

An updated curriculum for ECCE to Grade 5 and for Grades 9-12 will be notified later, for implementation in the Academic Year starting 2023.



History Curriculum for Grades 6-8


Grade 6 (9000 BCE- 1530)

Grade 7 (500 BCE- 1800)

Grade 8 (1803- 1945)

Ancient Civilisation: Mesopotamia, Egypt, Indus--Aryan people and their Kingdoms, Hindu Rulers in Subcontinent,

Greek & Roman Civilisation--The Dawn of Islam, Turkish Muslims Conquers, Afghans and Delhi Sultanate

Rise of Islamic Civilisation, Spread of Islam in Europe and Asia, Mughals in subcontinent, Akbar, Jahangir, and Aurangzeb, Decline of Mughals,


Muslim religious leaders in subcontinent. Industrial revolution, Arrival and Rise of British in subcontinent

Sir Syed Ahmed Khan (1817-98), Formation of Congress and Muslim League (1885-1911) World War I (1914-18)


Hindu Muslim Unity (1912-22), Political awareness in subcontinent (1920-30), Reform of Muslim League (1930-39), World War II and its after math (1939-45), Partition and formation of Pakistan (1940-47) New Beginnings: Pakistan after 1947



Core Skills and Values Benchmarks of History Class 6

The required skills and values are essentially embedded as the overarching SLOs in each unit of History class 7.

Core Skills Benchmarks of History Class 6

  • Read relevant books, visit historical sites, archives, museums, libraries, interview relevant people, or use ICT to collect information.

  • Use timelines and organograms to understand and demonstrate the sequence of events, their cause and effects.

  • Understand chronological terms and conventions in written and verbal responses to identify time.

Core Values Benchmarks of History Class 6

  • Begin to understand the participation of citizens in the formation of a democratic government and the rights and responsibilities as citizens. (respect, patriotism, loyalty, justice and tolerance)

  • Understand the consequences of not obeying the rules and laws in present life.






History Class 6

Unit 1: Mesopotamian Civilisation

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Describe some of the main events, people and changes covered in the study period.

  • Explore some reasons for the main events and changes, and why people in the past acted in the ways they did.

  • Explore differences in the information gathered from different study periods.

  • Explore the links of cause and effect across study periods of past

  • Use historical knowledge and understanding to describe that the past has been represented and interpreted in different ways by different people.

  • Begin to use the historical knowledge to critically analyse their own behavior and make informed choices to bring changes in personal and community future.

  • Begin to understand the problems around them to participate in taking up social responsibilities.

Knowledge:

Students will...

  • Describe who Sumerians were and how they were different from Mesopotamians.

  • Describe the code of Hammurabi and why it was created.

  • Describe the basic characteristics of Mesopotamian architecture.

  • Find major trade and occupations of people of Mesopotamia.

Skills:

Students will be able to...

  • Use an organogram to demonstrate the different aspects of Mesopotamians.

  • Find the location of Mesopotamian civilization in the modern world using a world map.

  • Explore the reasons why the ancient civilisations settled near rivers.

  • Investigate reasons how Mesopotamia became the cradle of civilization.

  • Investigate the significant advancements of Mesopotamians that are still used in the modern world.

  • Explore how Hammurabi used his code of rules for the common people.

  • Explore if there were some other civilisations that were present at the time of Mesopotamian civilisation.

  • Inquire how Mesopotamia was far advanced than the other civilisations.

  • Inquire how the trade of Mesopotamian people was different from the trade of today.

  • Analyse reasons for creating laws and consequences of not following them.

  • Justify with examples that that code of Hammurabi was based on fair justice.

  • Inquire how common people can participate in lawmaking.

  • Begin to understand the importance of scientific and technological advancement for the development of a nation taking the historical example from the inventions made by Mesopotamians.

Assessments

Formative Assessments

  • The teacher will ask students to give at least one reason why the ancient civilizations settled near the river.

  • The teacher will observe students while they work on the map to evaluate their skills, while they use timelines, organograms, primary and secondary sources and use chronological terms and vocabulary to communicate their findings.

  • The teacher will ask students to give some examples of the advancements made by Mesopotamians.

  • The teacher will ask students to give some examples of today's architecture and trade and compare them with Mesopotamian architecture and trade.

Summative Assessments

  • Students will write in their notebooks at least 2 reasons for the development of the Mesopotamian civilisation.

  • Students will write in their notebooks at least one significant advancement made by Mesopotamians in their opinion.

  • Students will write in their notebooks the reason for creating the code of Hammurabi.

  • Students will write in their notebooks at least 2 examples of comparison between Mesopotamian and Indus Valley architecture.

  • Students will write in their notebooks at least 2 examples of comparison between today's trade and of Mesopotamian people.

  • Students will write in their notebooks at least one difference between Sumerians and Mesopotamians.

  • Students will write in their notebooks at least 2 examples of the existence of other civilisations at the time of Mesopotamia if any.

Learning Activities

  • The teacher will use a timeline to locate the time period of Mesopotamian civilization.

  • The teacher will use some sources of information to gather data and information of Mesopotamia civilization.

  • The teacher will discuss reasons for why ancient civilization settled near the river.

  • The teacher can divide the class in 4-5 groups to inquire about the different areas of development of Mesopotamian civilization. Each group can present their findings to the whole class for understanding and further discussion.

  • The teacher will generate a discussion to find some advancements made by Mesopotamian civilizations focusing on summative assessment.

  • The teacher will generate a discussion to gather information about the architecture and trade of their country.

  • The teacher will generate a discussion to conclude similarities and differences of architecture and trade of Mesopotamia and modern world focusing on summative assessment.

Unit 2: Egyptian Civilisation

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Describe some of the main events, people and changes covered in the study period.

  • Explore some reasons for the main events and changes, and why people in the past acted in the ways they did.

  • Explore differences in the information gathered from different study periods.

  • Explore the links of cause and effect across study periods of past

  • Use historical knowledge and understanding to describe that the past has been represented and interpreted in different ways by different people.

  • Begin to use the historical knowledge to critically analyse their own behavior and make informed choices to bring changes in personal and community future.

  • Begin to understand the problems around them to participate in taking up social responsibilities.

Knowledge:

Students will...

  • Describe the importance of the role of river Nile in the development of ancient Egyptian civilization.

  • Explain the religion of the Egyptian civilisation.

  • Identify the most influential person in the government of the Pharaohs.

  • Describe the purpose of three different chambers inside the pyramid.


Skills:

Students will be able to...

  • Use an organogram to demonstrate the different aspects of Egyptian people.

  • Read relevant books, search the internet or your teachers to gather information about the Egyptians concept of life after death.

  • Find the location of Egyptian civilization in the modern world using a world map.

  • Discover other civilizations that were present in the world at the times of Egyptian civilization.

  • Inquire why the Egyptians built pyramids full of gold.

  • Inquire about the most interesting feature of Egyptian civilization.

  • Compare the difference between Egyptian civilization and Mesopotamian.

  • Inquire why the great pyramids were designed in a triangular conical shape.

  • Differentiate the burial of common people from Pharos.

  • Justify with examples that common people in Egyptian civilisation had no civil rights.

Assessments

Formative Assessments

  • The teacher will ask students to

Summative Assessments

  • Students will write in their notebooks

Learning Activities

  • The teacher will use timeline to locate


Unit 3: Indus Valley Civilisation

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Describe some of the main events, people and changes covered in the study period.

  • Explore some reasons for the main events and changes, and why people in the past acted in the ways they did.

  • Explore differences in the information gathered from different study periods.

  • Explore the links of cause and effect across study periods of past

  • Use historical knowledge and understanding to describe that the past has been represented and interpreted in different ways by different people.

  • Begin to use the historical knowledge to critically analyse their own behavior and make informed choices to bring changes in personal and community future.

  • Begin to understand the problems around them to participate in taking up social responsibilities.

Knowledge:

Students will...

  • Describe the early settlements in Mehrgarh.

  • Explain the importance of Indus in the establishment of a huge settlement of Indus Valley Civilisation.

  • Identify some significant characteristics of Indus Valley Civilisation.

  • Give reasons for the decline of Indus Valley Civilisation.


Skills:

Students will be able to...

  • Use a timeline to identify the time of the Indus Valley Civilisation.

  • Read relevant books, visit local museums, search the internet or ask your teachers to gather information about life in the Indus Valley Civilisation.

  • Find the location of Indus Valley Civilisation in the modern world using a world map.

  • Inquire the functions of the seals used in the Indus Valley civilisation.

  • Explore the structure of cities of the Indus Valley civilisations.

  • Inquire the function of the Great Bath.

  • Compare the trade of Indus valley people with the trade done today.

  • Compare the lifestyle of the Indus valley people with the people in Pakistan.

  • Investigate the difference between the houses of Indus valley civilization than the houses built in the modern world.

  • Discover the famous landmark of Indus Valley Civilisation.

  • Analyse reasons for the disappearance of Indus Valley Civilisation.

  • Evaluate the most significant contribution Indus Valley has made to the modern world.

  • Infer why so many toys are found in the Indus Valley Civilisation.

  • Justify that the Indus Valley people did not learn the warfare nor developed their trade therefore easily defeated by Aryans.

Assessments

Formative Assessments

  • The teacher will ask students to

Summative Assessments

  • Students will write in their notebooks

Learning Activities

  • The teacher will use timeline to locate


Unit 4: Aryans, Kushans and Guptas

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Describe some of the main events, people and changes covered in the study period.

  • Explore some reasons for the main events and changes, and why people in the past acted in the ways they did.

  • Explore differences in the information gathered from different study periods.

  • Explore the links of cause and effect across study periods of past

  • Use historical knowledge and understanding to describe that the past has been represented and interpreted in different ways by different people.

  • Begin to use the historical knowledge to critically analyse their own behavior and make informed choices to bring changes in personal and community future.

  • Begin to understand the problems around them to participate in taking up social responsibilities.

Knowledge:

Students will...

  • Identify who were Aryans and why they came to India.

  • Describe when and how the Mauryan Empire formed.

  • Identify Ashoka as the Mauryan ruler.

  • Pin down the greatest king of the Kushan Empire.

  • Explain the contributions of Chandra Gupta I.


Skills:

Students will be able to...

  • Use a timeline to identify the time of the Aryans, Mauryan, Kushan, and Gupta kingdoms in the span of Indus Valley civilization till the last Gupta ruler.

  • Use an organogram to demonstrate the contributions made during Mauryan, Kushan and Gupta kingdoms.

  • Read relevant books, search the internet or your teachers to gather information about the golden age of Hindus.

  • Use maps to locate Mauryan, Kushan, and Gupta kingdoms in the modern world.

  • Differentiate between Aryans and Indus valley people.

  • Explore why Aryans were able to defeat Indus valley people.

  • Differentiate Mauryans from the Nada Kings.

  • Examine the administration of the Mauryan rulers to run the vast Empire that runs from Bengal to Afghanistan.

  • Find causes of the decline of the Mauryan Empire.

  • Examine why Ashoka was not known as the ruler of ancient India for a long time.

  • Compare Ashoka with other Mauryan rulers.

  • Evaluate a few contributions of Ashoka as the great king.

  • Inquire the links of Gandhara art and the Kushans.

  • Investigate how Texila became the center of learning during Kushans reign.

  • Explore a few contributions made by the Kushan and Gupta rulers.

  • Discover the cause of the breakup of the Gupta Empire.

  • Examine why the Gupta regime is called the golden age of Hindu rulers.

  • Inquire the influence of Greek culture in India left by Alexander the great.

  • Infer the lesson that Ashoka gained from Buddhism.

  • Describe the importance of the Ajanta and Ellora caves.

  • Examine the effects of Hindu religion on Buddhism.

Assessments

Formative Assessments

  • The teacher will ask students to

Summative Assessments

  • Students will write in their notebooks

Learning Activities

  • The teacher will use timeline to locate


Unit 5: Greek and Roman Civilisations

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Describe some of the main events, people and changes covered in the study period.

  • Explore some reasons for the main events and changes, and why people in the past acted in the ways they did.

  • Explore differences in the information gathered from different study periods.

  • Explore the links of cause and effect across study periods of past

  • Use historical knowledge and understanding to describe that the past has been represented and interpreted in different ways by different people.

  • Begin to use the historical knowledge to critically analyse their own behavior and make informed choices to bring changes in personal and community future.

  • Begin to understand the problems around them to participate in taking up social responsibilities.

Knowledge:

Students will...

  • Describe when and how the Greek Civilisation was formed.

  • Identify the connection between Greeks and Egyptians.

  • Describe who Alexander was and why he was called Alexander the Great.

  • Enlist a few victories of Alexander.

  • Describe the reason for Alexander's visit to India.

  • Identify the relationship between Greeks and Spartans.

  • Describe how Rome developed into a city.

  • Describe the architecture of Geeks and Romans.

  • Enlist some of the contributions of the Greeks and Romans to the world.



Skills:

Students will be able to...

  • Use a timeline to identify the time of the Greek and Roman civilisations in the span of Mesopotamia till the decline of the Roman Empire.

  • Use a Venn diagram to explain the similarities and differences between Greek and Roman civilisations.

  • Read relevant books, search the internet or your teachers to gather information about Greek art and culture.

  • Find the location of Greek and Roman civilisations in the modern world using a world map.

  • Explore some details of Greek mythology.

  • Examine the war tactics of Alexander.

  • Investigate why Alexander wanted to conquer the world.

  • Describe how Rome became prosperous enough to raise an army.

  • Inquire why Rome became a Republic.

  • Examine the reasons for the decline of the Roman Empire.

  • Analyse the consequences of the division of the Roman Empire into two wings.

  • Analyse how Romans Respond to the Christianity.

  • Discover the few contributions Greek had made for the modern world.

  • Find the most important contribution of the Greeks to the modern world.

  • Justify that Greeks were really democratic.

  • Probe why Plato, Aristotle and Socrates are famous even today.        

Assessments

Formative Assessments

  • The teacher will ask students to

Summative Assessments

  • Students will write in their notebooks

Learning Activities

  • The teacher will use timeline to locate


Unit 6: Dawn of Islam

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Describe some of the main events, people and changes covered in the study period.

  • Explore some reasons for the main events and changes, and why people in the past acted in the ways they did.

  • Explore differences in the information gathered from different study periods.

  • Explore the links of cause and effect across study periods of past

  • Use historical knowledge and understanding to describe that the past has been represented and interpreted in different ways by different people.

  • Begin to use the historical knowledge to critically analyse their own behavior and make informed choices to bring changes in personal and community future.

  • Begin to understand the problems around them to participate in taking up social responsibilities.

Knowledge:

Students will...

  • Describe the basic teachings of Islam.

  • Explain the role of Prophet Muhammad (PBUH) in spreading of Islam.

  • Describe how Khulafa-e-Rashideen spread Islam after the Prophet (PBHU).

  • Briefly explain Umayyad and Abbasid dynasties.

  • Discover the importance of Muhammad bin Qasim in the spread of Islam in Subcontinent.

  • Investigate the significant advancements of Umayyad and Abbasid dynasties.

  • Outline the arrival of Muhammad bin Qasim in the spread of Islam in Subcontinent.

Skills:

Students will be able to...

  • Use a timeline to identify the time of Khulafa-e-Rashideen, Umayyads, and Abbasids rule in the span of decline of Roman Empire till the decline of Abbasids.

  • Use a Venn diagram to explain the similarities and differences between Umayyad and Abbasid dynasties.

  • Read relevant books, search from internet or your teachers to gather information about the spread of Islam in world.

  • Find the location of Umayyad and Abbasid dynasties in the modern world using a world map.

  • Inquire the revolutionary changes that took place in Arabia in the 7th century.

  • Infer the message of Allah through his Prophet (PBHU).

  • Evaluate some hardships that the Prophet (PBUH) faced in at the advent of Islam?

  • Inquire reasons of how the regime of Khulafah e Rashideen came to an end.

  • Justify the rise of Ummayyads dynasty.

  • Discover the importance of Muhammad bin Qasim in the spread of Islam in Subcontinent.

  • Investigate the significant advancements of Umayyad and Abbasid dynasties.

  • Discover few lessons learnt from the life of Prophet Muhammad PBUH.

  • Conclude that Prophet Muhammad (PBUH) was the greatest human being.

  • Justify that the rule of “Dhimmi” given to the people of Sindh by Muhammad Bin Qasim was based on fair justice.

Assessments

Formative Assessments

  • The teacher will ask students to

Summative Assessments

  • Students will write in their notebooks

Learning Activities

  • The teacher will use timeline to locate




Unit 7: Turkish Muslims in Subcontinent

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Describe some of the main events, people and changes covered in the study period.

  • Explore some reasons for the main events and changes, and why people in the past acted in the ways they did.

  • Explore differences in the information gathered from different study periods.

  • Explore the links of cause and effect across study periods of past

  • Use historical knowledge and understanding to describe that the past has been represented and interpreted in different ways by different people.

  • Begin to use the historical knowledge to critically analyse their own behavior and make informed choices to bring changes in personal and community future.

  • Begin to understand the problems around them to participate in taking up social responsibilities.

Knowledge:

Students will...

  • Explain the reasons for Sultan Ghaznis invasion of the subcontinent seventeen times.

  • Describe who was Muhammad of Ghor and why did he invade India.

  • Identify who laid the foundation of the Mamluk and their contributions in the subcontinent.

  • Describe some important contributions of Iltutmish as a ruler of the Mamluk Dynasty.

Skills:

Students will be able to...

  • Find the location of Khyber Pass using a world map.

  • Research through extensive reading or from internet to gather data to verify their findings about the Turkish Muslim rulers in subcontinent.

  • Draw a timeline to show the seventeen attacks of Sultan Mahmud.

  • Discover why Turks conquers attacked and replaced the Arab rulers in the subcontinent.

  • Differentiate the main difference between Mahmud Ghazni and Muhammad of Ghors invasion.

  • Analyse why Razia Sultana could not carry on as ruler for long despite that she was a capable ruler.

  • Inquire why Sultan Mahmud Ghazni is considered as a controversial figure in history by most of the historians.

  • Begin to understand the political pressure built by people of power like ‘The Forty to influence the decision making.

Assessments

Formative Assessments

  • The teacher will ask students to

Summative Assessments

  • Students will write in their notebooks

Learning Activities

  • The teacher will use timeline to locate



Unit 8: Afghans and Delhi Sultanate

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Describe some of the main events, people and changes covered in the study period.

  • Explore some reasons for the main events and changes, and why people in the past acted in the ways they did.

  • Explore differences in the information gathered from different study periods.

  • Explore the links of cause and effect across study periods of past

  • Use historical knowledge and understanding to describe that the past has been represented and interpreted in different ways by different people.

  • Begin to use the historical knowledge to critically analyse their own behavior and make informed choices to bring changes in personal and community future.

  • Begin to understand the problems around them to participate in taking up social responsibilities.

Knowledge:

Students will...

  • Explore how Khilijs took over Delhi Sultanate.

  • Describe the internal and external threats Khilijs had.

  • Identify the most significant Khilji ruler and his greatest contribution to bring peace to the region.

  • Explain how Tughlaqs replaced the Khiljis.

  • Enlist some contributions of the Lodhi rulers.

Skills:

Students will be able to...

  • Find the location of Delhi Sultanate in the modern world using a world map.

  • Discover the causes of the decline of the Tughlaqs.

  • Compare and contrast the policies of Tughlaq and Lodhi rulers.

  • Analyse the consequences of the defeat of the battle of Panipat fought between Ibrahim Lodhi and Babur.

  • Justifying the decision of Babur coming to India changed the political and economic affairs of India.

  • Analyse that the bad decisions by the rulers can cause long lasting effects like some taken by Mohammad Tughlaq.

Assessments

Formative Assessments

  • The teacher will ask students to

Summative Assessments

  • Students will write in their notebooks

Learning Activities

  • The teacher will use timeline to locate



History Class 7


Core Skills and values Benchmarks of History Class 7

The required skills and values are to be essentially embedded as the overarching SLOs in the each unit of History class 7.

Core Skills Benchmarks of History Class 7

  • Read relevant books, visit historical sites, archives, museums, libraries, interview relevant people, or use ICT to collect information to support their opinions.

  • Use timelines and organograms to understand and demonstrate the sequence of events, organise information to predict and to draw conclusions of the cause and effects.

  • Appropriate use of chronological terms and conventions in written and verbal responses to identify and indicate time.

  • Make links of historical understanding of concepts with other subjects.

Core Values Benchmarks of History Class 7

  • Develop understanding of the participation of citizens in the formation of a democratic government and the rights and responsibilities as citizens. (respect, cooperation, patriotism, loyalty, justice and tolerance)

  • Understand the consequences of not obeying the constitutional laws in present life.

  • Identify the role of International Institutions for human welfare. (UNICEF, UNESCO, WHO etc)








Unit 1: Rise of Islamic Civilisation

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Analyse and describe with evidence some of the main events, people and changes covered in the study period.

  • Explore reasons of the main events and changes, and why people in the past acted in the ways they did.

  • Explore and evaluate the information gathered from different study periods to understand the differences between two periods of study.

  • Explore the links of conflicts of past events in as the cause of new events within and across study periods.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways by different people.

  • Use historical knowledge and understanding to critically analyse their own behavior and make informed choices to bring positive change in personal and community future.

  • Analyze problems around them and participate to take social responsibilities accordingly as good citizens.

Knowledge:

Students will...

  • Identify the revolutionary changes that took place in Arabia in the 7th century.

  • Describe the role of Prophet Muhammad (PBUH) in spreading of Islam.

  • Describe the spread of Islam in Arabia after Holy Prophet (PBHU).

  • Investigate who were Khulafa-e-Rashideen and what significant contributions they made in the spread of Islam.

  • Describe some salient features of Ummayad and Abbasid dynasties.

  • Enlist some of the other Muslim dynasties than the Ummayad and Abbasid.


Skills:

Students will be able to...

  • Use a timeline to identify time of the rule of the Khulfa-e-Rashideen, Ummayyads and Abbasid in the span of decline of Roman Empire till Mohammad Bin Qasim.

  • Use an organogram to demonstrate the contributions of Khulfa-e-Rashideen.

  • Read relevant books, search from internet or your teachers to gather information about the Muslim Scientist and Scholars and their contributions in the field of science, literature, and technology.

  • Infer the real message of Allah through Islam.

  • Evaluate the major cause of the fall of the Roman Empire.

  • Inquire some hardships that the Prophet (PBUH) faced in at the advent of Islam.

  • Inquire reasons of how the regime of Khulafah e Rashideen came to an end.

  • Justify the rise of Ummayyads dynasty with examples.

  • Investigate the significant advancements of Ummayad in the spread of Islam.

  • Evaluate the causes of the fall of Ummayad dynasty.

  • Compare Abbasid dynasty with Ummayad.

  • Inquire why Abbasid dynasty is considered the ‘Golden age of Islam.

  • Discover some of the inventions made by Muslim scientist and scholars during Abbasid regime.

  • Inquire why Baghdad became the house of wisdom for rest of the world.

  • Inquire how the Muslim developments influenced navigation, travel and trade of the world.

  • Explore some contributions of Muslims in the field of art and architecture.

  • Investigate the importance of the Dome of the Rock Mosque in Jerusalem for Muslims, Christians, and Jews.

  • Find some inventions made by the Muslims that are still used in modern world.

  • Predict how the present world would have been different as today if Muslims kept working hard in the field of science and technology.

  • Construct links of historical example of Muslim Golden Age with the scientific and technological advancements.

  • Inquire the message given by Ibn- Khaldun to the Muslims of today.

  • Analyze the decline of Raja Dahir.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will

Learning Activities

  • The teacher will use timeline


Unit 2: Spread of Islam in Europe and Asia

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Analyse and describe with evidence some of the main events, people and changes covered in the study period.

  • Explore reasons of the main events and changes, and why people in the past acted in the ways they did.

  • Explore and evaluate the information gathered from different study periods to understand the differences between two periods of study.

  • Explore the links of conflicts of past events in as the cause of new events within and across study periods.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways by different people.

  • Use historical knowledge and understanding to critically analyse their own behavior and make informed choices to bring positive change in personal and community future.

  • Analyse problems around them and participate to take social responsibilities accordingly as good citizens.

Knowledge:

Students will...

  • Describe the spread of Islam in Europe.

  • Describe some details of the Muslim rule in Spain.
    Enlist some details about the founder of the Ottoman Empire.

  • Identify the most significant sultan in the Ottoman Empire.

  • Describe the rule of some important Safavid rulers. Empire.

Skills:

Students will be able to...

  • Use a timeline to identify time of the rule of the Muslims in Spain, Turkey and Iran in the span of decline of Roman Empire till the regime of Mughals in subcontinent.

  • Use a Venn diagram to compare and contrast Ottomans with Safavids.

  • Read relevant books, search from internet or your teachers to gather information about the glory of Muslim rule in Spain.

  • Explore the role of significant leaders that marked glory of Islam in Spain.

  • Analyse the tactic used by Tariq Bin Ziyad to conquer Spain.

  • Discover how Ottoman Empire achieved its glory.

  • Find out the causes behind the decline of Ottoman Empire.

  • Justify that ‘Alhambra is the last evidence of the Umayyads glory.

  • Inquire the main cause of rivalry between Ottomans and Safavids.

  • Investigate how the decline of the Ottoman Empire would have been different if Safavids were their allies.

  • Compare the current political condition of the neighbouring countries similar to Safavid and Ottoman Empire.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will

Learning Activities

  • The teacher will use timeline



Unit 3: Mughals in Subcontinent

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Analyse and describe with evidence some of the main events, people and changes covered in the study period.

  • Explore reasons of the main events and changes, and why people in the past acted in the ways they did.

  • Explore and evaluate the information gathered from different study periods to understand the differences between two periods of study.

  • Explore the links of conflicts of past events in as the cause of new events within and across study periods.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways by different people.

  • Use historical knowledge and understanding to critically analyse their own behavior and make informed choices to bring positive change in personal and community future.

  • Analyse problems around them and participate to take social responsibilities accordingly as good citizens.

Knowledge:

Students will...

  • Describe who Babur was and explore reasons behind his invasion of the subcontinent.

  • Describe how the first battle of Panipat marked the beginnings of Mughal era in subcontinent.

  • Explain contributions of Babur as a ruler.

Skills:

Students will be able to...

  • Use a timeline to identify time of the arrival of Mughals in India in the span of Mohammad Bin Qasim till the War of Independence.

  • Use an organogram to depict the sequence of events after the Baburs invasion.

  • Read relevant books, search from internet or your teachers to gather information about the political condition of India before Mughal Era.

  • Analyse the political situation of Delhi Sultanate that helped Babur to conquer the subcontinent.

  • Investigate reasons why some rulers in the subcontinent helped Babur in his invasion.

  • Investigate reasons of Baburs victory despite having a little army compared to Ibrahim Lodhis.

  • Inquire some of the Baburs qualities as explained by different sources.

  • Investigate how the history would be different if Mughals never came to subcontinent.

  • Explore how the current political condition of the country is different than the political scenario of Delhi Sultanate in subcontinent at the time of Babar.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will

Learning Activities

  • The teacher will use timeline


Unit 4: Humayun and Akbar

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Analyse and describe with evidence some of the main events, people and changes covered in the study period.

  • Explore reasons of the main events and changes, and why people in the past acted in the ways they did.

  • Explore and evaluate the information gathered from different study periods to understand the differences between two periods of study.

  • Explore the links of conflicts of past events in as the cause of new events within and across study periods.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways by different people.

  • Use historical knowledge and understanding to critically analyse their own behavior and make informed choices to bring positive change in personal and community future.

  • Analyse problems around them and participate to take social responsibilities accordingly as good citizens.

Knowledge:

Students will...

  • Explain some contributions of Humayun as a Mughal Emperor.

  • Describe the greatest contribution of Sher Shah Suri with examples.

  • Identify Akbar as the greatest Mughal ruler.

  • Describe the historical significance of the second battle of Panipat in the establishment of Mughal era in subcontinent.

  • Enlist different enemies that Akbar had to deal and how he defeated them one by one.

Skills:

Students will be able to...

  • Use a timeline to identify time of the major events during the regime of Humayun and Akbar.

  • Use Venn diagram to depict differences and similarities between Humayun and Akbar as rulers.

  • Read relevant books, search from internet or your teachers to gather information about the major challenges Mughals had.

  • Explore different challenges that Humayun faced as a new Mughal Emperor.

  • Inquire some differences in Humayun and his father as ruler.

  • Discover why Humayun took exile in Persia.

  • Explain how Sher Shah Suri captured Bengal from Humayun.

  • Evaluate why Humayun was unable to successfully rule his inherited empire.

  • Explore major challenges that Akbar faced as a new Mughal Emperor.

  • Explore war strategies which Akbar adopted against his enemies leading to their defeat.

  • Analyse Akbars administration and the Mansabdari system.

  • Evaluate religious policies developed by Akbar.

  • Analyse why Humayun is known as a weak ruler compared to other Mughal Emperors.

  • Investigate how the history would be different if Mughals never came to subcontinent.

  • Justify that the early death of Sher Shah Suri influenced the history of subcontinent.

  • Inquire some of the Baburs qualities as explained by different sources.

Assessments

Formative Assessments

  • The teacher will ask students to

Summative Assessments

  • Students will

Learning Activities

  • The teacher will use timeline


Unit 5: Jahangir, Shah Jahan and Aurangzeb

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Analyse and describe with evidence some of the main events, people and changes covered in the study period.

  • Explore reasons of the main events and changes, and why people in the past acted in the ways they did.

  • Explore and evaluate the information gathered from different study periods to understand the differences between two periods of study.

  • Explore the links of conflicts of past events in as the cause of new events within and across study periods.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways by different people.

  • Use historical knowledge and understanding to critically analyse their own behavior and make informed choices to bring positive change in personal and community future.

  • Analyse problems around them and participate to take social responsibilities accordingly as good citizens.

Knowledge:

Students will...

  • Describe different achievements Jahangir made in his regime.

  • Describe Nur Jahans contributions in Jahangirs achievements.

  • Describe some architectural achievements of Shah Jahan.

  • Describe who Marathas were and how they became the strongest enemy of the Mughals.

Skills:

Students will be able to...

  • Use a timeline to identify time of the regime of Jahangir, Shah Jhan and Aurangzeb in the time span of Mughal arrival in India till the last Mughal Emperor.

  • Read relevant books, search from internet or your teachers to gather information about the Persian impact introcuced by Mughals in the art and culture of subcontinent.

  • Explore the artistic and cultural touch added to the Mughal Empire by Jahangir.

  • Explore different traits based on which Shah Jahan was called ‘The Magnificent.

  • Evaluate the contributions of Aurangzeb compared to other Mughal rulers.

  • Analyse Deccan wars and how they resulted in the expansion of Aurangzebs empire.

  • Investigate reasons why Aurangzeb was given the title of ‘World conqueror.

  • Compare the Mughal architecture with the modern architecture in Pakistan.

  • Describe the impact of the Mughal Empire on the culture, language, art and social life of the subcontinent.

  • Analyse why Nur Jahan is known as the ‘Light of the World.

  • Inquire why Nur Jahan became the ruler of Mughal Empire.

  • Investigate how the Mughal Era left a strong imprint on the food and clothing of the subcontinent.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will

Learning Activities

  • The teacher will use timeline

Unit 6: Decline of Mughals

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Analyse and describe with evidence some of the main events, people and changes covered in the study period.

  • Explore reasons of the main events and changes, and why people in the past acted in the ways they did.

  • Explore and evaluate the information gathered from different study periods to understand the differences between two periods of study.

  • Explore the links of conflicts of past events in as the cause of new events within and across study periods.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways by different people.

  • Use historical knowledge and understanding to critically analyse their own behavior and make informed choices to bring positive change in personal and community future.

  • Analyse problems around them and participate to take social responsibilities accordingly as good citizens.

Knowledge:

Students will...

  • Explain why Aurangzebs started to lose his powers gradually.

  • Describe Bahadur Shah Zafars reign as the last Emperor of Mughals.

  • Explain how British took over the subcontinent.


Skills:

Students will be able to...

  • Use a timeline to identify time and the sequence of events that led to the decline of Mughal era in the span of Akbar regime till the War of Independence.

  • Read relevant books, search from internet or your teachers to gather information about the internal struggle of succession in the Mughal court.

  • Inquire reasons of the war of succession.

  • Investigate factors that led to the collapse of the Mughal Empire.

  • Explore how the decline of Mughal Empire led to the formation of East India Company in the subcontinent.

  • Justify that the war of succession in Mughal court was the actual reason that weakened the Mughal Empire.

  • Investigate why Persia owns the famous Peacock throne of Mughal Court.

  • Conclude if the decision of Bahadur Shah Zafars exile was based on fair justice.

  • Compare the similar political situations in many countries as Mughals had to face during their decline.

  • Appreciate the importance of political stability taking the historical example of Mughal court during its decline.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will

Learning Activities

  • The teacher will use timeline

Unit 7: Role of Muslim Religious Leaders during Crisis

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Analyse and describe with evidence some of the main events, people and changes covered in the study period.

  • Explore reasons of the main events and changes, and why people in the past acted in the ways they did.

  • Explore and evaluate the information gathered from different study periods to understand the differences between two periods of study.

  • Explore the links of conflicts of past events in as the cause of new events within and across study periods.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways by different people.

  • Use historical knowledge and understanding to critically analyse their own behavior and make informed choices to bring positive change in personal and community future.

  • Analyse problems around them and participate to take social responsibilities accordingly as good citizens.

Knowledge:

Students will...

  • Describe the challenges faced by Muslims after the decline of Mughals.

  • Explain Sheikh Ahmads contributions which made him Mujaddid Alf-Sani.

  • Enlist Shah Waliullahs religious and political efforts in response to Muslims decline.

  • Describe Syed Ahmed Shaheed Bareilvis vision of Jihad.

  • Identify Syed Ahmed Shaheed Bareilvis struggles for restoration of Islam in the subcontinent.

Skills:

Students will be able to...

  • Use a timeline to identify time of Muslim religious leaders after Mughals in the span of Bahadur Shah Zafar till the War of Independence.

  • Use an organogram to depict the contributions of the Muslim religious leaders after the decline of Mughals.

  • Read relevant books, search from internet or your teachers to gather information about the contributions of Shah Waliullah.

  • Explore Muslims response to the challenging situation of the subcontinent.

  • Evaluate the causes of decline of the Muslims in subcontinent as identified by Shah Waliullah.

  • Explore some aspects of Faraizi movement founded by Haji Shariatullah.

  • Evaluate Haji Shariatullahs contribution to strengthen Muslims of subcontinent as a community.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will

Learning Activities

  • The teacher will use timeline


Unit 8: Industrial Revolution

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Analyse and describe with evidence some of the main events, people and changes covered in the study period.

  • Explore reasons of the main events and changes, and why people in the past acted in the ways they did.

  • Explore and evaluate the information gathered from different study periods to understand the differences between two periods of study.

  • Explore the links of conflicts of past events in as the cause of new events within and across study periods.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways by different people.

  • Use historical knowledge and understanding to critically analyse their own behavior and make informed choices to bring positive change in personal and community future.

  • Analyse problems around them and participate to take social responsibilities accordingly as good citizens.

Knowledge:

Students will...

  • Describe some of the reasons behind the Industrial Revolution.

  • Explain how steam engine drove the industrial revolution throughout the world.

  • Identify the countries that gained huge economic benefits by adoption to Industrial Revolution.

Skills:

Students will be able to...

  • Use a timeline to identify time of Industrial revolution in the span of Bahadur Shah Zafar till the War of Independence.

  • Use an organogram to depict the impacts of Industrialisation on the world.

  • Read relevant books, search from internet or your teachers to gather information about the advantages and disadvantages of Industrial Revolution.

  • Explore inventions which were caused by the steam engine.

  • Analyse some of the impacts of the industrial revolution in the subcontinent.

  • Explain that how European countries started capturing Asian and African countries as their colonies in search of raw materials for their industries.

  • Justify that the Europe took the advantage of scientific knowledge and development to create the biggest economic divide.

  • Predict the current situation of our region if people of subcontinent had thought of converting their raw material into goods during industrial revolution.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will

Learning Activities

  • The teacher will use timeline

Unit 9: Rise of British in India

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Analyse and describe with evidence some of the main events, people and changes covered in the study period.

  • Explore reasons of the main events and changes, and why people in the past acted in the ways they did.

  • Explore and evaluate the information gathered from different study periods to understand the differences between two periods of study.

  • Explore the links of conflicts of past events in as the cause of new events within and across study periods.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways by different people.

  • Use historical knowledge and understanding to critically analyse their own behavior and make informed choices to bring positive change in personal and community future.

  • Analyse problems around them and participate to take social responsibilities accordingly as good citizens.

Knowledge:

Students will...

  • Describe the battle of Plassey and the battle of Buxar.

  • Describe success of Haider Ali in defeating British at Madras.

  • Describe Haider Alis conquest of Cuddalore.

  • Explain the role of Mir Jafar in the battle of Plassey.

  • Identify the important developments made during the reign of Tipu Sultan.

  • Explain the role of Marathas and Nizams in establishing British rule in India.

  • Describe the significance of ‘Farman by the Mughal court in the establishment of East India Company in subcontinent.

  • Explain the context of the Doctrine of Lapse of Lord Dalhousie in 1852 and its consequences on Indians.

  • Describe the reasons behind the war of independence 1857.


Skills:

Students will be able to...

  • Use a timeline to identify time of Battles of Plassey and Buxar and death of Tipu Sultan in the span of East India Company till the War of Independence.

  • Use an organogram to depict the sequence of events that led to the rise of the British power in India.

  • Read relevant books, search from internet or your teachers to gather information about the rise of the British in subcontinent.

  • Investigate the reasons why British came to India.

  • Explore the causes of the battle of Plassey.

  • Interpret the causes of the battle of Buxar.

  • Compare and contrast the Battle of Plassey and Battle of Buxar.

  • Analyze the results of the Battle of Plassey and Battle of Buxar.

  • Investigate reasons why the British were able to defeat Haider Ali and Tipu sultan.

  • Analyse how British strengthened their rule in the sub-continent.

  • Inquire some consequences of Queen Victorias Proclamation act of 1858.

  • Analyse the effects of war of independence 1857.

  • Inquire the mistakes of Indian soldiers, which eventually made them face worse consequences of war of independence.

  • Compare the similar situations most of the developing countries are facing currently that once Mughals faced during the issuance of the ‘Farman for East India Company.

  • Infer the short-term and long-term effects of the Doctrine of Lapse on the sub-continent.

  • Explore how the British rule before 1857 caused discontent and resentment among the Indians.

  • Summarize the long-lasting effects of war of independence on the cultural and political life of the people of India.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will

Learning Activities

  • The teacher will use timeline




History Class 8



Core Skills and values Benchmarks of History Class 8

The required skills and values are to be essentially embedded as the overarching SLOs in the each unit of History class 8.

Core Skills Benchmarks of History Class 8

  • Research using relevant books, visit historical sites, archives, museums, libraries, interview relevant people, or use ICT to collect evidence for their interpretations.

  • Use timelines and organograms to understand and demonstrate the sequence of events, organise information to predict and to draw conclusions of the cause and effects.

  • Sophisticated use of chronological terms and historical conventions in written and verbal responses to and indicate time.

  • Make links of historical understanding of concepts with other subjects. (if applicable)

Core Values Benchmarks of History Class 8

  • Demonstrate a deeper understanding of participation of citizens in the formation of a democratic government and active participation of citizens for their rights and responsibilities. (respect, perseverance, cooperation, patriotism, loyalty, integrity, justice and tolerance)

  • Understand the adverse consequences of not obeying the national and international laws in the global world.

  • Identify the role of International Institutions for human welfare. (UNICEF, UNESCO, WHO etc) (if applicable)




Unit 1. Sir Syed Ahmed Khan

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Demonstrate the extended understanding of main events, people and changes covered in the selected study periods through written and oral responses.

  • Explore multiple reasons of the main events and changes, reason of peoples behavior in the past.

  • Critically evaluate the information gathered from different study periods to reason and to construct their opinions.

  • Explore the links of conflicts and issues of past as the cause and effect within and across study periods of past to construct reason and opinion.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways and develop their own perspective with reasons. (split of Hindu and Muslim unity, reasons of agreements, disagreements, wars in past)

  • Link historical knowledge and understanding to critically analyse their own behavior and present circumstances to make informed choices to bring positive change in personal and community future.

  • Demonstrate a deeper analysis prevailing issues and actively participate to take up social responsibilities accordingly as good global citizens.

Knowledge:

Students will...

  • Explain the contributions of Sir Syed Ahmed Khan in the political awaking of the Muslims of subcontinent.

  • Describe some contributions of Aligarh, Sindh Madressa-tul-Islam, Deoband, and Nadvat schools for the educational reforms for the Muslims.

  • List some objectives of the Mohammadan Educational Conference.

Skills:

Students will be able to...

  • Use organogram to depict the education reforms for the Muslims by different institutions.

  • Read relevant books, or search from internet to gather information about Sir Syed Ahmed Khan to explain the message he gave to the Muslims

  • Use a timeline to identify time of Sir Syed movement in the span of War of Independence till the formation of Pakistan.

  • Explore reasons why Sir Syed Ahmed Khan wanted Muslims and British to come closer.

  • Analyse reason behind the two nation theory of Sir Syed Ahmed Khan.

  • Evaluate why Sir Syed Ahmed Khan is called the ‘Founding father of Pakistan.

  • Justify with reasons that Aligarh can be compared as the Oxford for the Muslims of Subcontinent.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use timeline






Unit 2. Formation of the Congress and Muslim League (1885- 1911)

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Demonstrate the extended understanding of main events, people and changes covered in the selected study periods through written and oral responses.

  • Explore multiple reasons of the main events and changes, reason of peoples behavior in the past.

  • Critically evaluate the information gathered from different study periods to reason and to construct their opinions.

  • Explore the links of conflicts and issues of past as the cause and effect within and across study periods of past to construct reason and opinion.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways and develop their own perspective with reasons. (split of Hindu and Muslim unity, reasons of agreements, disagreements, wars in past)

  • Link historical knowledge and understanding to critically analyse their own behavior and present circumstances to make informed choices to bring positive change in personal and community future.

  • Demonstrate a deeper analysis prevailing issues and actively participate to take up social responsibilities accordingly as good global citizens.

Knowledge:

Students will...

  • Explain the major reasons in the making of the Congress in 1885.

  • Describe some initial demands of the Congress.

  • Describe the main reasons for the formation of the Muslim League in 1906.


Skills:

Students will be able to...

  • Use a timeline to identify time of Bengal Partition, formation of the Congress and Muslim League in the span of War of Independence till the formation of Pakistan.

  • Use Venn diagram to demonstrate the differences and similarities between the Congress and the Muslim League.

  • Read relevant books, visit local museums, search from internet or ask your teachers to gather information about conditions of the Muslims compared to Hindus in India before partition.

  • Investigate why Muslim Leaders joined the Congress.

  • Explain how the partition of the Bengal turned out in the favour of the Muslims.

  • Explore how the Simla Deputation paved the way for the formation of the Muslim League.

  • Identify the reasons why the British had to reverse the partition of Bengal.

  • Analyse the consequences of the reversal of partition of Bengal in 1911.

  • Conclude that the Partition of Bengal was the turning point of the Hindu Muslim Unity.

  • Describe the role of Minto Morley reforms in the formation of Pakistan.

  • Justify with examples that the Partition and reversal of Bengal was the real mile stone for the independence of Pakistan.

  • Reflect on the negotiation skills the political parties in India used to communicate their demands.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use timeline

Unit 3. World War I (1914-18)

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Demonstrate the extended understanding of main events, people and changes covered in the selected study periods through written and oral responses.

  • Explore multiple reasons of the main events and changes, reason of peoples behavior in the past.

  • Critically evaluate the information gathered from different study periods to reason and to construct their opinions.

  • Explore the links of conflicts and issues of past as the cause and effect within and across study periods of past to construct reason and opinion.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways and develop their own perspective with reasons. (split of Hindu and Muslim unity, reasons of agreements, disagreements, wars in past)

  • Link historical knowledge and understanding to critically analyse their own behavior and present circumstances to make informed choices to bring positive change in personal and community future.

  • Demonstrate a deeper analysis prevailing issues and actively participate to take up social responsibilities accordingly as good global citizens.

  • Understand the adverse consequences of not obeying the national and international laws in the global world.

  • Identify the role of International Institutions for human welfare. (UNICEF, UNESCO, WHO etc)

Knowledge:

Students will...

  • Describe some major reasons for the World War I.

  • Describe some events of the World War I.

  • Explain the role of Ottoman Empire in World War I.

Skills:

Students will be able to...

  • Use a timeline to identify time of World War I in the span of War of Independence till the formation of Pakistan.

  • Use an organogram to demonstrate the events of the World War I and its consequences. .

  • Read relevant books, search from internet or ask your teachers to gather information about the causes that led to World War I.

  • Evaluate the major changes in Europe in 1800.

  • Investigate the role of Germany and Italy in World War I.

  • Evaluate the consequences Germany and Ottoman Empire had to face after World War I.

  • Identify the reasons why Turkey had to sign the Treaty of Sevres after the World War I.

  • Inquire the reason of USAs involvement in World War I.

  • Discover the role of countries that worked to bring peace in Europe.

  • Explore the role of Indians in the World War I.

  • Analyse the major changes Russia underwent after World War I.

  • Justify that the Treaty of Severs based on fair justice.

  • Draw conclusion of who was the actual winner of the World War I.

  • Discover the beginning of the Communism after World War I.

  • Analyse the importance of dialogue in peace development process during World War I.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use timeline


Unit 4. Hindu Muslim Unity (1912-22)

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

  • Demonstrate the extended understanding of main events, people and changes covered in the selected study periods through written and oral responses.

  • Explore multiple reasons of the main events and changes, reason of peoples behavior in the past.

  • Critically evaluate the information gathered from different study periods to reason and to construct their opinions.

  • Explore the links of conflicts and issues of past as the cause and effect within and across study periods of past to construct reason and opinion.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways and develop their own perspective with reasons. (split of Hindu and Muslim unity, reasons of agreements, disagreements, wars in past)

  • Link historical knowledge and understanding to critically analyse their own behavior and present circumstances to make informed choices to bring positive change in personal and community future.

  • Demonstrate a deeper analysis prevailing issues and actively participate to take up social responsibilities accordingly as good global citizens.

Knowledge:

Students will...

  • Describe the importance of the Lucknow Pact of 1916 for Hindu Muslim unity.

  • Describe some main points of the Montague reforms and why they were introduced.

  • Describe the incident of Jallianwala Bagh.

  • Recall the role of Muslims and Hindus in WWI.

  • Identify some details of the founders of Khilafat Movement in subcontinent.

Skills:

Students will be able to...

  • Use a timeline to identify time of Lacknow Pact, Jallianwala Bagh and Khilafat Movement in the span of War of Independence till the formation of Pakistan.

  • Use an organogram to demonstrate the events of the Jallianwala Bagh and its consequences. .

  • Read relevant books, search from internet or ask your teachers to gather information about the consequences of World War I on subcontinent.

  • Explore reasons of why the Muslim and Hindu Leaders united against the British.

  • Explore reasons of rejection of Montague reforms by the Congress.

  • Explore reasons of rejection of Montague reforms by the Muslim leaders.

  • Evaluate why the British imposed the Rowlett Act after WWI

  • Inquire the reaction of the Muslim and Hindu leaders reaction on the Rowlett Act.

  • Explain the consequences that the Britain have to face after the incident of Jallianwala Bagh.

  • Explore the reasons of failure of Khilafat Movement.

  • Investigate why the Hijrat Movement became a cause for the failure of the Khilafat Movement.

  • Justify that the Jinnah can be truly claimed as the true ambassador of Hindu-Muslim unity.

  • Begin to understand the importance of dialogue in peace development process rather than forcing violence like the British did in the Jallianwala Bagh incident.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use timeline

Unit 5. Political Awareness in Subcontinent (1920-30)

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Demonstrate the extended understanding of main events, people and changes covered in the selected study periods through written and oral responses.

  • Explore multiple reasons of the main events and changes, reason of peoples behavior in the past.

  • Critically evaluate the information gathered from different study periods to reason and to construct their opinions.

  • Explore the links of conflicts and issues of past as the cause and effect within and across study periods of past to construct reason and opinion.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways and develop their own perspective with reasons. (split of Hindu and Muslim unity, reasons of agreements, disagreements, wars in past)

  • Link historical knowledge and understanding to critically analyse their own behavior and present circumstances to make informed choices to bring positive change in personal and community future.

  • Demonstrate a deeper analysis prevailing issues and actively participate to take up social responsibilities accordingly as good global citizens.

Knowledge:

Students will...

  • Describe main features of the Nehru Report in 1928.

  • Identify the most important demand made in Jinnahs 14 points.

  • Explain the historical importance of Allama Iqbals address of 1930 at Allahabad.

Skills:

Students will be able to...

  • Use a timeline to identify time of announcement of 14 points of Mr. Jinnah, Allahabad address and Gandhis Salt Movement in the span of War of Independence till the formation of Pakistan.

  • Read relevant books, search from internet or ask your teachers to gather information about the contributions of Allama Iqbals in the formation of Pakistan.

  • Explore why Simon Commission was rejected by all main political parties of India.

  • Discover the reason why Quaid-e-Azam had to announce his 14 points.

  • Inquire the reasons behind Gandhis Salt March and its outcomes.

  • Conclude if the Non-cooperation Movement of Gandhi brought back the Hindu-Muslims unity.

  • Justify that the Allama Iqbal has rightly earned the title of the ‘Poet of the East.

  • Begin to understand the importance of literature as a peaceful protest to communicate your demands than adopting violent measures taking historical example of Iqbals poetry.

  • Conclude if Gandhis Non-Violent movement is a good example of the peaceful protest for civil rights.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use timeline

Unit 6. Reform of Muslim League (1930-39)

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Demonstrate the extended understanding of main events, people and changes covered in the selected study periods through written and oral responses.

  • Explore multiple reasons of the main events and changes, reason of peoples behavior in the past.

  • Critically evaluate the information gathered from different study periods to reason and to construct their opinions.

  • Explore the links of conflicts and issues of past as the cause and effect within and across study periods of past to construct reason and opinion.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways and develop their own perspective with reasons. (split of Hindu and Muslim unity, reasons of agreements, disagreements, wars in past)

  • Link historical knowledge and understanding to critically analyse their own behavior and present circumstances to make informed choices to bring positive change in personal and community future.

  • Demonstrate a deeper analysis prevailing issues and actively participate to take up social responsibilities accordingly as good global citizens.

Knowledge:

Students will...

  • Describe events that led the British to hold the three Round Table Conferences.

  • Describe the reason and main implication of the introduction of the communal awards.

  • Explain the historical significance of the Day of Deliverance in 1939.

  • Identify the importance of the Pirpur report for Muslim League.

  • Explain the reasons and impacts of reorganisation of the Muslim League.

Skills:

Students will be able to...

  • Use a timeline to identify time of three Round Table Conferences in the span of War of Independence till the formation of Pakistan.

  • Use an organogram to demonstrate the events of the three Round Table Conferences and their outcomes.

  • Read relevant books, visit local museums, search from internet or your teachers to gather information about the role of elections of 1937 in the formation of Pakistan.

  • Explore reasons of why the Round Table Conferences were held in England from 1930-32.

  • Evaluate the failure of the Round Table Conferences.

  • Identify the most successful Round Table Conference.

  • Inquire the consequences of the three Round Table Conferences.

  • Evaluate the reaction of the Muslims and Hindus towards the communal awards.

  • Inquire the most important feature of the India Act in 1935.

  • Conclude how the result of the 1937 elections impacted the Muslims.

  • Differentiate Government of India Act, 1919 from the Government of India Act, 1935?

  • Conclude the most important lesson the Muslims learnt from the Round Table Conferences.

  • Explore the historical importance of the India Act, 1935 in the independence of Pakistan.

  • Analyse the power of dialogue to communicate your demands and resolve conflict taking the historical example of Mr. Jinnah during Round Table Conferences.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use timeline


Unit 7. World War II and its after math (1939-45)

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Demonstrate the extended understanding of main events, people and changes covered in the selected study periods through written and oral responses.

  • Explore multiple reasons of the main events and changes, reason of peoples behavior in the past.

  • Critically evaluate the information gathered from different study periods to reason and to construct their opinions.

  • Explore the links of conflicts and issues of past as the cause and effect within and across study periods of past to construct reason and opinion.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways and develop their own perspective with reasons. (split of Hindu and Muslim unity, reasons of agreements, disagreements, wars in past)

  • Link historical knowledge and understanding to critically analyse their own behavior and present circumstances to make informed choices to bring positive change in personal and community future.

  • Demonstrate a deeper analysis prevailing issues and actively participate to take up social responsibilities accordingly as good global citizens.

  • Understand the adverse consequences of not obeying the national and international laws in the global world.

  • Identify the role of International Institutions for human welfare. (UNICEF, UNESCO, WHO etc) (if applicable)

Knowledge:

Students will...

  • Describe some sequence of events of World War II.

  • Explain the role of Indians in World War II.

  • Outline some of the details of cold war and why it begin.

  • Enlist the basic functions of United Nations and its main bodies.

Skills:

Students will be able to...

  • Use a timeline to identify time of World War II in the span of War of Independence till the formation of Pakistan.

  • Use an organogram to demonstrate the events of the World War II and their consequences.

  • Read relevant books, search from internet or your teachers to gather information about the impacts of World War II in the formation of Pakistan.

  • Evaluate reasons that led to World War II.

  • Analyse the consequences of World War II.

  • Explore reasons of the Congress resignation from government 1939.

  • Evaluate the main Muslim Leagues decision to work jointly with British in World War II.

  • Explore the reasons of the formation of United Nations after World War II.

  • Evaluate the consequences of cold war on Pakistan.

  • Explore the reasons why the British had to announce a national government in India after World War II.

  • Justify that the Britishs decision of settling Jews in Palestine was based on fair justice.

  • Inquire the real victim of cold war between USA and USSR

  • Analyse the importance of technological advancements that aided USA to win the War.

Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use timeline


Unit 8. Partition of India and Formation of Pakistan (1940-47)

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Demonstrate the extended understanding of main events, people and changes covered in the selected study periods through written and oral responses.

  • Explore multiple reasons of the main events and changes, reason of peoples behavior in the past.

  • Critically evaluate the information gathered from different study periods to reason and to construct their opinions.

  • Explore the links of conflicts and issues of past as the cause and effect within and across study periods of past to construct reason and opinion.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways and develop their own perspective with reasons. (split of Hindu and Muslim unity, reasons of agreements, disagreements, wars in past)

  • Link historical knowledge and understanding to critically analyse their own behavior and present circumstances to make informed choices to bring positive change in personal and community future.

  • Demonstrate a deeper analysis prevailing issues and actively participate to take up social responsibilities accordingly as good global citizens.

Knowledge:

Students will...

  • Describe the historical significance of the Lahore Resolution of 1940 in the formation of Pakistan.

  • Describe the role of the Muslim women and students in the movement of Pakistan.

  • Identify the key points of Cripps Proposal.

  • Describe the major reasons that led to the ‘Quit India Movement.

  • Explain why Mr. Jinnah had to announce ‘Direct Action Day”.

  • Identify the key points of the ‘Independence Act of 1947.


Skills:

Students will be able to...

  • Use a timeline to identify time of the events of Lahore Resolution. Cripps Proposal, Quit India Movement, and Independence Act in the span of War of Independence till the formation of Pakistan.

  • Use an organogram to demonstrate the sequence of events led by the Lahore Resolution.

  • Read relevant books, search from internet or your teachers to gather information about the events that led to the formation of Pakistan.

  • Explore why it was essential for the Muslims of subcontinent to have a separate country.

  • Inquire the consequence of the failure of the Cripps Proposal.

  • Explore the outcomes of the ‘Quit India Movement.

  • Inquire the reasons of the failure of Jinnah-Gandhi talks.

  • Evaluate the role of Lord Mountbatten in the formation of Pakistan.

  • Inquire the role of World War II in the partition of India.

  • Justify that Mr. Jinnahs actions were different than the rest of the political leaders of India demanding the British to leave their land.

  • Conclude that Mr. Jinnah has rightly earned the title of ‘Quaid-e-Azam.

  • Inquire the contribution of Urdu literature written on topic of partition and migration.


Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use timeline



Unit 9. New Beginnings: Pakistan after 1947

DOMAIN 1: Knowledge and Understanding of Events, and People of Past

DOMAIN 2: Cause and Effect of events and changes of past

DOMAIN 3: Difference, Links and Comparisons within and across the Study Periods

DOMAIN 4: Historical Enquiry and Interpretation

Student Learning Outcomes:

  • Demonstrate the extended understanding of main events, people and changes covered in the selected study periods through written and oral responses.

  • Explore multiple reasons of the main events and changes, reason of peoples behavior in the past.

  • Critically evaluate the information gathered from different study periods to reason and to construct their opinions.

  • Explore the links of conflicts and issues of past as the cause and effect within and across study periods of past to construct reason and opinion.

  • Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways and develop their own perspective with reasons. (split of Hindu and Muslim unity, reasons of agreements, disagreements, wars in past)

  • Link historical knowledge and understanding to critically analyse their own behavior and present circumstances to make informed choices to bring positive change in personal and community future.

  • Demonstrate a deeper analysis prevailing issues and actively participate to take up social responsibilities accordingly as good global citizens.

Knowledge:

Students will...

  • Describe with Outline some salient features of the early beginnings of Pakistan after 1947.

  • Explain events of Kashmir war.

  • Describe the main idea of Objective Resolution

  • Describe the key elements of the Constitution of 1956

  • List down some characteristics of Ayub Khans regime.

  • Identify causes and events of the War of 1965.

  • Identify causes and events of the War of 1971.

  • Describe some details of causes and events of Afghan war.

  • Identify the sequence of events of cold war that led to the war on terrorism.





Skills:

Students will be able to...

  • Use a timeline to identify time of the events after the formation of Pakistan in the span of Migration, War of Kashmir, constitutions1956, 1958, 1973, war of 1965, 1971, Afghan war till war of terror.

  • Use an organogram to demonstrate the sequence of events led by the Afghan war till war of terror.

  • Read relevant books, search from internet or your teachers to gather information about the events that led to the formation of Pakistan.

  • Explore some of the pull and push factors behind the migration of 1947.

  • Evaluate the most challenging problem Pakistan had to face after independence.

  • Explore the contributions of the migrants and common people in the struggle of freedom of Pakistan.

  • Explore the consequences of the War of Kashmir on Pakistan.

  • Inquire why part of objective resolution has become a compulsory part of all constitutions.

  • Elaborate the reasons behind the failure of the Constitution of 1956.

  • Identify some major milestones of Ayub Khans regime

  • Analyze the most important contribution of Ayub Khan

  • Inquire the significance of Ayub Khans regime in the history of Pakistan.

  • Discover some causes of war of 1965.

  • Analyze the impact of the war of 1965 in the coming years.

  • Compare the constitution of 1962 with the constitution of 1973.

  • Discover key causes of war of 1971.

  • Analyze the impact of the war of 1971.

  • Inquire the consequences of the Afghan war on Pakistan.

  • Explore the consequences of War on Terror on the social and economic history of Pakistan.

  • Identify the contributions of Pakistan army in the War on Terror.

  • Justify that migration of 1947 was the biggest migration in human history.


Assessments

Formative Assessments

  • The teacher will ask students

Summative Assessments

  • Students will write in their notebooks at least

Learning Activities

  • The teacher will use timeline