Pakistan Studies: Secondary School Certificate Examination Syllabus

Secondary School Certificate
Examination Syllabus
PAKISTAN STUDIES
CLASSES IX-X
(based on National Curriculum 2006)

Published by
Aga Khan University Examination Board
Bungalow # 233 / E.I.Lines,
Daudpota Road, Karachi, Pakistan.
November 2004
Latest Revision June 2012
All rights reserved

This syllabus is developed by Aga Khan University Examination Board for distribution
to all its affiliated schools.
Secondary School Certificate
Examination Syllabus
PAKISTAN STUDIES
CLASSES IX-X
This subject is examined in both

May and September Examination sessions
S. No. Table of Contents Page No.
Preface 5
1. Aims/Objectives of the National Curriculum (2006) 7
2. Rationale of the AKU-EB Examination Syllabus 7
3. Topics and Student Learning Outcomes of the Examination Syllabus 10
4. Scheme of Assessment 42
5. Teaching-Learning Approaches and Classroom Activities 45
6. Recommended Texts and Reference Materials 47
Definition of Cognitive Levels and Command Words in the Student

7. 49
Learning Outcomes in Examination Papers
Annex: SSC Scheme of Studies 52
For queries and feedback
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Latest Revision June 2012 Page 4

PREFACE
In pursuance of National Education Policy (1998-2010), the Curriculum Wing of the
Federal Ministry of Education has begun a process of curriculum reform to improve the quality
of education through curriculum revision and textbook development (Preface, National
Curriculum documents 2000 and 2002).
AKU-EB was founded in August 2003 with the same aim of improving the quality of
education nationwide. As befits an examination board it seeks to reinforce the National
Curriculum revision through the development of appropriate examinations for the Secondary
School Certificate (SSC) and Higher Secondary School Certificate (HSSC) based on the
latest National Curriculum and subject syllabus guidance.
AKU-EB has a mandate by Ordinance CXIV of 2002 to offer such examination services to
English and Urdu medium Candidates for SSC and HSSC from private schools anywhere in
Pakistan or abroad, and from government schools with the relevant permissions. It has been
accorded this mandate to introduce a choice of examination and associated educational
approach for schools, thus fulfilling a key objective of the National Curriculum of Pakistan:
“Autonomy will be given to the Examination Boards and Research and Development cells
will be established in each Board to improve the system” (ibid. para. 6.5.3 (ii)).
AKU-EB is committed to creating continuity of educational experience and the best

possible opportunities for its students. In consequence it offered HSSC for the first time in
September, 2007 to coincide with the arrival of its first SSC students in college or higher
secondary school. Needless to say this is not an exclusive offer. Private Candidates and
students joining AKU-EB affiliated schools and colleges for HSSC Part 1 are eligible to
register as AKU-EB Candidates even though they have not hitherto been associated with
AKU-EB.
This examination syllabus exemplifies AKU-EB’s commitment to national educational

goals.
• It is in large part a reproduction, with some elaboration, of the Class IX and X National
Curriculum of the subject.
• It makes the National Curriculum freely available to the general public.
• The syllabus recommends a range of suitable textbooks already in print for student purchase
and additional texts for the school library.
• It identifies areas where teachers should work together to generate classroom activities and
materials for their students as a step towards the introduction of multiple textbooks,
another of the Ministry of Education’s policy provisions for the improvement of secondary
education (ibid. para. 6.3.4).

This examination syllabus brings together all those cognitive outcomes of the National
Curriculum statement which can be reliably and validly assessed. While the focus is on the
cognitive domain, particular emphasis is given to the application of knowledge and
understanding, a fundamental activity in fostering “attitudes befitting useful and peaceful
citizens and the skills for and commitment to lifelong learning which is the cornerstone of
national economic development” (Preface to National Curriculum documents 2000 and
2002).
To achieve this end AKU-EB has brought together university academics, teacher trainers,
writers of learning materials and above all, experienced teachers, in regular workshops and
subject panel meetings.
AKU-EB provides copies of the examination syllabus to subject teachers in affiliated schools
to help them in planning their teaching. It is the syllabus, not the prescribed text book which
is the basis of AKU-EB examinations. In addition, the AKU-EB examination syllabus can
be used to identify the training needs of subject teachers and to develop learning support
materials for students. Involving classroom teachers in these activities is an important part of
the AKU-EB strategy for improving the quality of learning in schools.
The Curriculum Wing of the Federal Ministry of Education has recently released new
subject specifications and schemes of study to take effect in September, 2008. These
documents are a major step forward towards a standards-related curriculum and have been
welcomed by AKU-EB. Our current SSC syllabuses have been revised to ensure conformity
with the new National Curriculum 2006.
We stand committed to all students entering the SSC course as well as those who have
recently embarked upon the HSSC course in facilitating their learning outcome. Our
examination syllabus document ensures all possible support.
Dr. Thomas Christie

Director,
Aga Khan University Examination Board
July 2009

1. Aims/Objectives of the National Curriculum (2006)1
1. Inculcate a sense of gratitude to Almighty Allah for blessing us with an

independent and sovereign state
2. underscore the importance of national integration, cohesion and patriotism.
3. encourage traits of observation, creativity, analysis and reflection in students.
4. promote an understanding of the ideology of Pakistan, the Muslim struggle for
independence and endeavors for establishing a modern welfare Islamic state.
5. acquaint the students with various phases of Pakistan’s historical, political and
constitutional developments.
6. inculcate awareness about the multi-cultural heritage of Pakistan so as to enable
the students to better appreciate the socio-cultural diversity of Pakistan society
and get used to idea of unity in diversity in our national context.
7. enhance understanding of the physical features and human resources of Pakistan.
8. impart awareness about various aspects of socio-economic activities at national
level and the role played by Pakistanis in the development of their society.
9. highlight Pakistan’s strategic position in international politics, especially its
relations with neighboring and Muslim countries.
10. lay emphasis on the rights and obligations of the citizens of an independent and
sovereign state.
2. Rationale of the AKU-EB Examination Syllabus
2.1 General Rationale
2.1.1 In 2007, the Curriculum Wing of the Federal Ministry of Education (MoE)
issued a revised part-wise Scheme of Studies. All subjects are to be taught and
examined in both classes IX and X. It is therefore important for teachers,
students, parents and other stakeholders to know:
(a) that the AKU-EB Scheme of Studies for its SSC examination
(Annex) derives directly from the 2007 Ministry of Education Scheme
of Studies;
(b) which topics will be examined in Class IX and in Class X;
(c) at which cognitive level or levels (Knowledge, Understanding,
Application and other higher order skills) the topics and sub-topics will
be taught and examined;
2.1.2 This AKU-EB examination syllabus addresses these concerns. Without such
guidance teachers and students have little option other than following a single
textbook to prepare for an external examination. The result is a culture of rote
memorization as the preferred method of examination preparation. The
pedagogically desirable objectives of the National Curriculum which
encourage “observation, creativity and other higher order thinking [skills]” are
generally ignored. AKU-EB recommends that teachers and students use
multiple teaching-learning resources for achieving the specific objectives of
the National Curriculum reproduced in the AKU-EB examination syllabuses.
1
These objectives have been reproduced from the National Curriculum document 2006 (p.1) issued by the
National Curriculum and Textbooks Ministry of Education Government of Pakistan Islamabad

2.1.3 The AKU-EB examination syllabuses use a uniform layout for all subjects to
make them easier for teachers to follow. Blank sheets are provided in each
syllabus for writing notes on potential lesson plans. It is expected that this
arrangement will also be found helpful by teachers in developing classroom
assessments as well as by question setters preparing material for the AKU-EB
external examinations. The AKU-EB aims to enhance the quality of education
through improved classroom practices and improved examinations.
2.1.4 The Student Learning Outcomes (SLOs) in Section 3 start with command
words such as list, describe, relate, explain, etc. The purpose of the command
words is to direct the attention of teachers and students to specific tasks that
candidates following the AKU-EB examination syllabuses are expected to
undertake in the course of their subject studies. The examination questions
will be framed using the same command words or the connotation of the
command words, to elicit evidence of these competencies in candidates’
responses. The definitions of command words used in this syllabus are given
in Section 7. It is hoped that teachers will find these definitions useful in
planning their lessons and classroom assessments.
2.1.5 The AKU-EB has classified SLOs under the three cognitive levels Knowledge
(K), Understanding (U) and Application of knowledge and skills (A) in order
to derive multiple choice questions and constructed response questions on a
rational basis from the subject syllabuses ensuring that the intentions of the
National Curriculum should be met in full. The weighting of marks to the
Multiple Choice and Constructed Response Papers is also derived from the
SLOs, command words and cognitive levels. In effect the SLOs derived from
the National Curriculum determine the structure of the AKU-EB subject
examination set out in Section 4.
2.1.6 Some topics from the National Curriculum have been elaborated and enriched
for better understanding of the subject and/or to better meet the needs of
students in the twenty-first century.

2.2 Specific Rationale of the AKU-EB Pakistan Studies Examination Syllabus
2.2.1 In developing the Pakistan Studies examinations syllabus, the AKU-EB has
followed the National Curriculum document and its content areas. It has
however, recommended some supplementary topics to provide a perspective of
historical continuity in the contemporary challenges faced by the country and
to give an insight into the realistic understanding of the origin, creation and
development of Pakistan. Hence, the sequence of the chapters in this syllabus
is different from the national curriculum document. A chapter has been added
to acquaint students with the constitutional and political development of the
country.
2.2.2 It is expected that the student learning outcomes included in this examination
syllabus will encourage teachers and students to develop critical consciousness
and analytical skills which are components of “higher order thinking”.
2.2.3 Students should be able to appreciate the diversity and plurality in Pakistani
society and its culture as manifested in its languages, dress, built environment,
art and architecture, as given in the national Curriculum document.

3. Topics and Student Learning Outcomes of the Examination Syllabus
Part I (Class IX)
Topic Student Learning Outcomes Cognitive Level2

K U A
1. Ideological Basis of Pakistan Candidates should be able to:
1.1 Importance of Pakistan 1.1.1 explain the importance of Pakistan Studies as a subject which can help *
Studies in understanding the origin, creation and development of Pakistan.
1.2 Definition and 1.2.1 define ideology; *

Significance of Ideology 1.2.2 explain the significance of ideology for a nation. *
1.3 Contents of the Ideology 1.3.1 explain the concept of sovereignty of Allah in Islam; *
of Pakistan; 1.3.2 explain how the guiding principles of Islamic way of life (justice, *
equality and brotherhood) form the basis of Pakistan’s ideology.
1.4 Pakistan Ideology: In 1.4.1 quote statements of Allama Iqbal and Quaid-e-Azam Muhammad Ali *
Perception of Allama Jinnah defining the ideology of Pakistan (with referece to Allama
Iqbal and Quaid-e-Azam Iqbal’s 1930 Allahabad Address and Quaid’s address to the
Constituent Assembly on August 11,1947).
1.5 Concept of a Welfare 1.5.1 define a welfare state; *

State in Islam 1.5.2 describe the main functions of a welfare state; *
1.5.3 compare an Islamic state and welfare state; *
1.5.4 discuss the responsibilities of an individual in a welfare state. *
2
K = Knowledge, U = Understanding, A= Application (for explanation see Section 7: Definition of command words used in Student Learning Outcomes and in Examination
Questions).

NOTES

K U A
1.6 National Goals for 1.6.1 discuss Pakistan’s current status as a welfare state and suggest what *
Becoming a Welfare further steps need to be taken.
State
2. Historical Background Candidates should be able to:

1707-1921
2.1 Mughals and the British 2.1.1 discuss the decline of the Mughal Empire with reference to *
in the Indian • Impact of Aurangzeb’s religious policies
Sub-Continent • Effectiveness of his successors
• Rise of Marathas and Sikhs
• Degradation of Islamic values
• Foreign invasion (Ahmed Shah Abdali and Nadir Shah);
2.1.2 discuss the reasons for the involvement of EIC(East India company) in *
the subcontinent;
2.1.3 discuss the socio-economic and political situation of India at the time *
of British expansion from 1750 to 1856 (Battle of Plassey, Buxar,
Annexation of Sindh, Punjab, NWFP, Doctrine of lapse, PITT’S India
Act, Marathan Wars, Mysore Wars);
2.1.4 discuss the causes (long term and immediate) of the War of *
Independence 1857;
2.1.5 discuss the reasons for the failure in the War of Independence 1857; *
2.1.6 discuss the outcomes of the War of Independence with reference to the *
proclamation of 1858;

NOTES

K U A
2.2 Emergence of Political 2.2.1 trace the origin and evolution of two nation theory with reference to *
Consciousness in Indian socio-economic and political conditions of Indian Muslims from 1857
Muslims onwards;
2.2.2 discuss the causes of the partition of Bengal and its reversal (1905- *
11);
2.2.3 discuss the features of Simla Deputation and its importance; *
2.2.4 discuss the reasons for the establishment of All India Muslim League *
in 1906;
2.2.5 describe the aims and objectives of Muslim League in 1906. *
2.3 Attempts at 2.3.1 discuss the features of the Morley Minto Reforms 1909 and the reasons *
Constitutional Reforms for its opposition;
during the Years 1909- 2.3.2 explain the reasons for Congress and Muslim League working together *
1919 with reference to Lucknow pact;
2.3.3 discuss the reasons for bringing forth Montague-Chelmsford Reforms *
1919 and the reason for its rejection;
2.3.4 explain Rowlatt Act and its consequences on Indians. *
2.4 Khilafat Movement and 2.4.1 discuss the reasons for the Khilafat Movement; *
its impact on the 2.4.2 discuss the course and reasons for the failure of the Khilafat *
Sub-Continent Movement;
2.4.3 analyse the impact of the Khilafat Movement on the Muslims of the *
Sub-Continent.

NOTES

K U A
3. Road to the Establishment of Candidates should be able to:
Pakistan
3.1 Towards the Pakistan 3.1.1 discuss the reasons why Jinnah produced his 14 points in 1929; *
Resolution (1940) 3.1.2 discuss the success and failures of the three Round Table Conference *
1930-32;
3.1.3 analyse the importance of Government of India Act 1935; *
3.1.4 discuss the reasons for the opposition of Government of India Act *
1935;
3.1.5 analyse the reasons for Muslim League’s failure in the elections of *
1935-36;
3.1.6 explain the impact of Congress Rule and the Day of Deliverance 1939; *
3.1.7 state the Pakistan Resolution 1940; *
3.1.8 analyse the importance of the Pakistan Resolution 1940. *
4. Land, Climate and Candidates should be able to:

Environment of Pakistan
4.1 Location 4.1.1 locate Pakistan with reference to latitudes 24oN-37oN and longitudes *
61oE-78oE;
4.1.2 locate the neighbouring countries of Pakistan on the world map *
(Afghanistan, India, China, Iran);
4.1.3 explain the strategic importance of the location of Pakistan. *

NOTES

K U A
4.2 The Natural Topography 4.2.1 locate the following land form features of Pakistan *
Plains: Upper Indus, Lower Indus
Desert: Thar, Thal, Kharan
Mountain Ranges: Hindu Kush, Karakoram , Himalayan , Sulaiman
Range, Safed Koh, Waziristan, Salt Range
Plateau: Potwar and Baluchistan
Coastal areas: Karachi, Makran Coast (Baluchistan)
Rivers: Indus, Jhelum, Chenab, Ravi, Sutlej, Kabul, Hab, Dasht;
4.2.2 discuss the influence of the natural topography of each landform on *
human activities;
4.2.3 explain the importance of rivers in Pakistan. *
4.3 Climate 4.3.1 discuss the factors that influence the climate of Pakistan *
(rainfall, latitude, Western depression, thunderstorms and cyclones);
4.3.2 describe the major climatic regions of Pakistan (arid, semi-arid, *
coastal and highland);
4.3.3 analyse the effect of climate on the life of people *
• Influence of low temperature, ice and snow on the lives of people
in the mountains
• Influence of rain storms on agriculture, industry and
communications
• Problems caused by droughts and shortage of water supply on
agriculture and industry.

NOTES

K U A
4.4 Environmental Hazards 4.4.1 analyse the effect of human activities on the climate *
and remedies • Industrialization leads to pollution, land degradation and migration
• Over population leads to scarcity of resources and over burden on
land;
4.4.2 identify the main sources of pollution–industrial emissions (air), human *
waste (land), arsenic (water);
4.4.3 analyse the acute problems (health, agriculture, environment) caused by *
pollution;
4.4.4 analyse the likely impact of global warming on Pakistan. *
5. Resources of Pakistan Candidates should be able to:
5.1 Natural Resources 5.1.1 locate the main natural resources found in Pakistan *
• Soil: Regosols, lithosol , alluvium
• Forest: Coniferous, Alpine, Riverine, Irrigated, Tropical Thorn Forest,
Sub-tropical Scrub forest, Mangroves
• Minerals : Rock salt, natural gas, copper, limestone, coal, gypsum,
marble, chromite
• Water;
5.1.2 explain the economic significance of the resources found in Pakistan; *
5.2 Energy Resources 5.2.1 discuss the importance of energy resources in the development of a *
country (electricity, gas, petroleum and coal);
5.2.2 state the uses of different kinds of energy resources available in *
Pakistan (hydroelectric, thermal, solar and nuclear);
5.2.3 analyse the need of increase in production of power resources of *
Pakistan;
5.2.4 suggest the ways to encounter energy crises in Pakistan *
5.2.5 assess the potential future sources of energy. *

NOTES

K U A
5.3 Agriculture 5.3.1 define the major forms of agriculture in Pakistan (small-scale *
subsistence, cash crop farming);
5.3.2 discuss how natural and human factors affect production on small-scale *
and cash crop farms (cotton, rice sugarcane, wheat);
5.3.3 discuss natural and human factors that affect livestock farming *
(cattle, goats, sheep);
5.3.4 describe fish farms; *
5.3.5 give examples of fish caught in marine water, inland water and the fish *
farm;
5.3.6 explain the role of agriculture in the production of resources for the *
economic development of Pakistan;
5.3.7 enumerate the pattern of modernisation in agriculture with reference to *
green revolution (1958-69);
5.3.8 describe the problems faced by agricultural sector of Pakistan; *
5.3.9 suggest remedies for the problems faced by agricultural sector of *
Pakistan.
5.4 Irrigation 5.4.1 describe different methods of irrigation used in Pakistan *

• Canal irrigation; Karez, inundation and perennial canal
• Lift irrigation: Persian wheel and tube well
• Dams: Mangla, Tarbela and Warsak
• Barrages: Guddu, Sukhar, Suleiman ki;
5.4.2 explain the importance of irrigation in the perspective of Pakistan; *

5.4.3 discuss the causes of water logging and salinity; *
5.4.4 explain ways through which the land damaged by water logging and *
salinity can be restored;
5.4.5 evaluate how agricultural practice and water management can be *
improved to prevent water logging and salinity from happening.

NOTES

K U A
5.5 Natural Vegetation 5.5.1 describe the distribution of forests in Pakistan; *
5.5.2 explain the economic importance of forests in a country; *
5.5.3 define deforestation and desertification; *
5.5.3 discuss causes and hazards of deforestation; *
5.5.4 suggest remedies to the problems caused by deforestation. *

NOTES

Part II (Class X)
Topic Student Learning Outcomes Cognitive Level
K U A
6. Economic Development Candidates should be able to:
6.1 Major Industries of 6.1.1 describe different kinds of industries in Pakistan (Cottage, small scale *
Pakistan and large industry);
6.1.2 locate the important industries of Pakistan (cement, cotton, sugar, *
crafts, fertilizer, iron and steel, sports goods, surgical instruments);
6.1.3 describe the importance and contribution of small scale and cottage *
industries;
6.1.4 define the term multinational company; *
6.1.5 assess the contribution of multinational companies (using local *
resources, providing employment opportunities, increasing revenue
and enhancing competition);
6.1.6 evaluate reasons for economic disparity amongst different regions of *
Pakistan and the problems caused by it;
6.1.7 suggest the remedies to overcome the economic disparity in Pakistan. *
6.2 Industries and 6.2.1 discuss the effects of expansion of industries on the ecosystem; *
Environmental Issues 6.2.2 suggest the role industrial sector should play in order to counter *
pollution (proper waste management, air filter plants, environmental
friendly policies, recycling and reusing products).
6.3 Trade and Commerce 6.3.1 describe the terms ‘trade’, ‘commerce’ and ‘foreign exchange’, and *
their inter relationship;
6.3.2 explain the importance of trade and commerce activities for the *
economic development;
6.3.3 identify Pakistan’s main trading partners and the goods Pakistan export *
or import from them;

NOTES

K U A
6.3.4 explain the effect of changing trends in exports and imports on *
Pakistan’s balance of trade and economy.
6.4 Transport and 6.4.1 describe the modes of transport used in Pakistan (land, air and water); *
Communication 6.4.2 interpret maps to describe the regional variations in the density and *
patterns of road, rail and air transport networks within Pakistan;
6.4.3 compare the advantages and disadvantages of road, rail and air *
transport within Pakistan for both goods and people;
6.4.4 describe the improvements that have taken place in the means of *
transportation and communication in Pakistan;
6.4.5 locate on the map Keamari, port Qasim and Gawadar port and the *
cities with international airports;
6.4.6 assess the feasibility of development of Gawadar port and its *
importance in the economic development;
6.4.7 explain the importance of radio, television, phones, fax machines, E- *
commerce, emails and internet in the field of education, industry and
business.
7. Population Candidates should be able to:
7.1 Concepts and 7.1.1 define census, population growth, urbanization, migration and *
Characteristics of demography;
Population
7.1.2 interpret graphs and statistics illustrating birth rates, death rates and the *
rates of natural increase in population in Pakistan as a whole as well as
areas within Pakistan;
7.1.3 identify trends in population growth; *
7.1.4 explain the social, educational, economic and political factors which *
contribute to population growth;
7.1.5 distinguish between distribution of population and density of *
population;

NOTES

K U A
7.1.6 recognize the variations in both distribution of population and density *
of population between the provinces (including Northern Areas) and
within the provinces (including Northern Areas);
7.1.7 explain the physical, economic, social and political factors which *
contribute to these variations.
7.2 Population and 7.2.1 explain the problems arising from over-population; *
development
7.2.2 demonstrate how rapid growth of population increases migration and *
slows economic development;
7.2.3 analyse the impact of population growth on education, health and *
nutrition levels of the people of Pakistan;
7.2.4 discuss with reference to both ‘push’ and ‘pull’ factors, the main *
causes of population movements, including rural-urban migration,
seasonal migration, emigration and immigration;
7.2.5 explain the effects of these population movements, including shanty *
developments in cities, tent cities and the de-population of rural areas;
7.2.6 evaluate the measures which may be taken to solve the problems *
associated with over population(self-help schemes, provision of clean
water and planned and improved housing).

NOTES

K U A
8. Emergence of Pakistan Candidates should be able to:
8.1 Second World War and 8.1.1 discuss the Second World War (1939-45) in relation to subcontinent *
the Sub-Continent and the Quit India Movement;
8.1.2 explain the major features, outcomes and significance of Cripps *
Mission 1942, Gandhi-Jinnah Talks 1944 and Simla Conference 1945;
8.1.3 analyse the reasons behind the difference between the results of *
elections of 1935-36 and 1945-46.
8.2 Partition and the 8.2.1 explain the significance of Cabinet Mission 1946 on the creation of *
Creation of Pakistan Pakistan;
8.2.2 explain the major features of the 3rd June plan and its implementation; *
8.2.3 discuss the major features of the Boundary Commission; *
8.2.4 analyse the unjustness of the commission and its impact on Pakistan as *
a young state and to the future of Pakistan;
8.2.5 describe the Independence Act 1947; *
8.2.6 identify the areas that became the part of Pakistan. *
8.3 Contribution of Key 8.3.1 discuss the role of Mohammad Ali Jinnah as *
Leaders • An advocate of Hindu- Muslim Unity.
• A member and later President of Muslim League.
• A negotiator with the British.
• A firm believer of Pakistan.
• The first Governor- General of Pakistan;
8.3.2 discuss the contribution of Allama Iqbal with reference to the *
Allahabad Address 1930;
8.3.3 discuss the contribution of Chaudhry Rehmat Ali in light of ‘Now or *
Never 1933’ and the coinage of the name Pakistan.

NOTES

K U A
9. Political and Constitutional Candidates should be able to:
Development in Pakistan
9.1 Formative Phase of 9.1.1 discuss the immediate problems faced by Pakistan in the establishment *
Pakistan 1947-58 of an independent nation.
• Boundary division,
• Division of financial and military assests,
• Refugee problems,
• Administrative problems,
• Problem of national language,
• Kashmir issue,
• Canal water dispute,
• Princely states (Hyderabad, Junagarh),
• Lack of trained personnels;
9.1.2 analyse how Kashmir issue is a hindrance between the cordial relation *
of Pakistan and India;
9.1.3 explain how successful Pakistan was in overcoming the initial *
problems.
9.2 Constitution Making 9.2.1 explain the need and importance of constitution for a state; *
9.2.2 discuss the salient featurs of Objective Resolution and its significance; *
9.2.3 identify the salient features of 1956 Constitution; *
9.2.4 discuss the reasons that led to the delay in the constitution; *
9.2.5 discuss the reasons that led to the promulgation of Martial Law in *
1958.
9.3 Ayub Khan Era 9.3.1 discuss the reasons for Ayub Khan coming to power; *
9.3.2 discuss the reforms of Ayub Khan in agriculture, industries, settling of *
refugees, curriculum development and family laws;

NOTES

K U A
9.3.3 analyse the impact of the reforms on the economy of the country; *
9.3.4 discuss the reasons behind the fall of Ayub Khan (Ayub Khan *
resignation).
9.4 Fall of East Pakistan 9.4.1 discuss the reasons behind the anger and distrust of East Pakistan on *
West Pakistan. (unfairnesss in administration/ lack of political
representation , armed forces, economic distribution);
9.4.2 discuss the Six Points of Mujib-ur-Rehman; *
9.4.3 evaluate the major events that led to the fall of East Pakistan *
1. Elections of 1970,
2. Dsinterest of government during cyclone,
3. Rejection of six points,
4. War with India in 1971.
9.5 Zulfiqar Ali Bhutto Era 9.5.1 discuss the reasons behind Zulfiqar Ali Bhutto coming to power; *
9.5.2 discuss the reforms of Zulfiqar Ali Bhutto (agriculture, nationalization *
of industries, ban on the use of brand name for pharmaceuticals,
nationalization of schools, compulsory primary education) and their
impact on the country;
9.5.3 analyse Simla Agreement and its impact on Pakistan. *
9.6 Zia-ul- Haq Era 9.6.1 discuss the reasons behind General Zia-ul Haq taking over the country; *
9.6.2 discuss the reforms of Zia-ul-Haq (privatization of industries, *
Islamization) and its impact on Pakistan;
9.6.3 analyse the impact of refugee problem as a result of Afghan jihad on *
Pakistani Society (drugs and arms supply, sectarianism, burden on
resources, smuggling of goods) and on its economy.

NOTES

K U A
9.7 Restoration of Civilian 9.7.1 list the political changes between 1988-1999 *
Rule 1988-1999 (Benazir Bhutto and Nawaz Shariff);
9.7.2 analyse the impact of Pakistan being a nuclear power (economically *
and politically);
9.7.3 discuss the reasons behind 1999 army coup. *
9.8 Pervaiz Musharraf Era 9.8.1 discuss the devolution plan of 2000 (Local Self Government Rule). *
10. Society and Culture of Candidates should be able to:

Pakistan
10.1 Society 10.1.1 explain the basic features of Pakistani Society; *

10.1.2 analyse the problems caused by class differences and social *
inequalities;
10.1.3 discuss the role of women in society and economic life; *
10.1.4 suggest ways and measures to improve the status of women. *
10.2 Culture 10.2.1 define culture, diversity, unity, national cohesion and integration; *
10.2.2 discuss the elements that influences unity, national cohesion and *
integration in Pakistan;
10.2.3 identify the major features of Pakistani culture; *
10.2.4 name and describe the popular religious (Eid-ul-Fitr, Eid-ul-Azha and *
Eid-e-Milad-un-Nabi) and cultural festivals (Basant, Navroz and
Besakhi) of Pakistan;
10.2.5 explain the role of mass media in the promotion of cultures. *

NOTES

K U A
10.3 Languages 10.3.1 trace the origin and evolution of Urdu; *
10.3.2 explain why Urdu was chosen as a national language; *
10.3.3 analyse the significance of Urdu as a national language; *
10.3.4 list the main regional languages of Pakistan and the regions where *
these are spoken;
10.3.5 discuss the steps taken for the development and promotion of *
provincial languages (Sindhi, Balochi, Pushto, Punjabi) in Pakistan;
10.3.6 explain the contribution of provincial languages in literature, poetry *
and prose;
10.3.7 explain the role of English as an official language. *
11. Pakistan in World Affairs Candidates should be able to:
11.1 Foreign Policy 11.1.1 define the determinants of Pakistan’s foreign policy; *
11.2 Pakistan’s Contribution 11.2.1 explain Pakistan’s role in the region as an active member of SAARC; *
in the Region and the 11.2.3 describe Pakistan’s relations with China and USA. *
World

NOTES

4. Scheme of Assessment
Class IX
Table 1: Number of Student Learning Outcomes by Cognitive level
Topic No. of SLOs

Topics Total
No. Sub-topics K U A
1. Ideological Basis of Pakistan 6 4 7 0 11
2. Historical Background 4 0 17 1 18
1707-1921
3. Road to the Establishment of Pakistan 1 0 4 3 7
4. Land, Climate and Environment of 4 5 4 3 12
Pakistan
5. Resources of Pakistan 5 9 10 6 25
Total 20 18 42 13 73
Percentage 25 58 18 100
Table 2: Allocation of Marks for Multiple Choice Questions (MCQs),

Constructed Response Questions (CRQs) and
Extended Response Questions (ERQs)
Marks
No. of
Topic Multiple Constructed Extended
Topics Sub- Total
No. Choice Response Response
topics
Questions Questions Questions
1. Ideological Basis of
6 3 4 0 7
Pakistan
3. Road to the
Establishment of 1 2 3 0 5
Pakistan
4. Land, Climate and
Environment of 4 3 4 0 7
Pakistan
2. Historical Background
4 5 6
1707-1921 5 31
5. Resources of Pakistan 5 7 8
Total 20 20 25 5 50

Table 3: Paper Specifications
Topic Total
Topics Marks Distribution
No. Marks
MCQs 3 @1 Mark
1 Ideological Basis of Pakistan 7
CRQ 1 @ 4 Marks
Road to the Establishment of MCQs 2 @1 Mark
3 5
Pakistan CRQ 1 @ 3 Marks
Land, Climate and Environment MCQs 3 @1 Mark
4 7
of Pakistan CRQ 1 @ 4 Marks
Historical Background MCQs 5 @
1707-1921 1 Mark
2 ERQ 1 @ 5
CRQs 2 @ 3
Marks
Marks Each
Choose any 31
MCQs 7 @
ONE from
1 Mark
5 Resource of Pakistan TWO
CRQs 2 @ 4
Marks Each
MCQs CRQs ERQs Total
Total Marks
20 25 5 50
* Extended response questions (ERQs) will require answers in more descriptive form.
The answers will be in a paragraph rather than a word or a single sentence.
Class X
Table 4: Number of Student Learning Outcomes by Cognitive level
Topic No. of SLOs

Topics Total
No. Sub-topics K U A
6. Economic Development 4 9 6 6 25
7. Population 2 3 6 4 23
8. Emergence of Pakistan 3 1 9 3 10
9. Political and Constitutional 8 2 17 6 21
Development in Pakistan
10. Society and Culture of Pakistan 3 4 9 3 10
11. Pakistan in World Affairs 2 1 2 0 6
Total 22 20 49 22 91
Percentage 22 54 24 100

Table 5: Allocation of Marks for Multiple Choice Questions (MCQs),
Constructed Response Questions (CRQs) and
Extended Response Questions (ERQs)
Marks
No. of
Topic Multiple Constructed Extended
Topics Sub- Total
No. Choice Response Response
topics
Questions Questions Questions
6. Economic
4 4 4
Development
9. Political and
5 21
Constitutional
8 4 4
Development in
Pakistan
7. Population 2 4 4 0 8
8. Emergence of
3 3 4 0 7
Pakistan
10. Society and Culture
3 3 4 0 7
of Pakistan
11. Pakistan in World
2 2 5 0 7
Affairs
Total 22 20 25 5 50
Table 6: Paper Specifications
Topic Total
Topics Marks Distribution
No. Marks
6. Economic Development MCQs 4 @1 Mark
each
*ERQ 1 @ 5
CRQ 1@ 4 Marks
Marks 21
9. Political and Constitutional MCQs 4 @1 Mark
Development in Pakistan each
CRQ 1@ 4 Marks
7. Population MCQs 4 @1 Mark each
8
CRQ 1 @ 4 Marks
8. Emergence of Pakistan MCQs 3 @1 Mark each
7
CRQ 1 @ 4 Marks
10. Society and Culture of MCQs 3 @1 Mark each
7
Pakistan CRQ 1@ 4 Marks
11. Pakistan in World Affairs MCQs 2 @1 Mark each
7
CRQ 1@ 5 Marks
MCQs CRQs ERQs Total
Total Marks
20 25 5 50

4.1 Tables 1 and 4 summarize the number and nature of SLOs for all topics of Pakistan
Studies in class IX and X respectively. This will serve as a guide in the construction
of the examination paper. The SLOs indicate that emphasis in Pakistan Studies is on
knowledge (25% and 22%) about Pakistan and understanding of issues it faces (58%
and 54%) and application of ideas in real life (18% and 24%) respectively.
4.2 There will be two examinations, one at the end of Class IX and one at the end of
Class X.
4.3 In each class IX and X,there will be only ONE paper. In class IX, the assessment will
be based on CRQs. While in class X, the assessment will be based on MCQs.
4.4 The CRQ paper will carry 45 marks and consist of a number of compulsory,
structured questions and a number of extended response questions. Each extended
response question will be presented in an either/or form
4.5 The MCQ paper will consist of 30 compulsory, multiple choice items. These
questions will involve four response options.
4.6 All constructed response questions will be in a booklet which will also serve as
an answer script.
5. Teaching-Learning Approaches and Classroom Activities
5.1 Teaching and learning approaches should foster a sense of understanding and respect,
and sensit ize students with emotions and feelings of tolerance towards others.
5.2 Students should be taught through moral stories, dramas, skits and role play
activities. They can also discuss and debate upon the moral issues derived from these
activities with expected consequences and impact on individual life and on society as
a whole.
5.3 Teachers may also engage students in project work, group discussions on images
and pictures from the newspapers and magazines that depict moral issues and
problems. Experiential learning be encouraged through community service and
field work.
5.4 Customs and traditions of various communities, to which the students belong, may
be celebrated to create a sense of awareness, respect and understanding of diversity
and cultural pluralism.
5.5 Teaching approaches be geared towards fostering creativity, intellectual curiosity,

generating activity-based feelings of cohesion, unity, discipline, love and respect for
others and for maintaining a good civic sense

5.6 Students should be encouraged to engage in the following activities to stimulate their
interest in the topics being studied and to develop a better understanding of the
syllabus content:
(a) Draw, read, fill-in maps:
• Draw an outline map of Pakistan.

• Fill-in boundaries of Pakistan on an outline map of the Sub-continent.
• Identify with key the different landforms on the map of Pakistan.
• Locate the distribution of forests, agricultural products and minerals on the
map of Pakistan.
• Show industrial areas on an outline map of Pakistan.
(b) Make charts, graphs, tables:
• Make charts showing imports and exports of Pakistan.

• Prepare organizational charts of education in the country.
• Make chart showing essential characteristics of a welfare state
(c) Visit and write reports or make presentations on places visited:
• Historical places.
• Assembly sessions
• Rivers, mountains, fields, forests, mines, canal headwork.
• Cultural festivals
• Shrines of well known saints.
• Urban areas where development is taking place.
• Museums, industries, factories, cultural centres and meals.

6. Recommended Texts and Reference Materials
Class IX
S.NO Topic Recommended books for each topic

1 Ideological basis of Punjab Textbook Board (2007). Pakistan Studies:
Pakistan Class X. Lahore: Suleman Publishers
2 Making of Pakistan Kelly, N. (New Edition). History and Culture of
Pakistan. Karachi: Peak Publishing
3 Pakistan Movement Kelly, N. (New Edition). History and Culture of
4 Land Climate and Sethi,Naz Huma (updated Edition). The Environment of
Environment Pakistan. Karachi: Peak Publishing
5 Natural Resources of Sethi,Naz Huma (updated Edition). The Environment of
Pakistan Pakistan. Karachi: Peak Publishing
Class X
S.NO Topic Recommended books for each topic

1 Economic Sethi,Naz Huma (updated Edition). The Environment of
Development Pakistan. Karachi: Peak Publishing
2 Population Sethi,Naz Huma (updated Edition). The Environment of
3 Pakistan Movement Kelly, N. (New Edition). History and Culture of
4 Political and Kelly, N. (New Edition). History and Culture of
Constitutional Pakistan. Karachi: Peak Publishing
Development
5 Society and Culture Punjab Textbook Board (2007). Pakistan Studies: Class
X. Lahore: Suleman Publishers
6 Pakistan in World Kelly, N. (New Edition). History and Culture of
Affairs Pakistan. Karachi: Peak Publishing
Recommended book
1. Culture and society: Punjab Textbook Board (2007). Pakistan Studies:

Class X. Lahore: Suleman Publishers
2. History: Kelly, N. (New Edition). History and Culture of Pakistan.

Karachi: Peak Publishing
3. Geography: Sethi, Naz Huma (updated Edition). The Environment of

Reference Books
1. Khan. A. Q. (2004). Mutalia-i-Pakistan barae Jamat nahum wa dahum. National

Book Foundation, Islamabad.
2. Khan. A. Q. (2004). ‘Pakistan Studies for Secondary Classes. Islamabad:

National Book Foundation.

3. Rabbani, M. I. (2003). (Revised Edition). Introduction to Pakistan Studies.
Lahore: Caravan Book House.
4. Ali, C. M. (1998). The Emergence of Pakistan. Lahore: Research Society of

Pakistan.
5. NWFP Textbook Board (2007). Mutaalae Pakistan Jamaat Dahum. Peshawar:

Awan Printers.
6. Punjab Textbook Board (2007). Pakistan Studies: Class X. Lahore: Suleman

Publishers.
7. Smith, N. (2007). Pakistan: History, Culture and Government. Karachi: Oxford

University Press.
Supplementary Materials
1. Burke, S. M. and Qureshi, Salim al-Din. (1995). The British Raj in India,
Karachi: Oxford University Press.
2. Khan, F. K. (1991). A Geography of Pakistan: Environment, People and

Economy. Karachi: Oxford University Press.
3. Qureshi, H. (Ed.). (1987). A Short History of Pakistan. (Books 3 and 4).

Karachi: University of Karachi.
4. Aziz, M. A. (1979). A History of Pakistan, Lahore: Sang-e-Meel.
5. Ikram. S. M. (1965). Modern Muslim India and Birth of Pakistan, Lahore: Sheikh
Muhammad Ashraf.
6. Haq, S. M. (1982). Ideological basis of Pakistan, Karachi: Pakistan Historical
Society.
7. Wolpert, S. (1993). Jinnah of Pakistan. Karachi: Oxford University
Press.
Websites
http://www.storyofpakistan.com/
http://www.pakistan.gov.pk/ http://www.pak.gov.pk/public/govt/ministry_table.htm
http://www.pakissan.com
http://www.paktrade.org/
http://www.caapakistan.com/
http://www.parc.gov.pk/
http://www.pakistan.gov.pk/ministries/index.jsp?MinID=6&cPath=59
http://www.pakistan.gov.pk/ministries/index.jsp?MinID=15&cPath=162
http://www.sbp.org.pk

7. Definition of Cognitive Levels and Command Words in the Student Learning
Outcomes and in Examination Papers
7.1 Definition of Cognitive Levels (Knowledge, Understanding and Application)
Knowledge:
This requires knowing and remembering facts and figures, vocabulary and
contexts, and the ability to recall key ideas, concepts, trends, sequences,
categories, etc. It can be taught and evaluated through questions based on: who,
when, where, what, list, define, describe, identify, label, tabulate, quote, name,
state, etc.
Understanding:
This requires understanding information, grasping meaning, interpreting facts,
comparing, contrasting, grouping, inferring causes/reasons, seeing patterns,
organizing parts, making links, summarizing, solving, identifying motives,
finding evidence, etc. It can be taught and evaluated through questions based on:
why, how, show, demonstrate, paraphrase, interpret, summarize, explain, prove,
identify the main idea/theme, predict, compare, differentiate, discuss, chart the
course/direction, report, solve, etc.
Application:
This requires using information or concepts in new situations, solving problems,

organizing information and ideas, using old ideas to create new ones,
generalizing from given facts, analyzing relationships, relating knowledge from
several areas, drawing conclusions, evaluating worth, etc. It can be taught and
evaluated through questions based on: differentiate, analyze, show relationship,
propose an alternative, prioritize, give reasons for, categorize, illustrate,
corroborate, compare and contrast, create, design, formulate, integrate, rearrange,
reconstruct/recreate, reorganize, predict consequences etc.

7.2 Definition of Command Words:
Knowledge
Write: Implies making a list of desired entities or data.
Explain: May imply reasoning or some reference to theory, depending on

the context.
List: Name item-by-item, usually in one or two words, precise

information such as dates, characteristics, places, names.
Define (the term Only a formal statement or equivalent paraphrase is required. No

or terms) examples need to be given.
Study: Concentrate on the given tax or examples.
State: Implies a concise answer with little or no supporting argument,

e.g. a numerical answer that can be obtained ‘by inspection’.
Understanding
Compare: Draw a conclusion which is not explicitly stated in the given

material.
Differentiate: Identify those characteristics which always or some times

distinguish two categories.
Explain: May imply reasoning or some reference to theory, depending on

the context.
Identify: Select the most appropriate from many possibilities on the basis of
relevant characteristics. It will not normally be expected that the
Candidates justifies the choice unless specifically asked to do so.
Point out: Pick out and recognise specific information from a given content
and/or situation.
Clarify: Implies further explanation of any given information that

elaborates the key components.
Classify: State a basis for categorization of a set of related entities and

assign examples to categories.

Describe: Requires Candidatess to state in words (using diagrams where
appropriate) the main points of the topic. It is often used with
reference either to particular phenomena or to particular
experiments. In the former instance, the term usually implies that
the answer should include reference to (visual) observations
associated with the phenomena.
Conceptualise: Make an understanding on given topic with help of examples,

graphs and data, etc.
Application
Analyse: Use information to relate different features of the components of
specified material so as to draw conclusions about common
characteristics.
Conclude: Draw a conclusion which is not explicitly stated in the given

material.
Exemplify: Give examples with an accompanying explanation of why the

example is a good one.
Make a Put different items together to develop a set of related data.

relationship:
Prove: Propose a base to support the outcome.
Draw: Implies a simple free hand sketch or diagram. Care should be

taken with proportions and the clear labelling of parts.
Suggest: Apply knowledge in a given situation to give a rational opinion.
Calculate: To find out the values with the help of given information.
Summarise: Write a shorter version of a given text capturing the main points
and eliminating detail. The writing must be grammatical and the
referent of each statement must be clear.

Annex
3
SSC Scheme of Studies
AKU-EB as a national board offers qualifications for both English and Urdu medium schools.
The revised SSC Scheme of Studies issued by the Curriculum Wing was implemented from
September 2007. Accordingly, each SSC subject will be taught across both the classes IX and
X. The Science and Humanities group subjects are offered at SSC level. The marks allocated
to subjects in the revised National Scheme of Studies of September 2007 have been followed.
SSC I and II (Class IX and X) subjects on offer for examination
SSC Part-I (Class IX) Science Group
Marks
Subjects Medium
Theory Practical Total
English Compulsory-I 75 - 75 English
Urdu Compulsory-I OR Urdu
**Urdu Aasan a OR 75 - 75 Urdu
b
**History and Geography of Pakistan-I English
Islamiyat-I OR Ethics-I c *50 - *50 English / Urdu
Pakistan Studies-I *50 - *50 English / Urdu
Mathematics-I 75 - 75 English / Urdu
Physics-I 65 10 75 English / Urdu
Chemistry-I 65 10 75 English / Urdu
Biology-I OR English / Urdu
65 10 75
Computer Science-I English
Total: *495 30 *525
SSC Part-II (Class X) Science Group

Marks
Subjects Medium
Theory Practical Total
English Compulsory-II 75 - 75 English
Urdu Compulsory-II OR Urdu
**Sindhi a OR 75 - 75 Sindhi
**History and Geography of Pakistan-IIb English
Islamiyat-II OR Ethics-II c *50 - *50 English / Urdu
Pakistan Studies-II *50 - *50 English / Urdu
Mathematics-II 75 - 75 English / Urdu
Physics-II 65 10 75 English / Urdu
Chemistry-II 65 10 75 English / Urdu
Biology-II OR English / Urdu
65 10 75
Computer Science-II English
Total: *495 30 *525
a. Candidates from the province of Sindh may appear in “Urdu Aasan” in SSC Part I and in “Sindhi” in Part II
examination.
b. Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory, subject to
the Board’s approval.
c. For non-Muslim candidates only.
* The above will be implemented in
SSC Part I 2014 Examinations and onwards
SSC Part II 2015 Examinations and onwards
**These subjects are offered ONLY in the May examination.
3
Government of Pakistan September 2007. Scheme of Studies for SSC and HSSC (Classes IX-XII). Islamabad: Ministry of Education,
Curriculum Wing.

SSC Part-I (Class IX) Humanities Group
Subjects Marks Medium
English Compulsory-I 75 English
Urdu Compulsory-I OR Urdu
Urdu Aasan a OR 75 Urdu
History and Geography of Pakistan-I b English
Islamiyat-I OR Ethics-I c *50 English / Urdu
Pakistan Studies-I *50 English / Urdu
General Mathematics-I 75 English / Urdu
Any three of the following Elective Subjects 225
1. **Geography-I (75 each) English / Urdu
2. General Science-I English / Urdu
3. Computer Science-I (65+10 practical) English
4. Economics-I English / Urdu
5. Civics-I English / Urdu
6. **History of Pakistan-I English / Urdu
7. **Elements of Home Economics-I English / Urdu
8. **Food and Nutrition-I (65+10 practical) English / Urdu
9. **Art & Model Drawing-I English
10. **Business Studies-I English
11. **Environmental Studies-I English
Total: *525
SSC Part-II (Class X) Humanities Group
Subjects Marks Medium
English Compulsory-II 75 English
Urdu Compulsory-II OR 75 Urdu
Sindhi a Sindhi
History and Geography of Pakistan-II b OR English
c *50 English / Urdu
Islamiyat-II OR Ethics-II
Pakistan Studies-II *50 English / Urdu
General Mathematics-II 75 English / Urdu
Any three of the following Elective Subjects 225
1. **Geography-II (75 each) English / Urdu
2. General Science-II English / Urdu
3. Computer Science-II (65+10 practical) English
4. Economics-II English / Urdu
5. Civics-II English / Urdu
6. **History of Pakistan-II English / Urdu
7. **Elements of Home Economics-II English / Urdu
8. **Food and Nutrition-II (65+10 practical) English / Urdu
9. **Art & Model Drawing-II English
10. **Business Studies-II English
11. **Environmental Studies-II English
Total: *525
SSC Part-I and Part-II (Class IX-X) (Additional Subjects)
SSC Part I SSC Part II Marks Medium
1. **Literature in English-I d 1. **Literature in English-II d English
d 2. **Commercial Geography-II d English / Urdu
2. **Commercial Geography-I
75 each
3. **Additional Mathematics-I d 3. **Additional Mathematics-II d English
4. ** Principles of Accounting-I d 4. ** Principles of Accounting-II d English

a. Candidates from the province of Sindh may appear in “Urdu Aasan” in SSC Part I and in “Sindhi” in Part II examination.
b. Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory, subject to the Board’s approval.
c. For non-Muslim candidates only. d. Subject will be offered as Additional Subject.
* The above will be implemented in SSC Part I 2014 Examinations and onwards and SSC Part II 2015 Examinations and onwards
**These subjects are offered ONLY in the May examination.

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Secondary School Certificate

(based on National Curriculum 2006)

All rights reserved

This subject is examined in both

1. Aims/Objectives of the National Curriculum (2006) 7

2. Rationale of the AKU-EB Examination Syllabus 7

3. Topics and Student Learning Outcomes of the Examination Syllabus 10

5. Teaching-Learning Approaches and Classroom Activities 45

6. Recommended Texts and Reference Materials 47

Definition of Cognitive Levels and Command Words in the Student

Annex: SSC Scheme of Studies 52

For queries and feedback

Address: The Aga Khan University Examination Board

Latest Revision June 2012 Page 4

AKU-EB is committed to creating continuity of educational experience and the best

This examination syllabus exemplifies AKU-EB’s commitment to national educational

• It makes the National Curriculum freely available to the general public.

Latest Revision June 2012 Page 5

Dr. Thomas Christie

Latest Revision June 2012 Page 6

1. Inculcate a sense of gratitude to Almighty Allah for blessing us with an

2. Rationale of the AKU-EB Examination Syllabus

2.1 General Rationale

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Part I (Class IX)

Topic Student Learning Outcomes Cognitive Level2

1.2 Definition and 1.2.1 define ideology; *

1.5 Concept of a Welfare 1.5.1 define a welfare state; *

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2. Historical Background Candidates should be able to:

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4. Land, Climate and Candidates should be able to:

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5. Resources of Pakistan Candidates should be able to:

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5.4 Irrigation 5.4.1 describe different methods of irrigation used in Pakistan *

5.4.2 explain the importance of irrigation in the perspective of Pakistan; *

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7. Population Candidates should be able to:

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