DOCSLIB.ORG

Important Short Questions Pakistan Studies 2Nd Year by Lecturer, Usman Sial Department of History & Pakistan Studies

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Important Short Questions Pakistan Studies 2Nd Year by Lecturer, Usman Sial Department of History & Pakistan Studies Important Short Questions Pakistan Studies 2nd Year By Lecturer, Usman Sial Department of History & Pakistan Studies Chapter #1 Write the name of educational institutions established by Sir Syed Ahmad Khan. Write down the three proposal of Cripps Mission. What advice given by the Ghandi to the Muslims during Khilafat Movement. Write down the objectives of All India Muslim League. Write the name of Five books written by Sir Syed A. Khan How were group of Provinces formed in the cabinet Mission Plan? Write down the objectives of Khilafat Movement. Write the basic point of Lahore resolution. What did the Quaid-e-Azam say in Karachi in 1943, describing the relation of Islam and Pakistan? The name Pakistan was proposed by whom and when? Chapter #2 What is meant by unity, faith and discipline? What was the advice of Quaid to the students? How was the river water resolve between Pakistan and India? Why India did not pay share of assets to Pakistan in 1947? What did the Quaid say to the Civil servants on 11th October 1947? Why did the Quaid lay the Foundation of State bank of Pakistan? What is meant by Provincialism and Racialism? Why the state of Junaghrah did not joined India? Chapter #3 What is meant by valley? What are the reasons of economic instability? What is map projection? What are the Meridians of Longitude? Describe the location of Pakistan Define Scale. Write down the name of countries located along the Persian Gulf. Describe the importance of Northern Mountains. Write down the importance of Afghanistan and central Asian states for Pakistan. Chapter #4 What do you know about the sovereignty of Allah Almighty? Discuss the importance of Objective Resolution. Define Muslim. Define Rights. What do you know about duties? What do you know about moral rights? Write five Islamic provisions of constitutions of 1956, 1962 and 1973. Give three characteristic of Human Rights. Chapter #5 What does the Legislature do? Write the three functions of executives. What is Ministry? What is difference b/w Federal Minster and Minster of State? Write the function of section officer. Write two powers of Supreme Court. Write the function of D.C.O. Write the function of Majlis-e-Shura? Write the name of five important organizations of federal government. Chapter #6 Which Islamic festivals are celebrated in Pakistan? Define culture? Name the famous urs and festivals of Pakistan? Where is the center of Gandhara Civilization? Write the names of Mughals kings who were interested in art of calligraphy. What were the tools and weapon used by Indus valley civilization? Write down the names of five animals belonging to ancient civilization that still exist? Chapter #7 Write the names of five poets who promoted Urdu Language. State the evolution of Sindhi literature during the period from 1050 to 1350. What was the work done by five poets in connection with the development of Punjabi Language? Chapter #8 What is National Integration? What is meant by common Religion? What are the problems of National Integration in Pakistan? What is relation b/w Islamic state and national integration? Define Islamic State? What is the utility of Islamic State? What is meant by equal rights? Why democracy is essential? How much the common race is necessary for national integration? Chapter #9 Name the ten important minerals of Pakistan? What are the imports of Pakistan (any eight)? What is heavy Industry? Define economic Planning? What was the purpose of Establishment of agriculture bank? How can the balance of payment be improved? Chapter #10 What are the different forms of violence committed against women? What do the terms “Toxic Masculinity” and “Patriarchy” mean? What is the justification usually given for Honor Killing? List the Laws which the Punjab Government has passed to address Violence? Chapter #11 What is Foreign policy Write down the basic principles of foreign policy What is national security? What is administrative troika? What are the duties of Ministry of foreign affairs? Write the note on the incident of world trade center. What are Defense pacts Pakistan signed with China? Write a short note on Pakistan’s nuclear test. What is the role of foreign policy in economic development of Pakistan? .
Load more

Recommended publications
  • Two Nation Theory: Its Importance and Perspectives by Muslims Leaders
    Two Nation Theory: Its Importance and Perspectives by Muslims Leaders Nation The word “NATION” is derived from Latin route “NATUS” of “NATIO” which means “Birth” of “Born”. Therefore, Nation implies homogeneous population of the people who are organized and blood-related. Today the word NATION is used in a wider sense. A Nation is a body of people who see part at least of their identity in terms of a single communal identity with some considerable historical continuity of union, with major elements of common culture, and with a sense of geographical location at least for a good part of those who make up the nation. We can define nation as a people who have some common attributes of race, language, religion or culture and united and organized by the state and by common sentiments and aspiration. A nation becomes so only when it has a spirit or feeling of nationality. A nation is a culturally homogeneous social group, and a politically free unit of the people, fully conscious of its psychic life and expression in a tenacious way. Nationality Mazzini said: “Every people has its special mission and that mission constitutes its nationality”. Nation and Nationality differ in their meaning although they were used interchangeably. A nation is a people having a sense of oneness among them and who are politically independent. In the case of nationality it implies a psychological feeling of unity among a people, but also sense of oneness among them. The sense of unity might be an account, of the people having common history and culture.
    [Show full text]
  • Sri Aurobindo and the Cripps Mission to India
    Sri Aurobindo and the Cripps Mission to India (March- April 1942) Table of Contents Draft Declaration for Discussion with Indian Leaders 3 Messages of Sri Aurobindo about Sir Stafford Cripps’s Mission 6 Twelve Years with Sri Aurobindo by Nirodbaran (Extracts) 7 The Transfer of Power in India by V.P. Menon, The Cripps Mission 21 Struggle for Freedom by R.C. Majumdar (Extracts) 54 Annexure Mother’s Agenda, Vol 3, November 17, 1962 66 Mother’s Agenda, Vol 4, June 15, 1963 69 Prime Minister Winston Churchill's Announcement 71 Statement and Draft Declaration by His Majesty's Government 74 Sir Stafford Cripps Review of Negotiations 77 Sir Stafford Cripps Statement on India 81 Prime Minister Winston Churchill's Report to the House 86 On Wavell’s and the Cabinet Mission 92 2 Draft of Cripps Declaration for Discussion with Indian Leaders (as published) 30 March 1942 The conclusions of the British War Cabinet as set out below are those which Sir Stafford Cripps has taken with him for discussion with the Indian Leaders and the question as to whether they will be implemented will depend upon the outcome of these discussions which are now taking place. His Majesty's Government, having considered the anxieties expressed in this country and in India as to the fulfillment of the promises made in regard to the future of India, have decided to lay down in precise and clear terms the steps which they propose shall be taken for the earliest possible realisation of self-government in India. The object is the creation of a new Indian Union which shall constitute a Dominion, associated with the United Kingdom and the other Dominions by a common allegiance to the Crown, but equal to them in every respect, in no way subordinate in any aspect of its domestic or external affairs.
    [Show full text]
  • Copyright by Mohammad Raisur Rahman 2008
    Copyright by Mohammad Raisur Rahman 2008 The Dissertation Committee for Mohammad Raisur Rahman certifies that this is the approved version of the following dissertation: Islam, Modernity, and Educated Muslims: A History of Qasbahs in Colonial India Committee: _____________________________________ Gail Minault, Supervisor _____________________________________ Cynthia M. Talbot _____________________________________ Denise A. Spellberg _____________________________________ Michael H. Fisher _____________________________________ Syed Akbar Hyder Islam, Modernity, and Educated Muslims: A History of Qasbahs in Colonial India by Mohammad Raisur Rahman, B.A. Honors; M.A.; M.Phil. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August 2008 Dedication This dissertation is dedicated to the fond memories of my parents, Najma Bano and Azizur Rahman, and to Kulsum Acknowledgements Many people have assisted me in the completion of this project. This work could not have taken its current shape in the absence of their contributions. I thank them all. First and foremost, I owe my greatest debt of gratitude to my advisor Gail Minault for her guidance and assistance. I am grateful for her useful comments, sharp criticisms, and invaluable suggestions on the earlier drafts, and for her constant encouragement, support, and generous time throughout my doctoral work. I must add that it was her path breaking scholarship in South Asian Islam that inspired me to come to Austin, Texas all the way from New Delhi, India. While it brought me an opportunity to work under her supervision, I benefited myself further at the prospect of working with some of the finest scholars and excellent human beings I have ever known.
    [Show full text]
  • The Great Calcutta Killings Noakhali Genocide
    1946 : THE GREAT CALCUTTA KILLINGS AND NOAKHALI GENOCIDE 1946 : THE GREAT CALCUTTA KILLINGS AND NOAKHALI GENOCIDE A HISTORICAL STUDY DINESH CHANDRA SINHA : ASHOK DASGUPTA No part of this publication can be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the author and the publisher. Published by Sri Himansu Maity 3B, Dinabandhu Lane Kolkata-700006 Edition First, 2011 Price ` 500.00 (Rupees Five Hundred Only) US $25 (US Dollars Twenty Five Only) © Reserved Printed at Mahamaya Press & Binding, Kolkata Available at Tuhina Prakashani 12/C, Bankim Chatterjee Street Kolkata-700073 Dedication In memory of those insatiate souls who had fallen victims to the swords and bullets of the protagonist of partition and Pakistan; and also those who had to undergo unparalleled brutality and humility and then forcibly uprooted from ancestral hearth and home. PREFACE What prompted us in writing this Book. As the saying goes, truth is the first casualty of war; so is true history, the first casualty of India’s struggle for independence. We, the Hindus of Bengal happen to be one of the worst victims of Islamic intolerance in the world. Bengal, which had been under Islamic attack for centuries, beginning with the invasion of the Turkish marauder Bakhtiyar Khilji eight hundred years back. We had a respite from Islamic rule for about two hundred years after the English East India Company defeated the Muslim ruler of Bengal. Siraj-ud-daulah in 1757. But gradually, Bengal had been turned into a Muslim majority province.
    [Show full text]
  • From Antiquary to Social Revolutionary: Syed Ahmad Khan and the Colonial Experience by Shamsur Rahman Faruqi
    From Antiquary to Social Revolutionary: Syed Ahmad Khan and the Colonial Experience By Shamsur Rahman Faruqi ItisanhonourtodelivertheAnnualSirSyed Memorial Lecture at Aligarh Muslim University, the institutionwhichshouldstandasSirSyedAhmadKhan’s lastingcontributiontothedevelopmentofamodernIndia. ConsciousthoughIamofthehonour,Iamalsobesetby doubtsandfearsaboutmysuitabilityasarecipientofthat honour.IamnotaspecialistofSyedAhmadKhan’sliterary workandsocialandtheologicalthought,thoughtwhich, incidentally,Iregardasahighpointinthehistoryofideasin Islam.MyinterestinandknowledgeofSyedAhmadKhan’s lifeandworksdonotmuchexceedthelevelofareasonably well-informed student of modern Urdu literature. TheonlyprivilegethatIcanclaimisthatasaboyI waspracticallynurturedonSyedAhmadKhanandAkbar Ilahabadi(1846-1921)whommyfatheradmiredgreatlyand didn’tatallseeanydichotomyinadmiringtwoverynearly diametricallyopposedpersonalities.Andthisreconciliation ofoppositeswasquiteparforthecourseforpeopleof certainIndiangenerations,becauseSyedAhmadKhanand AkbarIlahabaditoogreatlyadmiredeachother.SyedAhmad KhanhadsuccessfullycanvassedforAkbarIlahabadibeing postedtoAligarhsothathecouldfreelyenjoyhisfriend’s company. In 1888, when Akbar Ilahabadi was promoted Sub- JudgeandtransferredtoGhazipur,SyedAhmadKhanwrote himacongratulatorynotesayingthatthoughhewassorry forAkbar(headdressedhimasMunshiAkbarHusainSahib) toleaveAligarh,yethewashappyforaMuslimtobecomea Sub-Judgewithalongprospectofactiveserviceinthe judicial department.1 ThroughouthislifeAkbarIlahabadiwasabittercritic andaverynearlyimplacableenemy,ofSyedAhmadKhan’s
    [Show full text]
  • Development of Education and Languages in the First Half Of
    Development of Education and Languages in the First Half of Eighteenth Century: With Special Reference of Mughal Kings and Nobles Dr.Md.Shakil Akhtar Address: House no. 04, Qilaghat Colony, Qilaghat, Darbhanga, 846004, Contact Number: 09402627730, 7004197058, e.mail.: [email protected] Abstract: Eighteenth century in Indian history is a very important phase of transition in all spheres of life including education. Generally historians consider this century as an era of decline and rapine but revisionist historians contradict this view and held that phase of decentralization. This paper is an attempt to explore how education system was retained by mughal kings and nobles in eighteenth century. Key Words: Madarsa , Rekhta, Ulema ,Mushaira ,Diwan , Madad-i- Mash ,Imambara ,Maktab, Malfuzat, Dars-i-Nizami Mughal kings and nobles played an important role for the development of education. By eighteenth century they had lost the sensitivity of response to new political challenges of the period, but they took actively social challenges and many of them shown keen interest in the development of education by maintaining library, extending free grants to the learned persons, development of languages, established a number of educational institutions and financial support to them. Perhaps acquiring knowledge and disseminate widely was a great passion with the Mughal nobles. Generally majority of them owned an impressive private library which contained a large number of volumes on various subjects. They participated and organized literary and poetical gatherings at their residences for the development of languages. Noble’s literary gifts found expression in poetry and some of the famous poets and literary men, who flourished in this period, belonged to the class of Nobles.
    [Show full text]
  • Indian Subcontinent 1750-1950 (GC) Instructor: Prof
    HIS 346N/ANS 346 N: Indian Subcontinent 1750-1950 (GC) Instructor: Prof. Indrani Chatterjee Class Times: TTH 9.30 -11am Classroom: CBA 4.344 Office: GAR 3.412 Office Hours: Monday 1.30- 4 pm (or by appointment) Office Phone: 512-475-7252 Email: [email protected] Description: This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect to stretch your mental horizons to comprehend the coherence of practices, beliefs, and histories of non-US groups. In the case of the Indian subcontinent, practices such as related to ‘caste’, or the pluralism of multiple religious groups, offer complex intersectional histories that force us to develop skills of critical reflection in the present. This course will begin with ‘caste’ and ‘religion’ in the subcontinent, move on to the gradual consolidation of British colonialism, the redrawing of social, economic, religious, political boundaries and identities, the growth of modern political forms such as political parties, and end with the making of states and nations in 1947. The course aims: 1) to acquaint students with basic concepts and a simplified chronology of events, people, and processes. 2) teach students the importance of ‘primary’ and ‘secondary’ sources in the understanding of any past 3) encourage students to think critically by exposing them to a variety of perspectives on the past, including some key controversies around each of the themes of the course. Requirements. On days marked ‘Read’ in the syllabus, students are required to read a compulsory number of pages in a given text in each topic before they come to class.
    [Show full text]
  • Genesis of the Two Nations Theory and the Quaid-E-Azam
    Genesis of the Two Nations Theory and the Quaid-e-Azam Abdul Majid Abdul Hamid, ZahidaHabib With the growth of the Muslim nationalism in the Hindu dominated India the “Two Nations Theory” had evolved and persisted throughout the period; both the communities lived together under the same rulers. Their integration was inconceivable and, even the Mughal emperor Akbar’s effort to unify both the Hindus and Muslims into a single nation had miserably failed. The Muslims were in a state of agony at the hands of Hindus and the British as well. Quaid-i-Azam Muhammad Ali Jinnah refused to accept the Nehru’s notion that there are only two forces in India, British imperialism and Indian nationalism as represented by the Congress. He sharply reminded Nehru that: there was another party. The ‘Muslim League’ which alone had the right to represent the Muslim’s of India. It has always been taken for granted mistakenly that Muslims are a minority. He said, Muslims are a nation by any definition of a nation. Hindu and Muslims belong to two religions, philosophies, social customs and literature. They neither inter-marry nor interdine and indeed belong to different civilizations which are based on conflicting ideas and conceptions; their concepts of life are different. As such they must have their homeland, their territory and their state. Life is a sacred gift of God. Individually and collectively Genesis of Two Nation Theory and Quaid-e-Azam 181 human beings must submit to certain codes, laws and ideals – the bases of ideology. The ideology may take the form of philosophy, religion or some form of socio-economic creed practiced by the societies.
    [Show full text]
  • 1 Sir Syed Ahmad Khan and His L - 34 Early Writing on Islamic Learning
    SIR SYED AHMAD KHAN'S CONTRIBUTION TO ISUMIC LEARNING ABSTRACT OF THE THESIS SUBMITTED FOR THE AWARD OF THE DEGREE OF Bottor of $I)tlofi(opIip IN ISLAMIC STUDIES BY SHABNAM PARVEEN UNDER THE SUPERVISION OF PROF. ZAFARUL ISLAM DEPARTMENT OF ISLAMIC STUDIES ALIGARH MUSLIM UNIVERSITY ALIGARH (INDIA) ^^^^^''r. ••< (3 2008 ABASTRACT Sir Syed Ahmad Khan is one of the most dynamic and resplendent personalities of the nineteenth century. In fact, Sir Syed Ahmad Khan was the first Muslim of India, who consciously realized the urgency of extricating Muslim mind from the snare of medievalism. The present thesis deals with his contributions in the field of Islamic Learning. In order to see the gradual changes in his thought the thesis is divided into six chapters. The fist chapter provides a brief life-sketch of this great personality Sir Syed Ahmad Khan was bom on October 17, 1817 in Delhi. Sir Syed's family came to India during the reign of Shahjahan. October 17th reminds us of a great Muslim reformer, educationist and a legendary figure. Sir Syed Ahmad Khan, who was bom on this date in 1817 in Delhi, Aligarh Muslim University which became a symbol of Muslim quest towards modem education was the fruit of the untiring efforts of this great personality as reformer as^ educationist. Bom in a noble family of Mughal empire, Sir Syed was more in influence of her mother than his father. His mother Aziz un Nisa took great interest in the education and upbringing of Sir Syed and her rigid discipline and supervision guided him in his character formation.
    [Show full text]
  • Chapter-I Historical Background: a Reflection
    Chapter-I Historical Background: A Reflection 1 Chapter-I Historical Background: A Reflection The „Refugee and Migration Problem‟ is not a new phenomenon on the pages of History. However, it is difficult to determine when and how the movement of the refugees and the process of migration started. It is believed that History witnessed its first „Refugee and Migration Problem‟ with the Exodus that took place in c1446 B.C. under the leadership of Mosses.1 In case of Bengal, the „Refugee and Migration Problem‟ was largely the product of its Partition in 1947. However, it may reasonably be assumed that after the Pakistan Resolution of 1940, migration of the upper caste Hindus commenced from the eastern part of Bengal. The process got accelerated in 1946 when a horrible riot took place in Noakhali and other such areas in East Bengal. But with the Partition of British India and therewith also of Bengal in 1947 the influx of refugees into West Bengal began in large scale. However, before going into details let us have a short look at the key factors which played vital roles behind the Partition of India vis-à-vis Bengal in 1947. It may be said that the process of the Partition of Indian provinces started in 712 A.D. when Mohammad Ibn-al Qasim, popularly known as Mohammad Bin Kasim, Son-in-law of the Governor of Iraq, al-Hajjaj ibn Yusuf al-Thaqafi, defeated Dahir, the Brahmin King of Sind, in the battle of „Raor‟ and captured it. Though, the impact of the Arabs rule in Sind did not last long, unquestionably, it sowed the seed of Islam on Indian soil.2 Some of the local people embraced Islam on their own accord and some of the upper caste Hindu rulers might have accepted the same in order to retain their existing political status.
    [Show full text]
  • India Muslim League – with Special Reference to All India Muslim Educational Conference
    Pakistan Perspectives Vol. 14, No. 1, January-June 2009 Notes The Intellectual and Cultural Base of the all- India Muslim League – with Special Reference to all India Muslim Educational Conference Abdul Rashid Khan* It is a known fact that an association or a party is recognized by its objectives and manifesto. However, behind the scene its key members are considered as the actual force, in this context the question of intellectual capability of the leadership becomes the point of high concern because it determines the whole sphere of activity. It seems clear that All India Muslim League took her genesis on the platform of All India Muslim Educational Conference. So a transitional as well as causal relationship form the core of the two bodies. The major object of the Conference was to disseminate western learning among the Muslims after eliminating their suspicion and doubts against their alien rulers. Although the discussion over political issues was declared out of question, yet foundation of the Conference was considered by the critics of Syed Ahmad Khan as a political strategy to counter Indian National Congress. A renowned historian writes: …in founding the educational Conference, Sir Syed was influenced, by the Indian National Congress – its programme and methods. Almost similar objects were at the back of the mind of the founder of the Conference. It was founded in order to provide a common platform for the Muslims of various provinces to come together. The object was to formulate a centre of public opinion for the entire Muhammadan ‘nation’ and then to spread those ideas among the community.1 During the first twenty years, the Conference succeeded in providing a strong base by strengthening M.A.O.
    [Show full text]
  • Muslim Communalism Subject
    Muslim Communalism Subject: History Unit: Communalism: Ideologies and Practices Lesson: Muslim Communalism Lesson Developer : Prof. P. K. Datta College/Department : Professor, Department of Political Science, University of Delhi Institute of Lifelong Learning, University of Delhi Muslim Communalism Table of contents Chapter 11: Communalism: ideologies and practices 11.3: Muslim communalism Summary Exercises Glossary Further readings Institute of Lifelong Learning, University of Delhi Muslim Communalism 11.3: Muslim communalism Campaign for purification In the late 18th century, when it was clear that the East India Company was the supreme power in the land, the Muslim elite was struck with anxiety. How could Muslims keep their religion and themselves together under the political domination of a non Islamic power? Especially when ordinary Muslims practiced many of the customs and religious beliefs of their Hindu neighbours? Shah Waliullah (1703-62), a leading alim of Delhi, proposed that Muslims must return to their basic doctrines and customs contained in the Koran and the Hadith (the authoritative sayings of the Prophet). He criticized the popular religious practices of Muslims especially the worship of pirs (saints) and their mazars (sacred tombs) and propagated jihad against the infidel. By purifying their religious practices, it was hoped that Muslims would regain their power. In making it necessary for Muslims to be faithful to the instructions of their scriptures, Waliullah inaugurated what may be called Islamization, that is, the campaign to make all Muslims follow strict Islamic laws and make them feel that they were pure Muslims who were separate from other religious communities. In his days, Waliullah’s teachings were not popular.
    [Show full text]