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Secondary Social Studies for Pakistan Teaching Guide PETER MOSS 1 Secondary Social Studies for PAKISTAN Revised Edition With Lesson Plans and Worksheets 1 CHAPTER 1 Contents Introduction iv Section 1: GEOGRAPHY Chapter 1 Our country in the world 1 Chapter 2 Weather and climate 11 Chapter 3 Winds and cyclones 18 Chapter 4 Measuring the weather 21 Chapter 5 The land and agriculture in Pakistan and South Asia 25 Chapter 6 The climate of South Asia 38 Chapter 7 Main crops 45 Chapter 8 Farming problems in Pakistan 55 Chapter 9 Minerals and energy resources 62 Chapter 10 Power resources of Pakistan and South Asia 68 Chapter 11 Industry in Pakistan 75 Chapter 12 Industry in South Asia 81 Chapter 13 The environment of South Asia 86 Chapter 14 The people of Pakistan and South Asia 92 Chapter 15 Citizenship, rights, and values 101 Section 2: HISTORY Chapter 16 Early Pakistan 107 Chapter 17 The ancient invaders 112 Chapter 18 Buddhism and early kingdoms 117 Chapter 19 The Gandhara civilization 121 Chapter 20 The beginning and spread of Islam 125 Chapter 21 Islam first reaches the subcontinent 130 Chapter 22 The Mughals 136 Chapter 23 The coming of the Europeans 143 Chapter 24 The East India Company 148 Chapter 25 The struggle for freedom 153 Chapter 26 The British power (1858–1905) 158 Chapter 27 Sir Sayyid Ahmed Khan 162 Assessment Papers 165 Answer key 171 1 iii Secondary Social Studies 1 Introduction Long, long ago the world was a much simpler place. People rarely moved far beyond the place where they had been born, and met only those they had known all their lives. They were scarcely conscious of the next village, much less the wider world ‘out there’. They made rules which suited their own little community and grew crops and reared animals for self-sufficiency in food. The land, the water, the winds and the sun were their gods. Then, gradually, the horizons broadened out as people began to move beyond their home base. They now belonged to a larger community, conquering and being conquered, and the rules of law had to be enforced so that people could exist together. Widening horizons brought trade—exchanging goods they had for those they did not: widening trade brought new demands, new restrictions and, also, new liberties. Slowly the world expanded, first to nations and later to international units until today when it is a complex mass of interconnected cultures and economies. This series, Secondary Social Studies for Pakistan, tries to look at the situation, starting in the first book, with our own country, its geography, history, and outside influences that have shaped it over the years. The second book deals with the wider Muslim world in general—the geography, economy, history and political growth—and the movements for independence of Pakistan, and its achievements and national events from 1947 to 2008. The final book deals with the Earth and its place in the universe, global economies and their problems. It also deals with international institutions, problems that have been created by globalization and what democracy, citizenship, and human rights really mean. In addition to these, this series also includes environmental concerns in the developing world as populations, industries, and consumption of goods have grown, and need to be managed. The accompanying Teaching Guides aim to facilitate teachers by providing background information and teaching strategies. The importance of planning out the teaching schedule and preparing lesson plans cannot be underestimated so that the course is covered and the teaching time allows activities, projects as well as end of month/term assessments. This revised edition of the Teaching Guides incorporates extensive lesson plans and worksheets for each chapter as well as assessment papers for the geography and history sections, along with answer keys to worksheets and the assessment papers. The lesson plans cover at least two periods per chapter so that explanation, understanding and reinforcement are covered satisfactorily. In case of a longer chapter, up to four sessions are suggested. However, schools are advised to adjust these according to their term break-up and time available. Social Studies is an interesting subject and can be made more so through lessons that are creative, challenge students’ thinking skills, and allow learning through practice. Critical thinking leads to problem- solving skills and a lesson well-planned and well taught will inculcate these skills in your students for their studies as well as in real life. Note: In marking dates in history BC (Before Christ) and AD (Anno Domini: the year of our Lord) are now expressed as BCE (Before Common Era) and CE (Common Era), respectively. The Common Era begins with the period following the birth of the prophet Jesus (AS). iv 1 Section 1: GEOGRAPHY CHAPTER ONE OUR coUNTRY IN THE WORLD Text pages 1–8 Arabia is located almost in the centre of the block of Islamic countries. Thus Islam gradually spread to the neighbouring countries and was then taken further east, towards Indonesia, by Muslim traders. However, the spread of Islam beyond the areas shown was halted (a) by strongly entrenched Christianity in the west and north-west, (b) by wild, largely uninhabited land to the north—Siberia, (c) by fiercely independent and expansionist China (it controlled Kabul and Kashmir)—here the Muslim armies fought the battle of Talas (751CE) on the borders of China. Though they were successful and gained control of Central Asia, their lines of communication were stretched too far and they decided not to invade Tang China itself, and (d) southwards— the expansion was stopped provisionally by the great deserts and dense jungles of North and Central Africa, but later the religion was taken to these regions by Muslim merchants. America, Australia, and New Zealand had not been discovered at this time. Throughout history the largely fertile subcontinent attracted people from the drier, less fertile Central Asia. A list of the main invaders is given later in the textbook on page 62. The majority poured in through the passes at Khyber and, to a lesser extent, Bolan, which were of vital strategic importance. The main countries—Pakistan, India, Bangladesh, and Sri Lanka will probably be fairly familiar to the pupils, and more will be learned about them in these books, but the border countries of Nepal and Bhutan, if not of great economic significance, are interesting. Bhutan, until the 19th century, had a religious leader (Dharma) and a temporal one (Deb Raja). These were nominally elective, but the governors of Paro and Tongsa were more often chosen. In 1907, under British influence, the governor of Tongsa became hereditary ruler, at first as Maharajah and then from 1920 as king. The primitive state was independent internally but its foreign policy was controlled by Britain. After the departure of the British, Bhutan became a fully independent country, although it is under the influence of its larger and stronger neighbour. Nepal, until the 18th century, was a collection of small principalities. Britain allowed its independence in return for the recruitment of Gurkha soldiers—still a very important and much-feared element of the British army. In 1951, the king promulgated constitutional monarchy. In 2001, virtually all of the royal family was assassinated by the crown prince who then committed suicide. The reason is thought to have been the king’s refusal to let him marry the woman he wanted. The throne was taken over by the king’s brother. There is a strong communist rebel movement almost paralysing Nepal today. Maldives is an archipelago of nearly 1200 small islands. They became independent from Britain in 1967 and a republic in 1968. The highest point in the whole of the country is less than TWO METRES above sea level, so that in view of global warming, the melting of the ice caps and the rise in sea levels, the majority of the land will literally disappear beneath the waves, possibly before the end of the century. Maldives currently enjoys considerable prosperity through tourism. 1 1 Secondary Social Studies 1 INFO BOX Population data of the South Asian countries: Country Population (approx) Density per sq km Annual growth rate India 1,130, 900 000 373 persons 1.60% Bangladesh 150,500,000 1200 persons 2.06% Bhutan 2,330,000 148 persons 2.08% Maldives 370,000 1001 persons 2.73% Nepal 19,000,000 193 persons 2.13% Pakistan 165,000,000 206 persons 1.83% Sri Lanka 21,000,000 308 persons 0.9% Perhaps a few general interest oral questions can be asked, such as: What explains the relatively low density in some countries? (Much inhospitable territory in Pakistan, Nepal, and Bhutan) Compare with the rate of increase in population in the West: USA 0.8%; France: 0.5%; Italy: 0.0%; Spain: 0.1%; Poland: FALLING 0.05%; Russia: FALLING 0.5%. Ask pupils why there is a difference? Mainly tradition—developing countries have been largely agrarian and need large families to supply workers for the family land. The death rates in the past were very high, hence more children to make up. Today more people are living longer. Automation—industrial societies no longer need so many workers as machinery does the work. Ignorance—family planning is universal in West, even in Catholic countries. Education is the vital factor in understanding issues related to overpopulation. Pupils could draw a pie chart of the areas of the countries making up the subcontinent. In degrees, they are: India—252.3; Pakistan—66.2; Nepal—13.6; Bangladesh—12.1; Sri Lanka—11.8; Bhutan—3.8; Maldives 0.2. MARGin TEXT EXPLANATion ‘Sub’ is a Latin word meaning ‘smaller part of’, ‘lesser’, or ‘under’.
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