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New curriculum includes information on religions
ISLAMABAD, Jan 12(Dawn): In the revised national curriculum for history, middle
school students will be taught briefly about Hinduism, Buddhism and Jainism.
They will also be provided information about various civilisations of South
Asia, starting from the Indus Valley civilisation.The education ministry has
sent curriculum guidelines to the provincial textbook boards for formulation of
books in detail for classes VI to VIII. The curriculum's main objective is to
create awareness about various ancient civilisations which developed over
centuries in South Asia, especially in areas now constituting
Pakistan.
The curriculum starts with highlighting the importance of the
discipline of history.
For class VI, it covers the period from Indus
Valley civilisation to the end of the Delhi Sultanate (1,500BC to 1,526AD). In
particular, it focuses on the civilisation and social advancements made by the
people of Mohenjodaro and Harappa. Learning outcomes suggested under the
guidelines are discussion on the structure and salient features of the society
in terms of its democratic and peaceful nature as indicated by the absence of
weapons of warfare and tools for hunting.
The second chapter for class VI
will focus on social, economic and religious systems of that time period in
which salient features of Hinduism will be discussed besides explaining how
Buddhism and Jainism differ from Hinduism. The next two chapters will be on the
arrival of Arabs and the conquest of Sindh by Muhammad bin Qasim to Mahmud of
Ghazna, Shahabuddin Muhammad Ghauri and the Slave, Khilji, Tughlaq and Lodhi
dynasties and their subsequent decline.
Students of class VI will also be
learning about major Sufi orders and saints, and their contribution in the
spread of Islam followed by the evolution of Indo-Muslim culture with particular
reference to their contribution in arts, science and architecture.
The
curriculum for the class VII will be focusing on the Mughal Empire; its
foundation, consolidation contribution and disintegration (1526-1857). Starting
with factors which contributed to the conquest of India by Babur, learning
outcomes also include administrative reforms of Akbar, poetry, miniature,
painting and music of Nur Jehan, Jehangir's passion for dispensation of justice,
and Shah Jahan's contribution to culture and architecture.
Students will
also learn about the religious policy of Mughals with special reference to
social and religious pluralism, and brief description Din-e-Ilahi and the
Mujadad Alf Sani. The curriculum for class VII concluded with the decline of the
Mughals followed by the War of Independence (1857).
The contents for
students of class VIII start with the description of the transfer of power in
India from the East India Company to the British Crown, followed by British
administration, its education and economic policies and Acts of 1861, 1892, 1909
and 1919. One whole chapter covers Sir Syed Ahmad Khan and the Aligarh movement,
and the learning outcomes include; Sir Syed's effort in Anglo-Muslim
rapprochement, his success in inducing Muslims to acquire modern languages
followed by the establishment of various education institutions.
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