Teaching Guide 5.pdf - Oxford University Press

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Introduction

An outline of the courseWorld Watch is a Social Studies course for the 21st century. It is designed for Pakistani primary schools that want to stimulate curiosity, thinking skills, and a love of learning. The course comprises four components: Pupil's Books, Skills Books, Interactive CDs, and Teaching Guides.

Core features• Itdraws itscontentandskills frominternationalprimarysyllabuseswhilefocusingon

Pakistan for examples.• Conceptsarecoveredinastudent-friendlyway,insimplelanguagewithlotsoffunand

stories.• Atall levels, learning is built on students’ experience, the teacher elicitingwhat they

alreadyknowandbuildingonthis,notsimplyloadingthemwithfacts.• Thelanguage,content,andtasksareprogressivelygradedaccordingtoclasslevels.• Eachlevelconsistsoftwelveunitswithapproximatelyfivegeography-focusedunits,five

history-focusedunits,andtwowithfocusoncivics.• Thesethreecoresubjectareasarelinkedtoeachotherwherepossible.• Atleastonegeography-basedunitperlevelisfocusedonenvironmentalissues.• Valueseducationandethicalthinkingareembeddedineveryunitofthecourse.• Highpriorityisgiventoindependentthinkingskillsandproblem-solvingactivities.• Fromthestart, studentsareaskedtoexpress individualopinionsand it is stressedthat

some questions have no easy answers.• Writingframesareprovidedtohelpstudentsexpresstheirownideasinopen-endedtasks.

Geography• Mappingskillsaretaughtinaprogressiveway—fromsimpleplansandiconsinGrade1

topolitical,physical,environmental,andhistoricalmapsbyGrade5.• Avarietyofgraphs,tables,diagrams,andtimelinesareusedtovarythepresentationof

content.• Ateachlevel,studentsareencouragedtomakeconnectionsbetweenthegeographical

environment and the way people live.• ThemainfocusisonthefamiliarworldofPakistan,startingwiththehomeandmoving

ontothetown,district,country,andthewiderworldbeyond.• Akeyelementisresponsibilitytowardsotherpeopleandtowardstheenvironment.

History• An understanding of change over time begins in Grade 1 with recent history taught

througholderpeople’smemories,artefacts,andphotographs.• Timelinesandfamilytreesareusedtoexplaintheconceptofgenerationallinks.• Storiesofhistoricaleventsandcharactersenlivenhistoryatlowerlevels.• AsequencedapproachbeginsinGrade3withtheintroductionofdates.• ThemainfocusisonthehistoryofPakistan,balancedwithanintroductiontokeyevents,

discoveries, and stories from world history. The series also highlights the legacy of our past: what we can still see as a result of historical events.

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• ByGrade5,studentsarelearningtorecognizetheconnectionsbetweenthehistoriesofdifferent cultures and the way people have learned from each other over time. They also learnaboutwhypeopleactedastheydidinthepastandhowtheiractionsaffectthepresent.

Civics• AtGrades 1and2, the ideaof society is taught largely through stories. For example,

notionsof sharing, kindness,and fairnessare taught through storiesaboutRafayandHiba’s adventures. Stories of Quaid-i-Azam’s childhood inculcate the importance offollowing rules and respecting others.

• ByGrades 4 and 5, students are expected to express their opinions on key social andethical questions and to respect the opinions of those who differ from them.

• Students are frequently taught that there is no ‘right answer’ to complex, ethical problemsandthateachonehastobeconsideredincontext.

Pupil's Books• The Pupil's Books form the core of the course. They are lavishly illustrated with

photographstobringalivethefamiliarenvironment,distantplaces,andpasttimes.• Wherever possible, students learn new concepts through student-friendly stories,

especially in Grades 1 and 2.• The‘Contents’ page details the learning outcomes for each unit.• ThetwelveunitsofthePupil'sBookconsistmainlyofreadingtextsfollowedbyquestions

and tasks.• Studentsareusuallyexpectedtowriteinnotebooks.• Athighergrades,unitsoftenendwithadirectedwritingtasksuchasanewspaperarticle,

letter to the head teacher, or poster for the school corridor.• FromGrades3to5,thereareKeyfactboxeswithrevisionquestions.

Skills Books• Ateachlevel,thereisanaccompanyingSkillsBookinsinglecolour.• StudentsareusuallyexpectedtowriteintheSkillsBook.• Thetasksarevariedandenjoyable,andincludemaps,wordsearches,crosswords,puzzles,

multiplechoicequestions,fill-in-the-blanks,andmatchingexercises.• SkillsBookpagesshouldbeintroducedinclassandcanbecompletedeitherinclassor

for homework.• EveryunitoftheSkillsBookincludesapageentitled‘Values’.• In Levels 2–5, there is a brief learning outcome at the top of every page in simple,

student-friendly language. For Level 1, the learningobjective is given in the teacher’snotesatthebottomofthepage.

Interactive CDsAnInteractiveCDcontainingreinforcementexercisesaccompanieseachPupil’sBook.

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Teaching GuidesTeachingGuidesareaninvaluableresourcefortheteacher,detailing:

• backgroundknowledge• learningoutcomes• step-by-steplessonplans• ideasforfurtheractivitiesandpupilresearch• answerstoclosedquestionsandindicationsofwhattolookforinopenquestions

AtthebackofeachTeachingGuidethereare:

• sixphotocopiabletests(oneforeverytwounits)tohelptheteachertrackhowwellthestudentsarelearningandgivefeedbacktoparents

• aphotocopiabletestrecordsheetforteacherstokeeptheirrecords

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Page Nos / UnitsTeaching objectives Learning outcomes Key words and

phrasesPupil’s Book and Skills Book Students should be able to:

PageUnit 1

Karachi

•TogivefactsaboutKarachi•To explain the importance

of exports and imports to the economy of Pakistan

•TodescribelifeintheThardesert and compare it with lifeinKarachi

•Tofindinformationonthemap

• relatefactsaboutKarachi•explain how imports and exportsaffectPakistan’seconomy

•draw a comparison betweenlifeinTharandinKarachi

• read the given map

delta, harbour, beach, arch, stack, tourist, import, export, sewage, manufacturing, drought, population, goods, services, government, factory

PageUnit 2

Balochistan

•Todescribethephysicalfeatures of Balochistan

•TodescribecoalmininginPakistan and China and to discuss the dangers

•Todiscusssomeproblemscausedbymining

•Tocreateawarenessabouttheproblemsfacedbythepeople of Balochistan

•describethephysicalfeatures of Balochistan

•compare and contrast coal mining in Pakistan and China and discuss the dangers

•discuss how mining can harm the environment

•discusssomeproblemsfacedbythepeopleofBalochistan

border, plain, juniper, sandstorm, ore, fossil fuel, generate, electricity

PageUnit 3

Settlements

•Todescribedifferenttypesof settlements and explain whyaplacebecomessettled

•Tocompareafishingvillage in Balochistan with afishingvillageinGambia

•Todiscusstheproblemscausedbytoomanypeople migrating to cities

•TostudythemapofAfrica

•discuss why a place becomessettledanddescribedifferenttypesofsettlements

•compare and contrast fishingvillagesofPakistanandGambia

•explain the impact of migration from villages to cities

• identifysomeAfricancountries on the map

valley, gill net, casting net, drift net, fuel, leisure, defend

PageUnit 4

Climate change

•To explain the difference betweenweatherandclimate

•To discuss climate change and its impact on our life onEarth

•To discuss ways to help prevent climate change

•Todiscussthefloodsof2010 in Pakistan

•differentiatebetweenweather and climate

•explain how climate change is affecting our livesandwhatcanbedoneto reduce the effect

•discuss the aftermath of the2010floodsofPakistanand encourage students to help those in need

atmosphere, greenhouse effect, temperature, polar ice cap, glacier, renewable energy resources, solar power, wind power, hydroelectricity, biomass, carbon dioxide, oxygen

PageUnit 5

Our world

•To explain how the world is divided into different time zonesandtolocatethemon the world map

•Todescribetheworld’sbiomes

•To explain maps drawn to scale

•explain how the world is dividedintotimezonesandcalculate the local time for some countries

•describethedifferenttypesof vegetation found in the world’sbiomes

• read maps drawn to scale

Equator, latitude, longitude, scale, degree, parallel, rotate, rainforest

Contents

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PageUnit 6

Money and banks

•To explain why money was invented and how we use it today

•To explain the purpose of abank

•TointroduceRoshanehZafar and her work

•To identify different ways of earning money

•discussthesignificanceof money and its role in today’sworld

•discusshowabankoperates and how to save andborrowmoney

•discuss the work of RoshanehZafar

•discuss the different ways moneycanbeearned

barter, currency, bank account, cheque, poverty, employ, wage, salary

PageUnit 7

Colonization of the subcontinent

•To explain how colonizationofthesubcontinentbegan

•To introduce the freedom fighters,HyderAliandTipuSultan

•To discuss how the British gavethesubcontinentbasicinfrastructure

•discuss how the British begantogainpowerinthesubcontinent

•describehowHyderAliand Tipu Sultan fought the British

•discuss the development that took place in the subcontinentundertheBritish

barracks, discipline, trading posts, East India Company, Marathas, merchant, rocket

PageUnit 8

The War of Independence

•To explain why resentment for their British rulers grew among the natives of the subcontinent

•To give an account of the WarofIndependence

•To discuss the fate of the BritishEastIndiaCompany

•give reasons for the discontent that grew among the Indians against their British rulers

•givedetailsoftheWarofIndependence

•explain how the subcontinentcameunderdirect rule of the British queenin1858

ammunition, civilian, empress, execute, mutiny, pension, Queen Victoria, regiment, cartridge, British East India Company

PageUnit 9

The struggle for independence

•To give an account of the struggleoftheMuslimsofthesubcontinent,underQuaid-i-Azam’sleadership

•TodiscussMahatmaGandhi and his role

•To identify some prominent figureswhocontributedtothe freedom struggle

•To explain how Pakistan cameintobeing

•explainhowQuaid-i-AzamgaveavoicetotheMuslimsofthesubcontinentandledthe struggle for freedom

•give an account of MahatmaGandhi’slife

•name some freedom fighters

•explain how Pakistan finallygainedindependence from the British

All India Muslim League, election, conference, home rule, majority, Indian National Congress, nation, minority, penalty, privilege, protest, Governor General

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PageUnit 10

Inventions and discoveries

•To explain how electricity was discovered

•To explain how the car was invented and how as aresultfactoriesbecamemoreorganized

•To identify some other majorinventionsanddescribetheworkingofsome of these

•give an account of Thomas Edison’sinventionofalightbulbandthenapowerstation

•explain the change broughtaboutbyHenryFord’sproductionlineinhiscar factory

•describesomeothermajorinventions

astronomy, calculations, reflect, electronics, glider, gramophone, lens, navigation, production line, programmed, pupil, radio wave, telephone exchange, watt, megawatt, digital

PageUnit 11

The role of media

•To give an account of how the media evolved over the years

•To discuss the different waysnewscanbegivenout

•To explain the role of advertising in helping us make choices

•discuss how media has progressed through hundreds of years, starting beforeprintingwasinvented

•discuss how news is given out and communication takes place through different means

•discuss how advertising helps us in making choices

advertisement, broadcast, code, corruption, criticize, magnetism, electric telegraph, entertainment, mail system, manufacturer, media, partition, product, public service, signal, signal box, signalmen, technology, telegraph, opinions, telegraph cable

PageUnit 12

Trade

•To explain the meaning of exports and why they are important for a country

•ToidentifyPakistan’smainexportsandthecountry’smain trading partners

•To explain why countries need to import goods

•explain how exports benefitourcountry

•namePakistan’smainexport items and also name the countries it trades with

•discuss why countries need to import goods

economy, region, specialize, surplus, synthetic, licence, trading partner

Page 136 Check-upTests

Page 148 AnswerstoCheck-upTests

Page 151 RecordofAssessments

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Unit 1 Karachi

Background knowledge for the unitThisunitfeaturesthecityofKarachi:itsclimate;itslocationasaseaport;coastallandforms;the landaround the city; local industries; theport,goodsand services;and theproblemsthathavetobesolvedinbig,densely-populatedcities,includingpollutionoftheair,water,and land.

The unit also helps the students learn how coastal features such as headlands, caves, arches, and stacks are formed.

The focus on the Thar Desert helps students to learn how plants, animals, and people survive in a desert and the climatic effects on their way of life.

TheTharDesertcansupportahumanpopulationbetterthanmanydesertsbecauseof itsvaried landscape. There arehillocks and sandyor gravel plains between the stretches ofsand. By planting crops in June and July growers can make the most of the rains from July toSeptember.

Expected learning outcomes for the unitWhentheyhavecompletedthisunitinthePupil’sBookandSkillsBookmoststudentsshouldbeableto:

• describeKarachi’slocation,mainindustries,transportsystems,andfunctionasaseaport• definetheclimateofKarachianditsimmediatesurroundings• identifythephysicalfeaturesofthelandandcoastnearKarachi• explainthecharacteristicsofdeserts

They will learn how to:

• usediagrams,photographs,andobjectstoacquireinformationaboutgeographicalfeatures• askquestionsanddrawconclusionsabouttheeffectsofthelandandclimateonpeople’s

lives

Theywillbegintounderstand:

• howseastacksareformed• howplants,animals,andhumanssurviveinadesert• theimportanceoflookingafterourwatersupply

Lesson 1: Location; The coast of Karachi

Learning outcomesStudentsshouldbeableto:

• locateKarachionamap• recognizeandnamecoastalfeatures• describeandexplainhowseastacksareformed• useakeytointerpretamap

Resources• Pupil’sBookpages2–4• SkillsBookpage2Karachimap

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Pupil’s Book steps1. AsktheclasswhattheyknowaboutKarachi.Theymightrecallthatitisthebiggestcity

inPakistanandwasonceitscapital.TheyhavelearnedinBook4that it isthecapitalcityoftheprovinceofSindhandisanimportantcentreforbankingandfinancialservices.Ask:

• IsKarachionthecoastorinland?(onthecoast—itisaseaportonthewestcoast) • IsitinthenorthorsouthofPakistan?(south)2. Askthestudentstoreadtheintroductionandtheparagraphtitled‘Location’onpage3.

Then ask: • WhatfactshaveyoulearnedaboutKarachi?(Refertothelistonpage2.) • WhichseaisnearKarachi?(theArabianSea) • Whatmakesitslocationgoodforaharbour?(Itisinashelteredbay.)3. Askthestudentstostudythemapandlocatetheharbour.Theyshouldbeabletofind

theshelteredinlet.Iftheyareunabletodoso,helpthem.4. Read the second paragraph on page 3 with the class. Let them look at the large

photographofthecoastspreadacrosspages2and3.Discussthecoastalfeaturesinthediagramonpage3andaskthemtoreadthelabels.

5. Telltheclassthattheyaregoingtolearnabouthowtheseashapesthecliffstoformthecoastalfeaturesshowninthediagram.Ask:

• Whatdoyouthinkhappenstothecliffswhenthewavescrashintothem?(wearaway) Tellthemthatsomepartsarewornawaymorequicklythanothers,perhapsbecausethe

rockissofterortherearegapsorcracksinit,ormaybeattheseplacesthewaveshitthecliffsmorestrongly.Ask:

• Whatdowecallalargeholeinacliff?(acave) Enquirewhetheranyofthemhaveseenorbeeninsideanycaves.Letthemdescribewhat

they have seen/experienced.6. Explainthefollowingwordsthatappearonpage4: erode—wearaway; inlet—an indentedpartofa coast—show the students thison the

maponpage2;landform—afeatureoftheland:forexample,amountain,cliff,cave,or headland

7. Readpage4withtheclass,thenask: • Whatisaheadland?(landthatjutsoutintothesea) • Whatisanarch?(It isaholethatismadewhencavesonbothsidesofaheadland

meettoformapassagerightthroughtheheadland.) • Howisastackformed?(Thetopofanarchcollapses,leavingonlylandoneachside.) • WhereisthereastackatKarachi?(ParadisePoint)8. Thestudentscannowcompletetheexerciseonpage4intheirnotebooks.

Skills Book steps1. Letthestudentsstudythemaponthispagethendiscussthedifferencebetweenitand

theoneonpage2ofthePupil’sBook.(This isastreetmap—amapofamuchsmallerarea.)

2. Discussthemapanditskeywiththeclass.Talkabouttheroadsandbuildings.Thenask: • Haveyouseenanyofthesebuildings? • Areyoufamiliarwithanyroadsgivenonthismap? • Whatdoyoucallthesquaresonthemap?(agrid)3. Letthestudentsworkwithapartnertosolvethegivenexercise.

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Answers to Pupil’s Book page 41. & 2.

Answers to Skills Book page 21. I.I.ChundrigarRoad 2. KarachiPortTrust3. HabibBankPlaza 4. M.A.JinnahRoad5. CivilHospital 6. MauripurRoad,PicharRoad,NawabRoad,NapierRoad

beach

bay

headland

cliff

cave arch

stack stump

Further activities1. Findoutaboutothercoastal regionsofPakistanhavingthefeatures thatthestudents

havelearnedaboutinthisunit:cliffs,caves,arches,stacks.2. Theycouldmakeadisplayorscrapbookshowingpicturesofthesefeatureswithcaptions

for them that state which coast they are on, which province, and the nearest town or city.3. Thestudentscouldalsoresearchotherportstofindoutif,likeKarachi,theydeveloped

aroundshelteredinletsandbays:forexample,Gwadar.PortsinIndia,suchasMumbaiandMangalorecouldalsobestudied.

Lesson 2: Climate


• describetheclimateofKarachi• findinformationaboutclimatefromatemperatureandrainfallchart

Resources• Pupil’sBookpage5• SkillsBookpage3Karachicrossword

Pupil’s Book steps1. TelltheclassthattheywilllearnabouttheclimateofKarachi.Ask: • Whatdoesclimatemean?(theusualweatherpatternsofaplace)

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2. Read theparagraphsabout climateonpage5andask them toanswer the followingquestions:

• DoesKarachihavehighorlowrainfalleachyear?(quitelow,about220mm) • Whendoesmostoftherainfall?(duringthemonsoonseason:JulyandAugust) • WhendomosttouristsvisitKarachi?(inthewinter) • Why? (Karachiweather isusuallymildanddry inthewinter. Insummer, itcanbe

veryhotandhumid,andthetemperatureisaround30–44°C.)3. Discussthechartoftheaveragelowtemperature(firstline),averagehightemperature

(secondline),andtheamountofrainfall,onpage5.4. Letthestudentscompletetheexerciseonthispage.

Skills Book steps1. Reviewtheprocedureofcompletingacrosswordpuzzle: • pointoutthecluesforthewordsthatgoacrossanddownthepuzzle • oneletterinonebox • cluesdon’talwaysfollowthe1,2,3sequence • numbersthatdon’thaveclues‘across’ or ‘down’ are not mentioned2. Ask the students to read the clues and write the answers in the crossword puzzle.

EncouragethemtousethePupil’sBook(pages2–4)tohelpthemfindtheanswersandspellthewordscorrectly.TheglossaryofthePupil’sBookwillalsohelp.

Answers to Pupil’s Book page 52. January 3. May,June 4. July 5. Theaveragerainfallis18.5mm. Answers to Skills Book page 3Across Down4. Arabian 1. headland6. Paradise Point 2. Sandspit Beach7. pollute 3. monsoon9. Karachi 5. bay11.export 8. Malir 10. imports

Further activities1. The students could findoutabout theaveragemonthly temperaturesand rainfall for

othercitiesandcomparethemwithKarachi.2. The students can make an ‘Averagemonthlytemperaturesandrainfall’ chart for a city

of any country of their choice.

Lesson 3: The Port of Karachi; What are services? What are goods?; Goods and services in Karachi

Learning outcomesStudentsshouldbeableto:• identifyanddescribethePortofKarachi• identifytheimportsandexportsthatpassthroughthePortofKarachi• investigateaplacethroughaerialandconventionalphotographs

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Resources• Pupil’sBookpages6–9• SkillsBookpage4Exportcountries

Pupil’s Book steps1. Beginbytalkingaboutthecity,Karachi.Ask: • WhatkindofacityisKarachi?(aseaport) • HowisKarachiimportantforPakistan’simportsandexports?(Itisthecountry’smain

seaport.)2. Askthestudentstoreadpage6andlookatthepictures.Thendiscusswhattheycanfind

outaboutKarachifromthispage.3. Askthemtoreadpage7soastoanswerthefollowingquestions: • WhichcountriesareimportantforPakistan’sexport? • WhichcountriesareimportantforPakistan’simport? • Whataregoods? • Whatareservices?4. The students can thengiveexamplesofgoodsandof services. Then readpage8with

themto findoutaboutgoodsandservices inKarachi,especiallymanufacturedgoods.Ask:

• Whatare‘manufactured’goods?Thegoodsmadeinlargequantities,usingmachineryare ‘manufactured’. (They could then name some goodsmanufactured in Karachi,namelytextiles,chemicals,medicines,electronicgoods,steel,andcars.)

• WhichfoodgoodsareimportantforKarachi?(fishandfishproducts) • WhichcarfactoriesareinKarachi?(ToyotaandSuzuki) • WhichtruckandbusfactoriesareinKarachi?(DaihatsuandHinoPakbuses;MillatTractors) • Howdoesthisaffectthecity?(Ithasalotoffactories,whichaddstothecity’spollution.) • Whichservicesare importantforKarachi?(banking, insurance,ICTandcallcentres,

televisionbroadcasting,andtransport) • HowdoesthisaffectthebuildingstructureofKarachi?(Thisresultsinalargenumber

ofofficebuildingsbeingbuiltinthiscity.)5. AskthestudentstothinkaboutthenaturalresourcesaroundKarachiandtodecidewhat

wouldbeagoodfactorytoopen:forexample,afoodfactorytomakereadyfishmeal;afashiondesigningbusinesswithafactorytoproduceitsclothing,makinguseoflocaltextiles;acarpetfactory;afactoryforenginesorpartsforboats.

6. They can then complete the exercise on page 9 to create an advertisement for their factory.

Skills Book steps1. Readtheinstructionsonthispagewiththestudents.2. Useanatlas—the Oxford School Atlas for Pakistan—andaskthemtolocatePakistanand

then identify the countries mentioned in the key. Offer assistance if necessary.3. Oncethisisdone,letthemworkonpage4.

Answers to Pupil’s Book page 9Answerswillvary.

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Further activities1. FindoutmoreaboutflightstoandfromJinnahInternationalAirport(thegoodsimported

andexportedbyair;thereasonswhypassengerscomeandgo:tourism,visitstoandfromfamiliesoverseas,business).

2. The students couldwrite to the airport for information andmake their own bookletsabouttheairport.

Lesson 4: Big city problems


• identifyanddescribetheproblems(particularlypollution)ofbigcitiessuchasKarachi• derivepossiblesolutionsfortheseproblems• investigateaplacethroughphotographs

Resources• Pupil’sBookpages9–10• SkillsBookpage6Values

Pupil’s Book steps1. Read‘Bigcityproblems’ on page 9 with the class and ask them to look at the photograph

andreaditscaption.Ask: • Inwhatways do themanufacturing and service industries cause problems for the

city?(Theyaddtothecity’strafficcongestionandairpollution.) • Whatproblemsarecausedwhenmanypeoplelive inasmallarea?(overcrowding;

trafficjams;notenoughhouses,electricity,orwater;disposalofwaste)2. Askthestudentstolookatthepicturesonpages2–4andalsopage6,thenask: • WhatdothesemakeyouthinkofKarachi?3. Readpage10withthestudentsandaskthemto lookat thesepicturesandreadtheir

captions.Ask: • WhatdothesemakeyouthinkaboutKarachi?(Comparethesewiththepictureson

pages2,3,4,and6.) • Howisthecity’spollutionharmingthecoast?(Oilwasteandsewagearepolluting

thesea.) • Doesthisaffectthepeople?(Yes,itcanmakepeopleillorevenkillthem.)4. Read ‘It’saFact’withthemanddiscusswhatcanbedonetohelpandprotectpeople:

for example, repairing leaking pipes to reducewater shortages; findingways to stopfactories from polluting water supplies; making it illegal to have water pipes nearsewage outlets.

5. Thestudentscanthencompletetheexerciseonpage10.

Skills Book steps1. Letthestudentslookatthephotographatthebottomofpage10ofthePupil’sBook.Ask: • Whatistheboydoing? • Isthisagoodwatersupply? • Whydoyouthinkso?

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2. TellthemthatmanypeopleinKarachicannotgetcleanwaterandthattheyaregoingtofindoutmoreaboutthis.Ask:

• Why domany people in Karachi not have cleanwater? (The city needs about sixhundredmillion gallons of water per day but only gets about four hundred andthirty-fivemilliongallonsfromtheRiverIndus.Also,manyofthepipesleak,soalotofwateriswasted.)

• Does everyone in Karachi have to get water from public taps like the one in thephotograph?(No.Mosthousesandotherbuildingshavepipedwater,butnotinallpartsofthecity.Somepeoplebuytheirwaterfromtankers.)

• Howdoesthewaterfromthepublictapsandtankersgetpolluted?(Pollutionfromfactoriesgetsintotheriverwherethewatercomesfrom.)

• Whatwillhappeninthefuture?(Ifthecitycontinuestogrowatthisrate,therewillbeevengreaterwatershortages.)

3. Thestudentscannowcompletetheexercise.

Answers to Pupil’s Book page 101. Answers will vary. (May include traffic jams, air pollution, water pollution,

overcrowding,watershortages,housingshortages,wastedisposal,sewage)2–4.Answerswillvary.

Answers to Skills Book page 6Answerswillvary.Followingareexamplesofcorrectanswers:1. Polluted water makes people ill and can cause death. People have a right to clean

water. It is not fair that some do not have it.2. Wecould: • turnofftapsandshowersproperlyafterusingthem. • notoverfillbaths,bowls,andcookingpots. • notleavethetaprunningwhilebrushingourteeth. • collectrainwatertowaterplants. • storewaterintanksorreservoirs(astheydowithpondsintheTharDesert).3. Theycould: • findwaysofremovingpollutants. • notletpollutedwaterintotheriver—findwaysoftreatingit.4. Peoplewouldbecomeillanddie;people,clothes,homes,andstreetswouldbecome

verydirty;diseasewould spread;peoplemight fightover scarcewater; theywouldhavetoleavethecityifthereisnowater;animalsandplantswoulddietoo.

Further activities1. FindoutabouttheKarachiStrategicDevelopmentPlan2010andhowitistryingtosolve

theproblemsofthecity.2. Splittheclassintogroups—eachgrouptoresearchadifferentproblemandthesolutions

thatarebeingtried.3. Ifknown,findouthowwelltheyareworkingortheeffectstheyhavehad.

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Lesson 5: Life outside Karachi; Living in the Thar Desert


• identifysmalltownsandvillagesintheSindhprovince• describethelandandclimateoftheTharDesert• investigateaplacethroughphotographsandmaps

Resources• Pupil’sBookpages11–12• SkillsBookpage5CamelsoftheTharDesert• Aphotographofacamel. (There isacamel inthebeachphotographonpage3buta

largercolourphotographwouldbebetter.)

Pupil’s Book steps1. Discuss the map on page 11 and ask the students to locate cities, the Thar Desert, lakes,

andtheIndusRiver’scoursethroughtheprovinceofSindhonthemap.2. CallonavolunteertodescribethelandtotheeastoftheSindhprovince(desert).Ask: • Whatisdesertlandlike?(dryanddusty,withveryfewplants) • Whatistheclimatelike?(Dry—withverylittleraininanyseason.Manydesertshave

a hot climate but there are some cold deserts too.) Explain that in deserts thetemperaturecanbeveryhotsomeofthetimebutverycoldatothers:forexample,atnightandinthewinter.Ask:

• WhatisthenameofthedesertintheeastofSindh?(Thar)3. Theclasscannowreadpage11,lookatthephotograph,andreadthecaption.Ask: • WhichothercountrydoestheTharDesertextendinto?(India) • WhendoestheTharDesertgetsomerain?(JulytoSeptember) • Can the people there rely on having rain during those months? (No. There are

droughtssometimes.Remindthestudentsofthemeaningofdrought.) • Howhotdoesitgetinthedesert?(upto50°C) • Doesiteverreachfreezing?(Yes.) • Whattemperatureisthat?(0°C) • Howdothepeople living in theTharDesertgetwater? (Theyhave foundwaysof

storing it in a johar—atypeofpondthattheybuild.) • Dothesesolvetheirwaterproblems?(No.Thesejohars(ponds)sometimesdryup.) • Whatdothepeopledowhenthathappens?(Theymoveontolivesomewhereelse.

Manyarenomads—peoplewhokeepmovingtofindfreshgrazingforanimalsandwaterforthemselvesandtheiranimals.)

• Areallthepeopleofthedesertnomads?(No.Insomeplacesthere isundergroundwaterthattheycanreachbydiggingwells.)

4. AskthestudentswhattheyhavelearnedaboutthelivesandworkofthepeoplewholiveintheTharDesert.(Theyaremainlyfarmers.)Ask:

• Whatanimalsdotheykeep?(buffaloes,sheep,goats,camels,andoxen) • Dotheygrowanycrops?(Yes,theygrowbajra, chillies, pulses, jowar,maize,sesame,

andgroundnuts.)5. Readthetopsectionofpage12withtheclassandaskthemtolookatthephotographs

andreadtheir captions.Help the students todescribe thehouse ineachpicture,using

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words such as cement, bricks, tiles, wood,windows, garage, garden, shutters, gutters,storey,path,straw,mud,andsticks.Ask:

• WhatisthedifferencebetweenthehousesbuiltinKarachiandthosebuiltintheTharDesert?

6. Discusswhytheyaredifferent.Manypeopleinthedesertbuildtheirownhousesusingwhatever materials they can find. Straw and mud are good materials for a dry place becausethemudwillnotwashaway.Also, thesematerialshelptokeepthe insideofthehousecool.Houses inKarachiare like those inmostother citiesaroundtheworldthataremadefrommaterialsbroughttothecityorevenimported.Theyusuallyhavetwolevelsformorespace,andmanyhaveagaragebecausemostpeopleincitieshavecars.Inthedesertthereisplentyofspacebutpeopledonothavelargehouses,partlybecause they don’t need them, as they spendmost of their timeworking, and partlybecausetheybuildtheirownhousesandhavelittlechoiceofmaterials,thuskeepthemsimple. People living in deserts walk or travel on donkeys and camels. Point out that therearefencesandpensaroundthedeserthouses—mostprobablyfordomesticanimals.Discuss the rooms in modern city houses as compared to houses in the desert that usually havejustoneortwosmallrooms.

7. HelpthestudentsdescribetheroadsinKarachiandtheTharDesert,usingwordssuchastarmac, dual carriageway, single track, road markings, road signs, pavements, and traffic. Ask:

• Howdoyouthinktheroads inThararedifferentfromthose inKarachi? (Theyarenarrower,notdualcarriageways,moreliketracks,havelittletrafficbecausepeoplewho live in the desert walk or travel on donkeys and camels, and very few people travelacrossthedesert.)

8. Askthestudentstoread‘It’saFact’,whichtheywillprobablyfindsurprising.Askwhythey think the Thar Desert is more densely populated than others. This desert has hillocks withsandyandgravelplainsinbetweenstretchesofsandwhichgivesitaricherhabitatthan most deserts. This also means that different types of vegetation can grow here. Thus thedesertcansupportmorewildlifethanmanyotherdeserts,whichenablesmorepeopleto livea relatively comfortable lifehere than inotherdeserts. Though farming isnoteasytheysurvivebymanagingtheircropsandanimals.CropsareplantedmainlyinJuneandJulyforasummerharvestandanimalsaregrazedoncommonlandinthevillages.

9. The students can now complete the exercise on page 12. They could first work with a partner to list the facts they now know about the Thar Desert and make a note ofanything they stillneed to findout.Help them to find theanswers to theirquestionsusingotherbooks,suchastheOxford School Atlas for Pakistan, also other informational booksandleaflets—andifpossible,websitesabouttheTharDesert.

Skills Book steps1. Showtheclassthephotographofacamelandinvitevolunteerstomakeasentenceabout

it.Theycoulddescribe itsbodyshape, its size, legs, feet,head, skinandskincovering,andfeaturessuchasthemouth,eyes,nose,andears.Ask:

• Whatmakescamels suitable fordesert life? (The studentsmight recall thatcamelsdonotneedtodrinkoftenbecausetheirbodiesconvertfatstoredintheirhumpstowaterwhentheyneedit.)

• Whatdoyouthinkitislikebeingoutdoorsindry,dustyconditionsandsandstorms?(Youbreatheindustandgetsandanddustinyoureyes,ears,nose,andmouth.)

• Howdoesacamelcopewiththis?(Ithaslongeyelashesthathelptokeepsandoutofitseyes.Itcanalsocloseitsnostrilstokeepoutsandanddust.)

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2. Remindtheclassthatverylittlegrowsindeserts,andmanyplantshavetough,pricklyleaves.Askiftheyknowwhatcamelseat.Tellthemthattheyeatdesertplantsandthattheirthicklipsarenoteasilyharmedbythesepricklyplants.

3. ThestudentscanthencompletetheSkillsBookexercise.

Answers to Pupil’s Book page 121. Answerswillvary.

Answers to Skills Book page 5The camel has wide feet which prevent it from sinking into the sand.The camel has thick lips so it can eat prickly plants.The camel has nostrils that can close up tight to prevent sand from getting in.The camel has eyelashes that are very long to keep sand out of its eyes.The camel has a hump that is used to store fat.

Further activities1. Findouthowotherdesertanimals,plants,orinsectssurvive.2. Chooseonedesertanimaltomakeachartwith.Havepicturesandinterestingfactsabout

it.

Answers to Pupil’s Book page 13A. 1. KarachiisthemaincentreoftradeinPakistan. 2. Abayisacoastalinletwithlandonthreesides. 3. Astackisformedwhenanarchcollapses. 4. TheKarachicoasthasbecomepollutedfromfactorywaste. 5. Goodsarethingsthatyoucanseeandtouch. 6. Servicesarethingsprovidedforyoubyotherpeople. 7. Importsaregoodsthatareboughtfromothercountries. 8. Exportsaregoodsthataresoldtoothercountries. 9. SomeofthegoodsmadeinKarachiaretextiles,chemicals,andcars.B. Answerswill varybut should include comparisonsof school lessonsand timetables,

leisure activities, transport, home life, and food.

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Background knowledge for the unitThisunitfeaturesthelargestprovinceofPakistan:itsclimate;itslocationinamountainousregionthatalsohasadesert,volcanoes,forests;localindustries.

The unit helps the students to learn how mud volcanoes are formed and about desertlandforms, climate,andweatherevents. Theyalso learnabout conservationworkon thejuniperforests.

Thestudentslearnhowtheclimateandlandscapeaffectthepeople’swayoflife,thecropstheycangrow,andthecraftsandindustriesthatcharacterizetheregion.

Theylearnabouttheprovince’smainindustry—coalmining—andcomparecoalmininginPakistan with China.

Expected learning outcomes for the unit

WhentheyhavecompletedthisunitinthePupil’sBookandSkillsBookmoststudentsshouldbeableto:

• identifyanddescribethelocationandclimateofBalochistan• describethephysicalfeaturesofthedifferenttypesofland—mountainsanddesert—and

what grows and lives there• identifythecharacteristicsofmudvolcanoes• identifytheminingindustry


• usesourcessuchasmapsandphotographstolearnaboutgeographicalfeatures• askquestionsanddrawconclusionsabouthowthepeople’swayof life isaffectedby

the land and climate• comparecoalmininginPakistanwiththatinChina


• howmudvolcanoesareformed• howplants,animals,andhumanssurviveinadesertandinhighmountains• theimportanceofconservationofforests• whatmakescoalminingdangerousandhowitaffectstheenvironment

Lesson 1: Location; Landscape


• describeandidentifythelocationofBalochistan• interpretthedifferentphysicalfeaturesofthelandintheprovince:desert,mountains,

plateaus, rivers, and forests• usegridsquaresandakeytolocateanddescribefeaturesonamap• useacompassrosetodescribedirections

Resources• Pupil’sBookpages14–15• SkillsBookpage7TravellinginBalochistan;page8Quetta

Unit 2 Balochistan

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Pupil’s Book steps1. AsktheclasswhattheyknowaboutBalochistan.(Theymightknowthatitisthelargest

provinceinPakistan.)2. Letthestudentsstudythemaponpage14.Ask: • DoesBalochistanhaveacoast?(Yes—ontheArabianSea.) • WhichotherprovincesofPakistandoesithaveborderswith?(KhyberPakhtunkhwa

tothenorth;PunjabandSindhtotheeast) • Doesithaveborderswithothercountries?(Yes—withIrantothewestandAfghanistan

tothenorth) • WhatisthenameofthecapitalcityofBalochistan?(Quetta.Thestudentsshouldbe

abletolocateitonthemap.) • WhichgridsquareisQuettain?(C4)3. Askthemtoreadthe introductionandparagraphon ‘Location’ frompage14tocheck

the information they found from the map. They should then read ‘It’saFact’.Ask: • WhatfractionofPakistandoesBalochistancover?(almosthalf)4. TelltheclassthattheyaregoingtofindoutaboutthelandinBalochistan.Discussthe

fact that because it is such a large area, it has different types of landscapes: deserts,mountains, river-valleys,and forests.They should then read ‘Landscape’.Askdifferentstudents to name a mountain range in Balochistan and give its location using the compass rose.[SulaimanRange(north-east),KirtharRange(south-east),TobaKakarRange(north),BalochistanPlateau(south)].

5. Repeatthepatternof‘4’fortheKharanDesert,theplains,andtherivers(Dasht,Hingol,Zhob,andHub).Ask:

• From which mountain does each river rise? (Dasht, Hingol, and Hub: BalochistanPlateau;ZhobintheTobaKakarRange)

6. Remindthestudentshowtolocateplacesonamapusinggridreferences,withthelettersalongthebottomofthemapandthenumbersalongtheside.Theycannowcompletetheexerciseonpage15.

Skills Book steps (Page 7 Travelling in Balochistan)1. Allowtheclasstostudythemap.Thenask: • How is thisdifferent from themaponpage15of thePupil’sBook? (This isa road

map.Itonlyshowsthemainroadsandthetownsandcitiestheylink.Itdoesn’tshowthephysicalfeaturessuchasriversormountains.)Pointoutthattownsareshownasblackdotsandroadsasblacklines.

2. HelpthemtocompleteB1byasking: • Canyou find theArabian Seaand the southern coast of Balochistan? (When they

have done so, ask them to look along the coast and read the names of the towns. Askthemto lookat theroadsthat linkthetowns.Explainthatallmainroadsarenumbered.)

• Whydoyouthinktheroadsarenumbered?(Toidentifythemwhengivingdirectionsorinformation.)

Explainthatmanyroads,orpartsoflongroads,willhaveanametoo.Forouraddresswegivethename,ratherthanthenumberoftheroad.Askthestudentstoreadthenumbersontheroadsthatlinkthesouthcoasttowns.

3. Thestudentscanthencompletetheremainderofthepage.

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Skills Book steps (Page 8 Quetta)1. BeginbyaskingthestudentstolocateQuettaonthemapsinthePupil’sBookandthe

roadmaponpage7oftheSkillsBook.Ask: • WhichroadsleadtoQuetta?(N40,N25,N65) TellthemthatQuettaalsohasarailwaystationandanairport,soitisnotdifficultto

get to.2. Letthemreadthe‘Factfile’ on this page. Then ask: • WhatisthelandscapearoundQuettalike?(mountainous) • Do you think the land is bare or are crops grown? (Fruit crops are grown here so

Quettaisknownas‘theFruitgardenofPakistan’.) • Doyouthinkthereisplentytodothere?(Yes,becauseitisthecapitalandthelargest

cityofBalochistan.)3. ThestudentscanthenreadontofindoutwhatthereistoseeanddoinQuetta.Ask: • WhatwouldyouchoosetodoonadayoutinQuetta?4. LetthemreadabouttheclimateinQuetta.Thenask: • Whatarethewinterslike?(cold) • Whatarethesummerslike?(hot) • Whenisthebesttimetovisit?(MaytoSeptember,whenitisnottoocold.)5. AskthestudentstousetheblankFactfilesectionatthebottomofthepagetoplana

guideabouttheirhometown,village,orcity.

Answers to Pupil’s Book page 151. b. D3 c. A2 d. D22. a. 200km b. 100km c. 100km

Answers to Skills Book page 7B. 1. a. Gwadar,Pasni,Ormara b. N10 2. a. N25 b. Kalat,Surab,Khuzdar,Bela,Liari,Uthal 3. N10,M8,N85,N30Turbat;orN10,M8,N25Turbat,Bela (orPasni,Ormara,Lian,

Uthal,Bela) 4. True 5. Dalbandin 6. HingolNationalPark

Answers to Skills Book page 8Answerswillvary.

Further activities1. Lookataroadmapofyourprovince(ifyouarenotinBalochistan).2. Findthenumbersoftheroadsthatleadtoyournearesttownorcity.3. Findoutwhichtownsorcitiestheygoto.4. Thestudentscouldwritetheirownquestionsabouttheroadmapforotherstoanswer.5. FindoutmoreaboutQuetta:forexample,moredetailsabouttheclimate.Doesithave

amonsoonseason?Arewintersorsummerswetordry?Whatistheaveragetemperatureandrainfallforeachmonth?

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Lesson 2: Mud volcanoes; Juniper forests


• describeanddefinethemudvolcanoesofBalochistan—thetypesofplaceswheretheyare found, how they form, what they are like when they erupt, and how people interact with them

• identify and describe the juniper forests of Balochistan and their use as a naturalresource

• relatehowtheforestsareendangeredandconservationworktakingplace

Resources• Pupil’sBookpages16–17• SkillsBookpage9Quettaearthquake

Pupil’s Book steps1. Tell the class that they will be learning about some interesting natural features of

Balochistan,beginningwithmudvolcanoes.Askthemiftheyknowwhat‘mud volcanoes’ are.

2. Explainthatmudvolcanoesaredifferentfromordinaryvolcanoes,andletthestudentsreadthefirsttwoparagraphsofpage16.Ask:

• Howdoesamudvolcanoform?(Water,gases,andmudfromdeepunderthegroundescapetothesurfaceoftheEarthtoformmudvolcanoes.)

• Whathappenswhenthemudreachesthesurface?(Differentthingscouldhappen.Itcouldspreadoutorformmoundsorcones,explodehighintotheair,orjustoozeoutslowly.)

• What kinds of places aremost likely to havemud volcanoes? (areaswith oil andnaturalgas)

3. Writethefollowingquestionsontheboardandaskthestudentstolookfortheanswerson page 16.

• AbouthowmanymudvolcanoesarethereinBalochistan?(morethan80) • Inwhichpartsoftheprovincearethey?(west, intheGwadardistrict;north-eastof

Ormara) • Whichisthemostfamousmudvolcano?(Chandrakup) • WhydoHindusstopthereontheirpilgrimagetoHinglaj?(Theybelieveitisholy.) • Whatdotheydothere?(Theystayupallnighttomakerotistoofferthevolcano.)4. Letthestudentsreadthefirstparagraphaboutjuniperforestsonpage17,including‘It’s

aFact’.Ask: • Howoldarethejuniperforests?(atleast5000yearsold) • Howaretheforestsusefulasanaturalresource?(Berriesareusedforflavouringfood.

Oilfromthetreesisusedinmedicines.Touristscometoseethem.)5. Askthemtoreadtherestofthesectiononjuniperforeststhenaskthefollowingquestions: • Whatisendangeringtheforests?(Adiseaseiskillingthetrees,alsopeoplecutthem

downforfirewood.) • Whyaretheseparticularlybadproblemsforjunipertrees?(Theygrowveryslowly.) • Whatisbeingdonetoprotectthem?(WorldWildlifeFundPakistanhasdevelopeda

plantoprotectthem.)

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• Whatmessagewouldyougivepeopletoencouragethemtosafeguardthe juniperforests?

6. Askthemtoplanhowtheycouldgivethismessageusingpicturesandwords.Theycanthen complete the exercise on page 17.

Skills Book steps1. TelltheclassthattherewasanearthquakeintheareaaroundQuettain1935andthat

theyaregoingtoreadaboutitfromthepointofviewofsomeonewhowasthere.2. HelpthestudentsreadSalwa’sdiary:youcouldinvitethemtotaketurnstoreadaloud

asentenceeach.Ask: • Whatwasthedateoftheearthquake?(31stMay,1935) • Wasitapowerfulearthquakeandhowcanyoutell?(Yes.Thegroundwasshaking

somuchthatSalwacouldnotstandup,andtheonlybuildingstillstandingafterwardswastheGovernmentHouse.)

• Howmanypeoplediedonthefirstdayoftheearthquake?(morethan30,000)

Answers to Pupil’s Book page 17The students design a poster.

Answers to Skills Book page 9B. 1. Answerswillvary,dependingonthedatewhentheexerciseisundertaken.(In2013

itis78years.) 2. Inbed.Shewasawokenbytheearthquake. 3. Acoupleofminutes 4. Shetookcoverunderthetable. 5. Shewasscaredbecauseeverythingwasshaking. 6. Alltheshops,therailwaystation,andeverybuildingexcepttheGovernmentHouse

wasreducedtorubble. 7. TheGovernmentHouse 8. Itmusthavebeenstrongerthantheothersandwellbuilt,perhapsbecauseitwas

agovernmentbuilding.

Further activities1. Thestudentscouldfindoutaboutotherpartsoftheworldthathavemudvolcanoesand

compare these areas with Balochistan, noting, for example, whether they have gas and oil:

a) Thereare fewmudvolcanoes inmostofEurope,apart fromItaly,Sicily,Romania,andinRussia,whereastherearemanyontheTamanPeninsula,andalsoinUkraine.

b) InItalytheyarecommoninthenorthernpartoftheApennineMountainsandinSicily. c) InAsia theycanbe found in Indonesia,Azerbaijan, Iran, theAndamanIslandsoff

thecoastof India, thePhilippines,XinjiangprovinceofChina,Burma,Taiwan,andMalaysia.

d) InNorthAmericatheycanbefoundinCalifornia,Alaska;BritishColumbiainCanada;andYellowstoneNationalParkintheUSA.

e) In SouthandCentralAmerica therearemudvolcanoes inVenezuelaandTrinidadandTobago.

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Lesson 3: Climate; The Kharan Desert; The people


• defineanddescribetheclimateofdifferentpartsofBalochistan• identifythecharacteristicsofadesertlandscapeandthepeoplewholivethere• askquestionsandfindanswersabouthowlandandclimateaffectthepeople’sway

of life

Resources• Pupil’sBookpages17–19

Pupil’s Book steps1. TelltheclassthattheywillnowfindoutabouttheclimateofBalochistan,theKharan

Desert,andthepeoplewholivethere.Ask: • WhatdoyouknowabouttheclimateofQuetta?(Ithashotsummersandcoldwinters.)2. AfterthestudentsreadabouttheclimateoftheprovinceofBalochistanonpage17,ask: • WhichpartsofBalochistanarethecoldestinwinter?(thenorthandthemountains) • Whereistheclimatemilder?(onthecoastandtheplains) • Whicharethehottest,driest,partsoftheprovince?(ChaghaiandKharaninthewest) • DoesBalochistanhaveamonsoonseason?(No.)3. ExplainanywordsthestudentsmightnotknowinthesectionontheKharanDesert. sand dunes:hillsofsandformedbywindorwaterflow drought: a time when there is no rain, or hardly any4. Askthestudents toreadthefirstparagraphabout theKharanDesertonpage18and

discusswhat information itprovidesabout the climate. (It canbeverywindy, causingshiftingsanddunesupto30feethighandfiercesandstorms.)

5. Thestudentscanthenreadthenextparagraphfrom‘TheKharanDesert’(page18)and‘It’saFact’frompage19tofindoutinwhatwaystheweatherintheKharanDesertis‘extreme’(havingextremesofrainfall;loworhigh,extremesoftemperature;loworhigh,andextremely strongwinds).Someof theseextremescanbeseen in thephotographs.Ask:

• WhatinterestingfeaturedoestheKharanDeserthavebecauseofalackofrain?(drylakesthatarenowsaltymarsheswithmovingsanddunes)

6. Askthestudentstoread‘The people’(ofBalochistan)frompage18,thenask: • WheredomostofthepeopleofBalochistanlive?(Quettainthenorth,andtheport

ofGwadarinthesouth) • Howdomanypeoplewholiveinthemountainsmakealiving?(Theyraiseanimals

andselltheirproduceatbazaarsinthetowns.) • Whichanimalsdosomeofthemraise?(camels) • Howdomanypeopleontheplainsmakealiving?(Theygrowfruitsuchasgrapes,

apples,cherries,peaches,pomegranates,dates,apricots,andalmonds.) • Whatothercropsdotheygrow?(wheat) • Howdomanypeoplewholiveonthecoastmakealiving?(fishing) • Whichtraditionalcraftdopeopleearnalivingfrom?(rug-making)7. The students can now complete the exercise on page 19.

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Answers to Pupil’s Book page 191. Noanswerrequired.2. Answers will vary. Useful words include arid, cracked, dusty, dry, flat, parched,

windswept,bare,vast.3. Answerswill vary,butexamplesmaybe:TheKharanDesert isdryanddusty. Sand

blows to formdunes in thedesert.Thedesert isbareand flat.Theearth isparchedand cracked.

Further activities1. ThestudentscouldfindoutmoreaboutthedailylivesofchildrenintheKharanDesert:

education;whattheschoolsarelike;whattheydoforentertainmentandleisure;anywork they do, etc.

2. FindphotographsoftheKharanDesert.

Lesson 4: Mining in Balochistan


• identifyanddescribethemineralsminedinBalochistan• useakeyonamaptofindoutwherethedifferentmineralsaremined

Resources• Pupil’sBookpages19–21• Ifpossible,somesamplesofmineralsminedinPakistan:forexample,copper,limestone,

marble,andperhaps fluorite,mightnotbedifficult to find.Avoidsulphur,unless inasealedjar(andcheckyourschool’shealthandsafetypolicyregardingsubstances).Avoidantimony as it is poisonous.

Pupil’s Book steps1. Beginbyaskingthestudents if theyknowwhatmineralsare.Elaboratethattheyare

materialsfoundintheground:somearemetalsbutothersarenot,e.g.coal,gemstones,marble,andsulphur.Ask:

• Canyounameanymetallicminerals?(gold,silver,copper,iron)2. Explainthatmostminerals,whenfirstmined,donotlooklikethematerialsweknow,

for example, metal ores that are dug from the ground do not look like the finished metals. They have to be cleaned and shaped. Show the students some examples ofminerals and ask for a description of each: their colour and whether they have crystals (regularly-shaped pieces; these can easily be seen in fluorite and in many everydaymaterials,suchassugarandsalt).

3. Letthestudentsread‘MininginBalochistan’ from page 19 and look at the pictures and readtheircaptions.Ask:

• Whichtwomineralsarebeingminedinthephotographs?(copperandchromite) • What is copper used for? (electricalwires, household pots, jugs and pans, roofing,

pipesforwaterorgas)

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4. Explain that copper is easily pulled into thin lengths tomakewires; it can easily behammeredintosheetsorshapedintopipes;anditdoesn’trust.Chromiteisthesourceofthemetalchromium.Ask:

• Canyounameanythingmadefromchromium(sometimescalledchrome)?(Itisusedinmakingdyesandcolourpigmentsforpaints,andintreatingleather.Itcanbeusedfor plating other metals to stop them from rusting and to make them look attractive becauseitiseasytopolish.)

• Doyouhaveanythingathomemadefromchromeorcoatedwithchrome?(examples:water taps, metal trims on some cars around lights, metal parts of windscreen wipers, somepartsofbicycles,doorhandles)Ask:

• Doesmininglooklikeaneasyjob?Explainwhy.(Drawattentiontotheplaceswhereminers work and the types of equipment and machinery they use: underground tunnels,pitswithheavymachineryworkingaroundthem,dust,etc.)

• How is an open-pitmine different from an undergroundmine? (It has pits on thesurfaceofthegroundinsteadoftunnelsunderground.)

• WhereinPakistaniscoppermined?(SaindakandRekoDiq) • Whichothermetalisfoundalongsidecopper?(gold) • Whereischromitemined?(MuslimBagh) • TowhichcountryismostofPakistan’scopperandchromiteexported?(China)5. AsktheclasstolookatthepicturesofmineralsfoundinPakistanonpage21.Readthe

captionswiththem.Ask: • Whatislimestoneusedfor?(makingcement,glass,soap,paper,andpaint) • Whichothermineralsareusedinmakingcement?(magnesite,gypsum)6. They can then complete the exercise on page 21.7. Letthestudentsstudythemaponpage20.Ask: • Whatdoesthismapshow?(themineralsminedinBalochistanandtheplaceswhere

theyaremined) • Whatmineraldoesaredcircleonthemapshow?(sulphur) • Whatsymbolonthemapshowswheremarbleismined?(ayellowrectangle) • Whatdoesagreentriangletellyou?(Goldisminedinthisplace.)8. Nowthattheyknowmoreabouttheminerals,thestudentscanunderstandthekeyto

themap.Askthemtousethekeytohelpthemanswerthequestionsonthispage.

Answers to Pupil’s Book page 201. Gunga,Kudni,Bankhri 2. Sulphur 3. Chagai4. Chamalong,Spintangi 5. QilaAbdullah

Answers to Pupil’s Book page 21A. 1. Itisusedtomakesteelforbridges,cars,ships,buildings,machinery,andtools. 2. Baryte(Chromiteisalsousedformakingcolourpigments.) 3. Electricalwires,jewellery,cookingpans,makingbrass,makingbronze 4. Antimony 5. MarbleB. Answerswillvary.

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Further activities1. MakeadisplayaboutsomeoftheeverydaythingsmadefrommineralsfromBalochistan.2. Includeinformationabouttheminerals.3. Thestudentscouldlookupthemineralstofindoutwhytheyaregoodforthesepurposes,

e.g.chromitechangesthecoloursofsomeotherminerals; ironisverystrongandhard;copper does not rust.

Lesson 5: Coal mining in Pakistan; Mining problems


• describehowcoalformsandwhereitisminedinPakistan• determinehowcoalisused• identifyanddescribethedangersfacedbyminers

Resources• Pupil’sBookpages22–23• Ifpossible,apieceofcoal

Pupil’s Book steps1. Show the class a piece of coal and ask: • Whatisthis? • Wheredoesitcomefrom? • Whatisitmadeof?2. Explainthatcoalisamineralandnotametal,soitiscalled‘non-metallic’.Explainthat

it is formedwhenplantsandanimals thathavediedandareeventuallyburied intheground are pressed together for millions of years. Plants and animals contain a great dealofcarbonwhichisthemainmaterialthatcoalismadeof.

3. When the students have read ‘Coal mining in Pakistan’ from page 22 and studied the map, ask:

• WhichprovincesofPakistanhavecoal?(Punjab,Balochistan,andSindh) • Whatdoweusecoalfor?(It isusedasafuel—somethingtoburntogetheat.It is

usefulinfurnacesthatheatboilerstomakesteamfordrivinggeneratorsthatproduceelectricity.)

4. Ask them to read ‘Mining problems’, including ‘It’s a Fact’ to find the answers to the following questions:

• Whatdangersdominersfaceatwork? • Howshouldmineownerstrytoprotecttheirworkers? • Whatdamagecancoalminingdototheenvironment? • Whatdoyouthinkminingcompaniesshoulddotoavoidthisasfaraspossible?5. Askthestudentstoread‘It’saFact’onpage22.Ask: • Can we continuemining coal forever? Explain why. (No, because fossil fuels take

millionsofyearstoform.Weareusingthemupmuchfasterthantheyform.Iftheyareusedupatthispace,therewillsoonbenoneleft.)

6. Thestudentscannowcompletetheexerciseonpage23.

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Answers to Pupil’s Book page 231. Theyare fuels formedfromplantsandanimalsandareusedforburningas fuel to

heatwaterinboilerstoproducesteamtogenerateelectricity.2. AnythreefromMakarwal,Dandot,Pidh,Mach,Lakhra,Sondah.3. Open-pitminesareonthesurfaceoftheground.Inanundergroundmine,themine

tunnels are under the ground.4. Tunnels cancollapse.Theycanbecomeflooded.Gases cancauseexplosions.Miners

candeveloplungdiseasesbecauseofthedust.5. Answerswillvary.

Further activities1. Thestudentscouldfindoutmoreaboutcoalminingandthenlistalltheadvantagesand

disadvantages they can find.2. They could discuss these in groups of four and decide whether or not the advantages

outweigh the disadvantages.

Lesson 6: Coal mining in China; Comparing coal mining in China and Pakistan

Learning outcomesStudentsshouldbeableto:• describecoalmininginChina• compareandcontrastcoalmininginChinawithPakistan

Resources• Pupil’sBookpages23–24• SkillsBookpage10Coalminingaccident—China;page11Values

Pupil’s Book steps1. Telltheclassthatoneofourneighbouringcountriesisoneofthelargestproducersofcoal

intheworld.Askiftheycanguesswhichcountrythisis.(China)2. Letthestudentsread‘CoalmininginChina,frompage23andstudythemap.Ask: • WhichpartsofChinahavecoal?(theeastandnorth)3. Discuss why China imports as well as exports coal. The coal is mined far from the

industrial areas of the south of China, that use the most coal. It is difficult to transport thecoalbyroadandthenorth-southrailwayscannotcopewithit.Thismeansthatcoalhastobetakentoports,loadedontoships,andtakenroundthecoasttosouthernports,fromwhere it is transported by rail and road to the placeswhere it is needed. Also,importingcoalratherthanminingithelpstokeepChina’sair,water,andlandpollutiondown.InadditiontothisChinahasbecomemoreandmoreindustrialized.Themainfuelhas long been coal, so industry has come to depend largely on it. However it is notproducingenoughcoaltosupportitsfastdevelopingindustries.Until2008China’sexportsofcoalwerelargerthanitsimports.Theybecameequalin2008,andpresentlyimportsare greater than exports and presently increasing each year.

4. TelltheclassthatChinahassomeopen-pitminesbutmostareunderground.Itslargestopen-pitmineisatHaerwusuinthenorthofinnerMongolia.

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5. Ask the students to read ‘Miningproblems’ and ‘It’s a Fact’ to get the answers to the following questions:

• Whatdangersdominersfaceatwork? • Howshouldmineownerstrytoprotecttheirworkers? • Whatdamagecancoalminingdototheenvironment? • Whatdoyouthinkminingcompaniesshoulddotoavoidthisasfarastheycan?6. Read page 24 ‘Comparing coal mining in China with Pakistan’ with the class. Ask a

differentstudenttoreadeachbulletpointaloud.Thenask: • Whichcountryproducesmorecoal,PakistanorChina?(China) • Whichcountryusesmorecoal?(China.Pointoutthatthisisnotverysurprisingbecause

itisbiggerthanPakistanandhasamuchlargerpopulation.) • WhichfuelsdoesPakistanusetoproducemostofitselectricity?(oilandgas) • WhichfueldoesChinamostlyuse?(coal) • WhatsurprisingfacthaveyoulearnedaboutPakistan’scoaldeposits?(Ithasoneof

theworld’slargestcoaldepositsintheTharDesertwhichhavenotbeenmined.) • Whathaveyoulearnedaboutpollutioncausedbycoalmining?(BothPakistanand

China have pollution problems from coal mining but China has one of the mostpollutedcitiesintheworld.)

• Does Pakistan have mining accidents? (Yes. Coal mining accidents can happenanywherebecauseitisahazardousindustry.Peopleworkundergroundwheretherearemanydangers:collapsingtunnels,flooding,gasleaks,dust,etc.Seepage23).

Skills Book steps (Page 10 Coal mining accident—China)1. Tell the class that theyaregoing to read some facts abouta coalminingaccident in

Chinaandwillthenwriteanewspaperreportaboutit.2. Beginbyreadingthefactsabouttheaccidentwiththestudents.Askthemtomakenotes

abouteachfactunderheadingsWhat,Who,Where,When,Why,andOtherinterestingfacts. They could make a chart as shown:

What How Who Where When Why

explosion gas leak 20 miners died.Hundredsofrescue workers worked on the rescue for40hours.

Shizongmine, YunnanProvince, south-westChina

early morning, Thursday, 10th November,2011

Gas escaped into mine.

Other interesting factsMiningaccidentsarecommoninChina—onlyaweekaftertherewasanotheraccident(alsoagasleak);lastyearmorethan2400peoplediedinminingaccidents.

3. Thestudentscouldusetheirnotestohelpthemcompletethenewspaperreportonthelowerhalfofthepage.Youcouldcovertheinitialportionsotheycanmakenotes.Thiswillhelpthemlateronwhentheyareabletowriteanewsreportwithoutthehelpofa template. It will help the students to write in their own words rather than copy from books.

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4. Whentheyhavewrittentheirreportthestudentsshouldreadthroughitandthenthinkupaninterestingheadlinethatsumsitup,tellingthereaderswhatthereportisabout,e.g.PitdisasteratShizongkills20;Shizonggasleakkills20;Anothergasleakkillsminers.Remindthestudentstowritethedateofpublishingofthatnewspaper.

Skills Book steps (Page 11 Values)1. Explain that this page is about problems that people face in Balochistan. They have

learned thatmany people’s lives there are difficult because of extremeweather anddangerouslandscapes,butthereareotherproblemscausedbytheactionsofpeople.Ask:

• WhatproblemsdoyouknowofthatarefacedbythepeopleinBalochistan?(Listtheanswersontheboard.Thenreadthefirstcolumnofthechart:Issue/problem.)

2. Makegroupsoffourandallocateaproblemtoeachgroup.Askthemtoreadabouttheproblem and then the possible solutions. They should think about the two possiblesolutionsgivenanddecidewhichisbetterandwhy.Intheirgroupsthestudentsshouldgive eachmember a turn to voice his or her opinion. They can then vote to choose agroup solution.

3. Afterabout10minutesinvitefeedbackfromeachgroup.Amemberofthegroupshouldsaywhatproblemtheyhavebeendiscussing,whatthetwopossiblesolutionsare,whichone they choose, and why.


Answers to Skills Book page 10Answerswillvary.Example:YesterdayattheShizongmineinYunnanprovincetherewasabadcoalminingaccident.Theaccidentoccurredintheearlyhoursofthemorningandwascausedbyanexplosion,trappingtheminers.Ittookhundredsoffiremen,doctors,andrescuers40hourstorescueminersbutunfortunately20minersdied.CoalminingaccidentsarecommoninChina. This accident happened less than one week after another mine in another part of China also suffered a gas leak. Last yearmore than 2400 people died in coalminingaccidents in China.


Further activities1. The students could write to coal mining companies in Pakistan to ask about their

protection measures for the safety of the mine workers.2. Theycouldalsoaskaboutthedifferentcausesofcoalmineaccidentsandhowthemining

companies try to keep their employees safe from these dangers.

Answers to Pupil’s Book page 25A. 1. underground 2. open-pit 3. fossilfuel 4. dangerous 5. tunnelsB. Answerswillvary.

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Background knowledge for the unitThisunit isaboutdifferenttypesofsettlements:cities,towns,villages,andfarms.Ithelpsthe students to distinguish between the different types of settlements and providescomparisons. They learn how and why settlements develop in certain places and the ways inwhichtheareascatertothepeople’sbasicneeds.There is information and photographs of different types of settlements in Pakistan and also ofsomeinGambia,Africa,toprovideopportunitiesforcomparisonandexplanation.

Expected learning outcomes for the unitWhentheyhavecompletedthisunitinthePupil’sBookandSkillsBookmoststudentsshouldbeableto:• identifythemainreasonswhyasettlementgrowsinanyparticularplace• determineanddescribethedifferencesbetweencities,towns,villages,andfarms

They will learn how to:• usesourcessuchasmapsandphotographstolearnaboutsettlements• askquestionsanddrawconclusionsastowhypeoplehavesettledincertainplaces• comparesettlementsofdifferenttypes• comparesettlementsinPakistanwiththoseinGambia

Theywillbegintounderstand:• howsettlementsdevelop• whypeoplemovefromonetypeofsettlementtoanother

Lesson 1: What is a settlement? What types of settlements are there? My village

Learning outcomesStudentsshouldbeableto:• describedifferenttypesofsettlements• identifyanddescribethecharacteristicsofavillage• identifyimportantcharacteristicsoftheirownsettlement

Resources• Pupil’sBookpages26–27• SkillsBookpage12WhereIlive

Pupil’s Book steps1. Findoutifthestudentsknowwhatasettlementis.Ask: • Canyougiveanexampleofasettlement?(Listthenamesofthesettlementsgiven

bythem,theywillprobablybemainlycitiesortowns.Suggestafewvillagesorfarmstheymighthaveheardofbutrefrainfrommentioningthetypesofsettlements.)

2. Makegroupswithfourstudentsineachgroupandaskthemtocopythelist.Theyshouldwork as a group to sort the list into sets of settlements that are similar. If they are not surehowtogroupthemsuggestthattheythinkaboutthesizesofthesettlements.Afterabout5to10minutes,invitefeedback.Ask:

• Inwhatorderdidyouputthelistedsettlements?

Unit 3 Settlements

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3. Explainthatwecanthinkofsettlementsintermsofsize.Ask: • Whatisaverybigsettlementcalled?(Itiscalledacity.Ifthestudentsarenotsure,

giveanexample—Karachi.Askforotherexamples.) • What do you call a big settlement that is not as big as a city? (A town. Give the

exampleofMalirandaskforotherexamples.) • Whatisasettlementthatissmallerthanatowncalled?(Avillage.Askthestudents

togiveexamples.Manygototheirvillagesforthesummerorwintervacations.)4. Discuss thepicturesonpage26andask the class to readabout thedifferent typesof

settlements.Ask: • Whatisasettlement? • Whattypeofsettlementdoesthelargepictureshow?(acity) • Doyouknowwhichcityitis?(Karachi) • Whattypeofsettlementdoesthenextpictureshow?(Itshowsatown.Tellthemthat

itisChitralinKhyberPakhtunkhwa.) • Whattypeofsettlementdoesthenextpictureshow?(Itshowsavillage.Tellthem

thatitisHaddainPunjab.) • Whattypeofsettlementdoesthenextpictureshow?(Itisafarm.)5. Tellthestudentsthattheywill learnaboutavillage.Thenaskthemtoreadpage27,

including ‘It’saFact’.Ask: • WheredoesRajalive?(Hadda,Punjab) • Whattypeofsettlementisthis?(avillage) • Howmanypeopleliveinthisvillage?(about4000) • Howdoesthevillagegetitswatersupply?(throughacanalthatrunsfromtheRiver

Jhelum) • Whatarethemainbuildingsinthevillage?(aprimaryschoolandtwomosques) • WhatdoesRajaliketoseeinandaroundthevillage?(birds:thereareherons,plovers,

kingfishers,andcranes) • HowmanyvillagesarethereinPakistan?(morethan50,000) • Arethereasmanycitiesandtowns?(No,therearealittlemorethan500citiesand

towns.)6. Holdadiscussionaboutthesettlementsthestudentslivein.Ask: • Whattypeofsettlementisit? • Whatisthelandarounditlike? • Wheredoesthewatersupplycomefrom? • Whicharethemainbuildings? • Whatcanyouseearoundyouinyoursettlement?7. The students can then complete the exercise on page 27.

Skills Book steps1. Telltheclassthattheyaregoingtothinkaboutthegoodandbadpointsoftheplaces

wheretheyliveandwhatthereistodothere.Askthemtonamethreegoodthingsaboutwheretheylive.Theyshouldlistentooneanother’sanswers,anddifferentstudentswholive in the same settlement could add their comments.

2. Askthemwhatthereistodointheareawheretheylive.Again,theothersshouldlistenand then add their comments.

3. Ask the students about the bad things in the areawhere they live. Again, the othersshouldlistenandaddtheircomments.Holdadiscussiononwhattheywouldliketodotochangetheareaswheretheylivesoastoimprovethem.Ask:

• Whatwouldyouliketohaveinyourarea?

251

• Howwouldthischangetheplace? • Whoelsewouldithelp?4. Theycanthencompletetheexercise.



Further activities1. Divide the class into groups of four.2. Askeachgrouptochooseasettlementtofindoutabout:letthegroupsfindoutabout

a city, town, village, and farm. Pick one settlement.3. Setthisasahomeworktask.Theycouldusebooks,leaflets,newspapers,ortheInternet

toget information,or they couldaskmembersof their family tohelp them. (Perhapsthey grew up somewhere different or they have relatives who live in different types of settlement.)

Lesson 2: The main settlements in Pakistan

Learning outcomesStudentsshouldbeableto:• identifyanddescribesomeofthemainsettlementsinPakistan• locateplacesonamapusingcompassdirections

Resources• Pupil’sBookpage28• Ifpossible,adirectioncompass

Pupil’s Book steps1. Recapthedifferenttypesofsettlementwiththeclass:city,town,village,andfarm.Tell

them that they are going to look at a map of Pakistan that has some of the main settlements marked on it.

2. Remindthestudentshowtouseacompass.Showthemoneanddemonstratehowtoletthe pointer settle. It will point north. Turn the compass until N is lined up with thepointer; thenaskthestudents topoint todifferentdirections: south,west,east, south-east, and so on.

3. On page 28 they can study the map. Tell them that they will need to use compassdirectionstolocatetheplacesonthemap,andpointoutthecompassrose.Askthemtopoint to the cardinal compass points on the map: north, south, east, and west. Then ask them to point to the intermediate directions: north-east, south-east, south-west, andnorth-west.Youcouldplaceacompasson thepage, justbelowthemapandturn thebooktoalignnorthonthemapwiththeactualnorthdirection.

4. Playagameusingthemapandcompass.AskthestudentstofindQuetta,neartheborderwithAfghanistan,and then to standupandusea compass tohelp them turn to face

26 1

Quetta. Repeat this in the exercise to findother places: for example, Sargodha in thenorth-east,Karachiinthesouth,Lahoreintheeast,andDirinthenorth.

5. Thestudentscanthencompletetheexercise.

Answers to Pupil’s Book page 281. Dir and Chaman2. Narowal,Lahore,andOkara3. any four from Gilgit, Dera Ismail Khan, Jacobabad, Sukkur, Shikarpur, Larkana,

Nawabshah,Hyderabad,andTandoMuhammadKhan4. Hyderabad5. Lahore6. Iran7. Lahore8. Islamabad9. Gwadar,Pasni,Karachi10.MastujandJalkot

Further activities1. The students could play ‘I-spy’ using the map, e.g. ‘IspyaplacejustnorthofHyderabad’;

‘I spy a place east of Lahore’ ; ‘I spy a place north-east of Mirpur Khas’ ; ‘IspyaplaceyouwouldgothroughifyoutravelledfromSibitoChaman.’

Lesson 3: Why does a place become settled?

Learning outcomesThestudentswillbeableto:

• establishwhyaplacebecomessettled• askquestionsandexplainhowsomesettlementsinPakistandeveloped

Resources• Pupil’sBookpages28–30• SkillsBookpage13Planninganewsettlement

Pupil’s Book steps1. Asktheclasstothinkaboutthesettlementwheretheylive.Ask: • Whydoyouthinkpeople settledhere? (If it isanew,plannedsettlement, suchas

Islamabad,thisisdifferentfromoldersettlementsthathavedevelopedbecausethearea supplied the things people needed, or they were on a trade route. They will have learnedabout Islamabad inBook3.) List the students’ ideasaboutwhy theirsettlements developed.

2. Readpoints1 to8onpages28–30with the class todiscover the reasonswhyaplacebecamesettledinthepast.Ask:

• Whichofthesereasonsmostmatchoursettlement? • How canyou tell? (Point out features such as an oldwater supply, farmland, the

position, for example, high ground, so people could see any enemy approaching;forestsortheremainsofoldforests;traderoutes;minesincludingclosedmines;flat

271

landthatcouldbebuilton;agoodclimate;fornewersettlements,itcouldalsobeplacesthatwouldattracttourists.)

3. Let the students look at the photographs of settlements on page 29 and read theircaptions.Ask:

• HowdidthesettlementofGwadardevelop?(Itwasagoodsiteonthecoastsuitableforaseaport.AlsoindustriessuchasminingincreasedinBalochistan,sothereweremineralstoshipout.)

• HowdidthesettlementofMehrgarhdevelop?(Itbeganasafarmingtownbecausethere was good, flat land for farming and people mined local copper since ancient times.)

• HowdoyouthinkRanikotFortdeveloped?(Nooneseemstoknow,butitisinahighplace,whichfacilitatesprotection.)

Note: Ranikot Fort is nota typical settlementas it is not clearhowpeoplewho livedtheregotthethingstheyneededbutitislargeenoughforpeopletohavelivedin.Itisthelargestfortintheworld,withacircumferenceofabout16miles(26km).

• HowdidthesettlementofLahoredevelop?(Itwasonanimportanttraderoutethathasbeenusedformorethan2000years,linkingtheeasternandwesternregionsofthesubcontinent.TherouterunsfromChittagonginBangladesh,toHowrahinWestBengal,India,acrossnorthernIndiaintoPeshawar,andontoKabulinAfghanistan.)

4. Askthestudentstolookforaninterestingfactonpage30.TheymightbesurprisedtolearnthatPakistanhadsettlersalmost2millionyearsago,intheSoanRiverValleyinthe Potwar Plateau.

5. Read theexerciseonpage30with the class. The students shouldbeable to completesectionAusingtheinformationfromthesepages.BeforeattemptingsectionBitwillhelpiftheyfirstcompletepage13oftheSkillsBook,asitfocusesonhowtochooseasitefora settlement.

Skills Book steps1. Asktheclasstoimaginethattheyarethegovernoroftheislandshowninthemapon

thispage.Theyaregoingtobuildanewsettlementontheisland.Ask: • What landscape features does the island have? (a coastwith a deep harbour in a

shelteredbay,riverswithfloodplains,forests,mountains) • How could these be useful to a settlement? (The harbour would be good for

transportinggoodstoandfromasettlement;theriversprovidewater;thefloodplainswillhavegoodsoilforfarming;theforestswouldprovidewoodforbuilding,heatinghomes,andcooking;themountainswillprovideshelterandmightcontainmineralstomine.)

2. ReadsectionAwiththestudentsandletthemanswerthequestions.Tellthemtothinkaboutthesequestionsandanswerswhentheychooseasitefortheirsettlement.

3. Theycanthencompletetheexercise.

Answers to Pupil’s Book page 30A. 1. True 2. True 3. False.Watercanbepipedtoasettlement. 4. False.Settlementsgrownearnaturalresources. 5. True

28 1

B. Answerswillvary. Thestudentsshouldexplaintheiranswers,e.g.Sitea.wouldbegoodforfarmlandbut

homescouldgetflooded.However,insomeplacespeoplebuildhomesonfloodplainsbutmakethemsafebyraisingthemonplatformsorbuildingflooddefences.Siteb.would be safer for homes but the land would be poor for farming. However, thepeople could travel to the farmland on the floodplains.

Answers to Skills Book page 13Answers will vary but should show that the students have thought about the naturalresources near the site.

Further activities1. The students could work in groups to make a model of the settlement they planned.2. Usepapiermacheonathickcardboardorwoodenbasetobuildupthelandscapewith

mountains and river valleys. Then, when it has dried, paint it.3. Theycouldusescrapmaterialssuchastwigsandpapertomakeforests.4. Homescouldbemadefromthincardorpaper.

Lesson 4: Landscape and settlements


• identify and describe the locations of the main physical features of the land inPakistan: mountains, plains, and deserts

• definethecharacteristicsofmountains,plains,anddesertsandexplainwhysomeofthese attract more, and larger, settlements than others

Resources• Pupil’sBookpages31–32• SkillsBookpage14Pakistan—physicalmap

Pupil’s Book steps1. TelltheclassthattheyaregoingtolearnaboutthemainlandscapefeaturesofPakistan

and that these are the ‘natural, physical features’.Askthestudentstolookatthemaponpage31.Explainthatthisisaphysicalmapwhichonlyshowsthephysicalfeaturesand not the human or political features—those that people have created, such assettlements. However, to help the students to locate places, the international andprovincialbordersareshown.

2. TellthemthatPakistanhasthreemaintypesoflandscapes.Ask: • Can you name any of the different types of landscapes in Pakistan? (deserts,

mountains,plateauxorplateaus,andplains—Letthemlookatthemaponpage31andreadthekey.)Thenask:

• Inwhich parts of the country aremost of themountains? (in the north, east, andcentre)

• Wherearemostoftheplains?(inthewestandsouth-west)

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• Canyounamethefourmaindeserts?(Thal,Cholistan,Thar,andKharan) • Whatisaplateau?(anareaofhigh,flatland) • CanyounameaplateauinPakistan?(PotwarPlateauorBalochistanPlateau)3. Explainthatthepluralforplateau isplateauxorplateaus.Plateaux isaFrenchword,

butinEnglishitisusuallypronouncedthesameasifitendedwithan‘s’.4. Discusstheclimatesofdeserts,mountains,andplains.Ask: • Whichofthesetypesoflandistheeasiesttoliveon?(plains;itgetsverycoldinthe

mountainsinwinterandatnight,thelandisdifficulttofarm;itisveryhotanddryindesertsandverylittlecangrowhere)

5. AskthestudentstolookatthemapagainandtosaywhichpartsofPakistantheythinkhavethemostpeople(theplainsaroundtherivers).

6. Thestudentsshouldnowreadpage31.7. Askthemtolookatthemaponpage32andcompareitwiththeoneonpage31.This

willbeeasieriftheyworkingroupswithtwocopiesofthePupil’sBooktorefertobothmapsatthesametime,ratherthanturningbackandforthbetweenthetwopages.Readthekeyof themaponpage32withthemandlet thempointout theplaceswiththehighestpopulations.Ask:

• Whichtownsandcitiesareintheseareas?(Peshawar,Mardan,Sialkot,Gujranwala,Multan,Hyderabad,andKarachi)

• Whatdoyounoticeaboutthelandintheseplaces?(Theyaremainlyplains.) • Whichareashavethefewestpeoplepersquarekilometre(thelowestpopulations)?

(desertsandmountains)8. Thestudentsshouldnowbeabletocompletetheexercise.

Skills Book steps1. Asktheclass tocomparethemaponthispagetotheonesonpages31and32ofthe

Pupil’sBook.Usingtheprovincialborders,coasts,mountains,andriversasguides,theyshouldbeabletonametherivers,deserts,mountainranges,andplateausonthismap.Pointoutanymountainrangeonthemapandaskthemtonameit.Repeatthisforariver, a desert, and a plateau.

2. Pointoutthekeyandaskthestudentstochoosecoloursforeachlandtype.ItwillbeeasiertousethecoloursshownonthemapinthePupil’sBook,iftheyhavethem.

3. Explainhowtheyshouldcompletethechartbyfillinginthefirstexampleofeachlandtypewiththeme.g.TobaKakarwillbeinthecolumnmarked‘mountain range’;PotwarPlateau under ‘plateau’;TharDesertundertheheading‘desert’;IndusRiverinthe‘rivers’ column, etc.

4. Theycanthencompletetheexercise.

Answers to Pupil’s Book page 321. The desert andmountain areas have fewer than 250 people per square kilometre.

Balochistanhasasmallpopulationbecauseitismainlydesertandmountains.2. Theplainshavethehighestpopulationpersquarekilometre.Punjabismoredensely

populatedthantheotherprovincesbecauseithaslargeplains.3. Answerswillvarybutshouldstatethatmostpeopleliveonplainsbecausethemain

cities aremostly on plains; it is difficult tomake a living inmountainous or desertareasandconditionsareharsh(mountainsarecoldinwinterandatnight,desertsarehot and dry; both have poor soil, and hardly anything grows there; also travel isdifficultinthoseplaces).

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Answers to Skills Book page 14C.

mountain ranges

1. HinduKush2. Karakoram3. Himalayas4. TobaKakar5. Sulaiman6. Kirthar7. SafedKoh

plateaus

1. Potwar2. Balochistan

deserts

1. Thal2. Thar3. Kharan4. Cholistan

rivers

1. Indus2. Kabul3. Jhelum4. Chenab5. Ravi6. Sutlej

Further activities1. Makinggroupsoffour,allocateonelandformtoeachgroup:mountains,plains,ordeserts.2. AskthemtofindoutaboutallthelandformsofthattypeinPakistan(theycouldshare

this task among the group with different students researching a different example of the landform.)

3. Theycouldthencollatealltheirworkintoagroupscrapbookorfolder.4. Encouragethestudentstomakethislookattractivesothatitcanbekeptintheclassor

schoollibrary.

Lesson 5: A fishing settlement in Pakistan


• identifyandlocatefishingsettlements• defineanddescribelifeinafishingsettlement


Pupil’s Book steps1. TelltheclassthattheywilllearnaboutafishingsettlementnearKarachinamedAbdul

RehmanGoth.Ask: • InwhichprovinceisKarachi?(Sindh) • InwhichpartofSindhdoyouthinkafishingportwouldbe?(onthecoast) • Onwhichseawouldthefishingportbe?(theArabianSea)2. Afterthestudentsreadpage32ask: • Howdothefishermenhelponeanother?(Theyhelptodragoneanother’sboatsinto

thesea.) • Howdotheycatchfishthatswimnearthesurfaceofthesea?(withlinestiedtothe

backsoftheirboats) • Howdotheycatchfishfromthebeach?(withsmallcasting-nets) • Howdo they catch fish near the seabed? (with gill nets that they drag along the

seabed)

311

• What fish do they catch? (barramundi, pomfret, sua, mullet, red snapper, andmackerel)

3. Askthemtolookatthepicturesofthefishandfishermanandtosaywhattheycanfindoutfromthepicturesandtheircaptions.Ask:

• Wheredothefishermenselltheirfish?(inlocalmarkets)4. Askthestudentswhattheyhavefoundoutaboutadayinthelifeofafishermanfrom

earlymorningtonight.Thisshouldincludedraggingtheboatsdownthebeach,preparingthenetsforuse(orgettingreadytofishfromthebeach);fishing,theweather,thestateofthesea,whethertheyhaveagoodcatch,whattheycanseefromtheirboats,bringinginthefish,storingthefishinice,takingthefishtomarket,puttingtheboatsaway,goinghome to eat, and mending their nets.

5. ThestudentscanthenusewhattheyhavelearnedfromthispagetohelpthemtowriteadiaryentryforafishermaninAbdulRehmanGoth.


Further activities1. Asktheclasstofindoutwherethefishtheyeatathomecomesfrom.2. They can ask their parents where it was caught and how it got to the market, shop, or

supermarket.3. Theyshouldmakeanoteofthesedetailsforeachtypeoffishtheyhavehadoverthe

course of a few weeks.4. Thiscanthenbeputontoaclasschartaboutfishandfishingvillagesorports.5. Thechartcouldalsoincludeimportedfish.Thestudentsshouldfindoutwhichcountry

the fish comes from and how it gets to their local market, shop, or supermarket.

Lesson 6: A fishing settlement in Gambia, Africa


• identifyanddescribeafishingvillageinGambia,Africa,andcompareitwithasimilarvillage in Pakistan

• identifyandmarkthenamesandlocationsofsomecountriesinAfrica

Resources• Pupil’sBookpages34–35• SkillsBookpage15Africa

Begin this lesson with the Skills Book and not the Pupil’s Book.

Skills Book stepsUsepage15oftheSkillsBooktointroducethemapofAfricaandtoshowthestudentsthelocationofGambiaandthefishingvillagetheyaregoingtolearnaboutfromthePupil’sBook.

32 1

1. TelltheclassthattheywilllearnaboutthecountriesofAfrica.Askthemtolookatthemap on this page and discuss what themap shows (the continent of Africa with thecountriesmarkedonit).Ask:

• Whichcountryisinthefarnorth-westofAfrica?(Morocco) • WhichcountrieshaveborderswithMorocco,andinwhichdirections?(Algeriatothe

east;WesternSaharatothesouth) • WhatistothewestofMorocco?(theAtlanticOcean)2. Askthestudentstocontinuereadingthenamesofthecountriesmovingsouthwardsdown

thewestcoastofAfricauntiltheyreachGambia.3. The students couldplay ‘I-spy’ gamewithapartner to locate countries inAfrica, e.g.

‘IspywithmylittleeyeacountryintheeastbeginningwithM.’(Mozambique,Malawi,orMadagascar)

4. TohelpthestudentsbecomefamiliarwiththemapofAfrica,ask: • WhichlettersofthealphabetdonocountriesinAfricabeginwith?(F,H,I,J,P,Q,V,

X,Y)5. Theycanthencompletetheexercise.

Pupil’s Book steps1. Review what they learned about Gambia in their work from the Skills Book. (It is a

countryinAfrica,locatedonthewestcoast,ontheAtlanticOcean.)Ask: • What type ofwork do you think peoplemight do in the villages on the coast of

Gambia?(Examplesincludefishingandtourism.) • WhichvillagethatyouhavelearnedaboutinPakistanmightbelikethevillagesin

Gambia?(AbdulRehmanGoth)2. Tell themthat theywill learnaboutafishingsettlement inGambianamedTanji.Ask

themtolocateTanjionthewestcoastofAfrica.3. Thestudentsshouldnowreadpage34tofindoutaboutTanji.Ask: • Is Tanji bigger or smaller thanAbdulRehmanGoth, or about the same size? (It is

bigger.AbdulRehmanGothhasafuelstation,anice-house,aschool,andamosquebutTanjihasalltheseplusafisheriescentre,shops,amuseum,andamarket.)

• ArethehousesinTanjilikethoseinAbdulRehmanGoth?(No,theyarebiggerandare built to house 20 to 40 people. They are similar in some ways though; bothvillageshavehousesmadeofmudbricks,butTanjialsohashousesmadeofcementblockswithcorrugatedironroofs.)

4. Asktheclasstoreadabouttheworkofthefishermenfromthefirstparagraphonpage35.Thenputforwardthefollowingquestions:

• HowaretheselikethefishermenofAbdulRehmanGoth?(Theytoohavefishingboatswith motors, their work is the same, and they use some of the same types of nets and lines.)

• Do they catch the same types of fish? (No, because theirmain catch is bongaandtheyalsocatchbarracuda,catfish,jack,andsolefish.Theyalsocatchlobsters.)

• Dotheykeepfishfreshinthesameway?(No.TheGambianfishermensmokeanddrymostofthefish,whereasthefishermenofAbdulRehmanGothstorethefishinice.)

5. Askthemtocompletetheexerciseonpage35.

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Answers to Skills Book page 15A.

B. SenegalandMauritaniaC. Guinea Bissau and GuineaD. Mali,Niger,Chad,Sudan,Ethiopia,SomaliaE. Algeria,Angola;Zambia,ZimbabweF. north:Libya,south:CentralAfricanRepublic,east:Sudan,west:Niger,Nigeria,Cameroon

Answers to Pupil’s Book page 35

Same Different

Both villages are near the sea. AbdulRehmanGothisinPakistan;TanjiisinGambia.

AbdulRehmanGothisontheArabianSea.

TanjiisontheAtlanticOcean.

Both are fishing villages. Tanjiisbigger.

Both villages have a fuel station,a mosque, and a school.

Tanjihasamuseum,fisheriescentre,a market, and shop.

Therearehousesmadeofmudbricks. ThehousesinTanjiarebigger—foralargefamilyofbrothersandtheirwivesand children.

Morocco

AlgeriaWesternSahara

Mauritania

Senegal

GuineaGuineaBissau

Gambia

SieraLeone

Coted’Ivoire Gha

na

Burkina Faso

Togo Benin

CongoGabon Democratic

Republic of the Congo

Angola

NamibiaBotswana

Lesotho

Swaziland

Mada

gasc

ar

Zimbabwe

ZambiaMozambique

Comoros

Tanzania Burundi

Rwanda

Kenya

EthiopiaSomalia

DjiboutiEritrea

SudanChad

Libya

Tunisia

Egypt

Uganda

Malawi

South Africa

Liberia

Mali Niger

Nigeria

Central African

Republic

Camero

on

N

S

W E

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Further activitiesThestudents could findoutabouta fishingvillage inanothercontinent,e.g. inScotland,UK, in Europe. Some fishing villages in ScotlandarePittenweemandCrail in Fife, on theeast coast.

Lesson 7: Moving to the city—the reasons; Living in cities—the problems


• establishandrelatewhypeoplearemovingfromthecountrysidetocities• considerwhatmakesasettlementagoodplacetolivein• identifyandrelatetheproblemsfacedincitylife


Pupil’s Book steps1. If the students live in a city, ask them if they like living in one or if they would rather

move to a village in the countryside or to a small town. Discuss why they would or would not. If they live in the countryside or a small town, ask if they would like to move to a city. Discuss why they would or would not do so.

2. Tell the class that, although most people in Pakistan live on farms or in villages or small towns, more and more are moving to cities. Discuss why they think this is happening.

3. Letthestudentsread‘Movingtothecity—thereasons’frompage35.Ask: • Why aremany peoplemoving to cities? (for work that paysmore, for education,

becausethereismoretodo,formedicaltreatment,andfornewhouses) • Whatproblemsdopeoplefacewhentheyliveincities?(Thestudentsmightremember

someproblemsthattheyhavelearnedaboutinlessonsaboutKarachiandLahoreinBook4:traffic,air,waterandlandpollution,shortageofjobs,etc.)

4. Theycanthenread ‘Livingincities—theproblems’frompage36tofindoutabouttheproblems facedby somepeoplewhen theymove from the countryside to cities. Theymightknowsomepeoplewhohavefoundsuccessbymovingfromthecountrysidetoacity(perhapssomeoneintheirfamilyhasdoneso)andtheycouldtelltheclassaboutthis.

Skills Book steps1. Tellthestudentsthattheyaregoingtothinkaboutwhatmakesasettlementagood

place to live. Before reading the Skills Book exercise they could give their own ideas.2. Askthemtoreadthechecklistanddiscussitwithafriendbeforetickingthethingsthey

thinkare importantforasettlementtoday.Askthemtouseapencil sothattheycaneasily erase any ticks if they change their minds afterwards.

3. After theyhavecompleted thechecklist theycoulddiscuss theiranswerswithanotherpair of students and decide whether they still think the same. If desired, they could make changes to their list.

351

4. Tochoosethefivemostimportantthingsonthelistthestudentscouldcanceltheitemsthey have ticked and take turns to place one at the top of the list. If they place one aboveanothertheymustjustifythis.Aftertheyhaveplacedalltheitemstheytickedonthe checklist they could continue swapping the places of the top five until they agree.

Answers to Pupil’s Book page 36Answerswillvary,forexample:

Advantages Disadvantages

Morejobs Somepeoplecannotgetthejobstheywant.

Better hospitals Waterpollution

Morechoiceofschools Airpollution

Shops Landpollution

Newhouses Slums

Moretodo Youneedmoremoney.


Further activities1. GetintouchwithaschoolinadifferenttypeofsettlementinPakistan(e.g.ifyouare

inacity,getintouchwithaschoolinavillageorviceversa).2. Thestudentscouldwritetooneanotherorbecomepen/e-palsandexchangeinformation

abouttheirdailylife.3. Theycoulddiscusswhethertheywouldliketoliveinadifferenttypeofsettlementand

why, and discuss their ideas one another also what might happen if they moved.

Answers to Pupil’s Book page 37A. Answerswillvary.B. 1. AbdulRehmanGothisafishingvillagenearKarachi. 2. GambiaisthesmallestcountryinAfrica. 3. ThemainfishcaughtbythefishermeninTanjiisbonga. 4. InTanji,thefishermenusehooksandlinestocatchsoleandlobster. 5. Gillnetsarefishingnetsthataredraggedalongtheseabedtocatchfish.C. Answerswillvary.

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Background knowledge for the unitThis unit explains climate change and the ‘greenhouse effect’. It also deals with how climatic changes affect the weather, land, sea, waterways, plants, animals, and also the lives of many communities.

There is informationabouthowhumanactivity,especiallythegrowthof industryaroundtheworld,isaffectingtheclimateacrosstheEarth.

Thestudentsareencouragedtoconsiderhowsomeofthechoiceswemakecancontributetothegreenhouseeffectandwhatwecandotominimizethis.

ThemeansurfacetemperatureoftheEarthhasincreasedbyabout0.8°Csincethebeginningof the 20thcentury.StudiesbyNASA(NationalAeronauticsandSpaceAdministration),USAshow that the areas that have the greatest increase in temperature are around the Poles. ThisaffectstherestoftheEarthbecausewhenpolaricemeltstheoverallsealevelrises.

Mostof the temperature increaseshaveoccured since1980.Manyscientistsareconvincedthat greenhouse gases are produced by human activities such as burning fossil fuels anddestroyingforests.CountrieshavejoinedtogethertoformtheIntergovernmental Panel on Climate Change, where scientists record temperatures and all aspects of the weather, and their effects. They have found that climate change affects different parts of the world in differentways.Therehasbeenariseinsealevelsandtheamountandpatternofrain,sleet,hail,andsnowhavechanged.Somesubtropicaldesertshavespread.

Asmostpeoplearoundtheworldwillhavenoticed,therehasbeenanincreaseinsevereorunusual weather such as drought and heavy rains that are causing floods.

Scientistshavepredictedthatifglobalwarmingcontinuesatthisrate,manyspeciesofplantsandanimalscouldbelostandtherewillbeseverethreatstofoodcropsandlivestock.Someplaceswillprobablybecomeuninhabitableduetoflooding,drought,expansionofdeserts,etc.

Manycountries support the Intergovernmental Panel on Climate Change, which not only studiesand records climatic changesand theireffects,butalsoworksonwaysof slowingthese down through reduction in greenhouse gas emissions. They are also working on ways of adapting to climate change.


• comprehendthemeaningofclimate,climaticchange,andthegreenhouseeffect• establishhowhumansarecontributingtothegreenhouseeffect

They will learn how to:• usediagrams,charts,photographs,andmapsforinformationonclimatechangeandits

effects• askquestionsanddrawconclusionsaboutthecausesandeffectsofclimaticchange• interpretakeyonamapshowingfloods

Theywillbegintounderstand:• howhumansarecontributingtoclimatechanges• whatcanbedonetohelpreducethegreenhouseeffectandslowdownclimaticchanges

Unit 4 Climate change

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Lesson 1: What is climate? What is weather? What is climate change? What is causing climate change?

Learning outcomesStudentsshouldbeableto:• defineanddescribeclimatechangeandthegreenhouseeffect• useadiagramtounderstandandexplainthegreenhouseeffect

Resources• Pupil’sBookpages38–39• Awallthermometer

Pupil’s Book steps1. Afterreviewingthemeaningofweatherwiththeclass,ask: • Whatday-to-daychangesaremeasuredwhenstudyingtheweather?(temperature;

rainfall; any other precipitation, such as hail, sleet, or snow; cloud cover; windstrength;winddirection)

• Whatdoesclimatemean?(theusualweatherconditionsofaplaceoveralongperiodoftime)

• Whatistheweatherliketoday? • Whatwasitlikelastweek?2. Discussthedifferencebetween‘weather’ and ‘climate’withthestudents.Letthemknow

thatevenifithasrainedallweek,itdoesn’tmeanthattheplacehasawetclimate—thefullyear’sweather is considered.Thiswasprobably justaparticularlywetweekor itmightbethemonsoonseason.Ifitisthemonsoonseasonthatispartoftheclimate,asit happens each year.

3. Talkabouttoday’stemperature.Whethertheythinkitishot,warm,cool,orcold.TheycouldpredicttheoutdoortemperatureofshadedareasindegreesCelsius(°C).Takethestudentsoutdoorstorecordtheairtemperature.Thethermometershouldbeplacedinthe shade and left for a few minutes so as to get a correct reading. They could make a note of this, and record the temperature at the same time each day for a few weeks. Tell them that they are measuring and recording the weather which changes from day to day and even during the same day. Discuss how this is connected with climate.

4. Asktheclasstoreadpage38,theninvitevolunteerstosaywhattheyhavelearnedfromitaboutweather,climate,andclimatechange.Thestudentsshouldcompletetheexerciseonpage39.

Answers to Pupil’s Book page 39A. 1. weather:day-to-daychangesintemperature,rainfall,cloud,andwind 2. climate: the usual weather in a place during the year 3. globalwarming:anincreaseintheEarth’stemperature 4. climatechange:achangeintheworld’sclimate 5. atmosphere:the‘blanket’ofgasesthatsurroundstheEarthB. Answerswillvary,forexample: 1. Theweathertodayhasbeenverywindyandhot. 2. The climate in Sindh has hot summers and cool winters. 3. Scientiststhinkhumansarecausingglobalwarming. 4. Theworld’sclimatechangesnaturallyoverthousandsofyears. 5. TheEarth’satmosphereconsistsofmanydifferentgases.

38 1

Further activities1. Collect news reports on climate change and read them with the students.2. Holdaclassdebateaboutwhetherwecandoanythingaboutclimatechangeorwhether

we should accept it and plan on how to adapt to it.

Lesson 2: The greenhouse effect; What are humans doing to make the greenhouse effect stronger? What might happen if the Earth gets warmer?

Learning outcomesStudentsshouldbeableto:• interpretthemeaningofthegreenhouseeffect• deriveinformationandexplanationsfromdiagrams

Resources• Pupil’sBookpages39–40• SkillsBookpage17Climatechangequiz• Amap of Pakistan—ormaps of the provinces—showing the height of land above sea

level for Further activities.

Pupil’s Book steps1. Beginbyaskingthestudentsthefollowingquestions: • Does anyone know what a greenhouse is? (also called a glasshouse—a shed-like

buildinginwhichplantsaregrown) • Whatisagreenhouseusedfor?(toprotectplantsfromcoldweather) If they have never been inside a greenhouse it is useful to demonstrate the effect of

sunlight on glass. The students can feel this by standing for a little while next to awindow, inside the classroom that gets direct sunlight.

• Whatdidyoufeel?(TheyshouldrealizethattheSun’sraysfeelhotthroughtheglass.) • DoweneedgreenhousesinmostpartsofPakistan?(No,becausemostplaceshereare

notverycold—in fact,agreenhousewouldmake theplants toohot,but inplaceswhere temperatures drop to freezing point at night a greenhouse is useful forprotectingplants.)

2. Readpage39withtheclass.Thenaskthemtolookatthediagramofthegreenhouseand invite a volunteer to use it to explain how a greenhouse works. Tell them that the gases intheEarth’satmosphereact inasimilarwaytotheglassofagreenhouse.Askthem to look at the diagram of the greenhouse effect on the same page and let another volunteer explain the greenhouse effect using the diagram.

3. Tellthestudentsthatmostscientiststhinkthathumanactivityisaddingtogreenhousegases in the Earth’s atmosphere. Ask them to read page 40 to find out how this ishappening. Then ask:

• Whatarehumansdoingthataddstothegreenhouseeffect?(causingtoomuchcarbondioxidetobereleasedintotheair)

• How?(byburningfossilfuels) • Canyounamesomefossilfuels?(coal,gas,andoil) • Cananyonegivetwomoreexamplesofhowcarbondioxideisbeingreleasedintothe

air?(smokefromfactories,cuttingdownandburningtreesforcookingandheating)

391

• WhatislikelytohappeniftheEarthgetswarmer?(Polaricewillmelt.) • Whywouldthisbeaproblem?(Thesealevelswillriseandsomecoastalandlowland

settlementswillbeflooded.) • Whatwastheriseinsealevelsinthe20thcentury?(between0.1and0.2metres) • WhichcoastalcityinPakistanwouldbeindangerofflooding?(Karachi) • Whatothereffectwillglobalwarminghave?(Someplaceswillbecomedeserts.) • Howwill the increase in desert lands affect humans? (There will be less land for

settlementsandfarming.)4. Thestudentscanthencompletetheexercise.

Skills Book steps1. Askthestudentstoreadthetextfrompages38to40againtofindtheanswerstothe

‘Climatechangequiz’.2. Askthemtotickthecorrectanswerstoquestions1–6ofExerciseA,andwritetheanswers

to B on the lines provided.3. Aftercompletingthequiz theycouldreadout theirquestions forB for therestof the

class to answer.

Answers to Pupil’s Book page 401. True 4. False;therewillbemoreflooding.2. False;ithelpstoheatit. 5. True3. True

Answers to Skills Book page 17 A. 1. a 2. c 3. a 4. a 5. b 6. cB. Answerswillvary.

Further activities1. Divide the class into groups of four and allocate a different province of Pakistan to each

group.2. Ask them to lookatmaps to identify the lowest land inPakistan (inmetresaboveor

belowsealevel).3. Theyshouldlistthenamesofsettlementsonlowlandinorderbeginningwiththelowest.4. Askthestudentstofindoutwhichoftheseplaceshavebeenfloodedandwhicharein

danger of flooding if the sea level rises or rivers flood.5. Helpthestudentsfindoutwhatisbeingdonetohelppeoplelivingintheseplacesprotect

theirhomes,businesses,orfarmland,ortohelpthemmovetoasaferplace.

Lesson 3: Climate change and Pakistan


• determinehowclimatechangewillaffectPakistan• describehowglaciersformandwhathappenswhentheymelt• ask questions and explain how droughts and floods occur and their effect on

communities

40 1

Resources• Pupil’sBookpages41–42• SkillsBookpage18ClimatechangeandPakistan• SkillsBookpage20ThePakistanfloodsof2010

Pupil’s Book steps1. Whenthestudentshavereadpage41,askthefollowingquestions: • Whatisaglacier?(ariveroffrozenwater) • Dotheglaciersmelteverysummer?(No,onlyalittleicemelts.) • Howdoesthishelp?(Itkeepstheriversflowingandprovidesthewaterneeded.) • Whathashappenedduringthepastfewyears?(Moreandmoreicefromthemountain

glaciershasmeltedandcausedfloods.) • Whathasmadethefloodsevenworse?(heavyrain)2. Discussthephotographsandcaptionsonpage41.Thenask: • Whatmustlifeforthepeopleintheseplacesbelike?(Askthestudentstothinkabout

howeverythingtheydowouldchangeiftheirhomeswereflooded.)3. Readpage42withthestudentsandalsodiscussthepicture.Ask: • Whatoppositeeffectofglobalwarmingoccurredin2011?(Therewasadrought.) • Howdidthisaffectthepeople inSindh?(Therewasashortageofwaterforhomes

andfarms.Farmersfacedmanyproblemsingrowingtheircrops.) • WhatchangedidthisbringaboutintheTharDesert?(Insteadofadroughtoccurring

everythreeyearstherenowisacontinuousdroughtthatlastsformostofthreeyears.)4. Read the exercise onpage42with the class andask them to imaginebeinga farmer

whose cropsarewitheringandanimalsaredyingdue toa lackofwaterandgrazinggrounds.Thenletthemwritetheiranswersintheirnotebooks.

Skills Book steps (Page 18 Climate change and Pakistan)1. Readtheinformationabouttheregionsonthemapwiththeclassanddiscusshowglobal

warming could affect the region they live in.2. Askthestudentstoreadtheincompletepassagewithapartnerandtousetheinformation

onthispageandinthePupil’sBooktohelpthemfillinthemissingwords.3. Theycanthencompletetheexercise.

Skills Book steps (Page 20 The Pakistan floods of 2010)1. The interview couldbe readwithone studentasking thequestionsas the interviewer,

andanotheransweringthequestionsasJanMuhammad.2. Discuss their thoughts and feelings after the interview is completed.3. Thestudentscoulddiscussquestion2withafriendbeforeattemptingthewrittenexercise.


Answers to Skills Book page 18The missing words are: levels, areas, flooding, Karachi, even drier, droughts, move,temperatures, melt, rivers.


411

Further activities1. Organizetheclassintogroupsoffourandallocateadifferentlandtypetoeachgroup:

mountains, deserts, plains, coasts, and mangroves.2. AskthestudentstousebooksandtheInternettofindoutwhattheareawaslikebefore

globalwarmingbegan,howitisnow,andwhatitmightbelikeinthefuture.3. Theycancollectphotographs,drawpictures,andwritecaptionsforexamplesofthistype

of area.

Lesson 4: What can I do to help stop climate change?

Learning outcomesStudentsshouldbeableto:• describehoweverydayhumanactivitiescanaddtoclimaticchange• establishwhatcanbedonetohelpreduceglobalwarming


Pupil’s Book steps1. BeginwithpreviousinformationfromBooks3and4abouthowwecanallhelptoreduce

climatechange.Askthestudentsfortheiropinions.Tellthemthattheyaregoingtoreadaboutwaysinwhichallfamiliescanhelp.

2. Askthestudentstoreadpages43and44andthenletthemclosetheirbooks.Ask: • Whatare the seven thingsall families cando tohelp slowdown climate change?

(Individualstudentscouldbecalledupontonameeachone:usethecarless;practisethethreeRs—reduce, recycle, reuse;planttrees;turndowntheairconditioning;useenergy-efficientlightbulbs;turnoffthetelevision;buyfoodfromlocalgrowers.)

3. Dividetheclassintosevengroupsandallocateoneofthemeasurestoeachgroup.Askthem to explain how that will help to slow down climatic changes.

4. Readtheexerciseonpage44withtheclassandaskeachgrouptomakeaposterforthemeasuretheyweregiventoworkon(see3).

5. Thestudentsshouldnowreadpage44tohelpthemworkontheirposters.


Further activities1. Thestudentscouldcontinuetoworkingroupsandfindoutmoreabouthowthemeasures

they have been concentrating on affect global warming and what they can do topersuade others to follow too.

2. They could write persuasive leaflets or scan their posters and print them for display in localshopsorpublicbuildingsiftheycangetpermissionforthis.

3. Read‘It’saFact’onpage44againwiththeclassandaskthemtolookatamapoftheworldormapsofthedifferentcontinentsandtolistthecitiesthatmightbeatriskofflooding—alsotofindoutaboutanyflood-defencemeasures.AnexampleistheThamesBarrage,whichhasprotectedLondon,England,fromfloodssince1984.

42 1

Lesson 5: What can Pakistan do to help stop climate change?


• relatehowPakistanandothercountriesaretryingtoreduceglobalwarming• identifyanddescriberenewableenergysourcesthatarebeingusedinPakistan• writeaformallettertothegovernmentaskingforassistancetoinstallsolarpanels

Resources• Pupil’sBookpages45–46• SkillsBookpage19Solarpower;page21Values

Pupil’s Book steps1. Ask the studentswhat they have learned about themajorways bywhichwe add to

globalwarming.Discussthefactthattheyallinvolvetheuseofenergybutthatsomeformsofenergyarerenewable—theydonotuseuplimitedresourcesbutuseresourcesthatarerenewedallthetime.Alsotheydonotproducegreenhousegases.Ask:

• Doyouknowaboutanyformsofrenewableenergy?2. Let them read pages 45–46 to find out about some renewable energy sources that

Pakistancoulduse.Ask: • WhathaveyoufoundoutaboutrenewableenergyresourcesthatPakistancoulduse?

(solar power, wind power, hydropower, biomass, and biogas; invite volunteers toexplaineachofthese,referringtothePupil’sBookwhennecessary).

• WhichoftheserenewableenergysourcesisPakistanalreadyusingthemost?(Water—Pakistangeneratesalotofelectricitythroughthissource.)

• Where in Pakistan could this form of energy be developed? (In northern Pakistanbecauseithasmanywatersources.)

TheOosterscheldekering(inEnglish:EasternScheldtstormsurgebarrier),whichprotectstheNetherlandsfrom flooding. It was opened in 1897.

ThamesBarrier,London

431

4. Read the exercise with the students and ask them to think about how televisionadvertisementscanbeusedtohelpintheconservationofenergy.Discussthefactthattelevision clips and advertisements are usually very short, often less than a minute, and areveryappealingbecauseoftheaudio-visualeffects.

5. Thestudentsshouldthinkofwaysofcapturingtheattentionofthetelevisionaudiencein a very short time, showing them how their actions could save energy in an appealing and convincing manner. They can then work with a partner or in groups of three or four to discuss, try out, and write an advertisement for television on energy conservation.

Skills Book steps (Page 19 Solar power)1. Read the instructionsand then thewordsgiven in theboxwith the class. Explainany

words they are not familiar with.2. Readthelettertooandaskthestudentstothinkaboutwhatthemissingwordscouldbe.3. Theycanthencompletetheletterandgiveittoapartnertoreadandtosuggestany

improvements, and also to check for any spelling errors.

Skills Book steps (Page 21 Values)1. Readanddiscusstheadvertisementwiththeclass.Thenask: • Whoissufferingmostbecauseofthefloods?(Children;theyaredying.) • Whatkindofhelpdoestheadvertisementaskfor?(donationstohelpfloodvictims)2. Askthestudentstoreadthequestionsandwritetheiranswers.3. Invite individualvolunteerstoreadoneoftheiranswersaloud.Otherscouldcomment

and say what they wrote, and why.4. Askif it isworthwhileforsomeonetogiveonlyonerupee.(Yes,becauseallthesmall

donationswilladdupintheend.)

Answers to Pupil’s Book page 46Answerswillvary.∫Answers to Skills Book page 19Missingwords:village,electricity,news,town,money,solar,cheaper,power,renewable,carbondioxide,fossilfuels,change,environment


Further activities1. Findoutaboutopportunities forusing renewableenergy in the localareaandabout

anyrenewableenergyprojectsthatarealreadyinplaceorarebeingdeveloped.2. The students couldwriteanewspaperarticleabout theaboveprojects—oraboutany

projecttheythinkcouldbedeveloped.

Answers to Pupil’s Book page 471. KhyberPakhtunkhwa 2. darkblue 3. Yes,moderately

44 1

Background knowledge for the unitThisunitisaboutthecontinentsoftheworldandexplainswhydifferentpartshavedifferentclimatesandhabitats.ThestudentslearnaboutthedifferentclimatezonesoftheEarthanda variety of habitats such as tropical rainforests, tropical savannahs, deserts, chaparral,grasslands, temperate deciduous forests, temperate coniferous forests, and tundra areas. They also learn to find out where these are located or found and why they are in these specific regions/areas. The unit explains latitude and longitude and their links with climate and time.

TheeverydaylanguageweusetodescribetheapparentmovementoftheSunsuggeststhattheSun,ratherthantheEarth,moves—theSunrisesintheeastandsetsinthewest,butthestudentswillhavelearnedfrompreviouslessonsthatitistheEarthandnottheSunthatismoving. The Earth’s rotation is the basis for the length of the day (including night). Tomeasure time, the day has been divided into twenty-four equal segments (hours). In acomplete rotation, the Earth spins through 360°; therefore, in an hour it spins through 360÷24=15degrees.Each15degreesmarksatimezone.Linesoflongitudearemarkedindegrees, beginningwith 0°atGreenwich, London—chosen (becauseof theobservatorythere)ataninternationalmeetingheldin1884inWashingtonDC.

TheEarthspinsaroundanaxiswhichistiltedatanangleofabout23°fromtheperpendiculartotheplaneonwhichitorbitstheSun.OnehemispheretiltstowardstheSunandtheothertilts away from it, creating warm and cold seasons. The temperatures of areas near the Equatordiffer little fromseason to seasonbut this increases towards thePoles. Inwinterthe areas near the Poles have permanent darkness and in summer permanent daylight, for abouttwomonths.

Latitudeismoredifficulttoexplaintostudents.ItisananglethatismeasuredinrelationtotheEarth’saxis:


• identifylocations,shapes,andsizesofalltheworld’scontinents• describedifferenttypesofhabitatfoundindifferentpartsoftheworld


• use diagrams, charts, photographs, and maps to find information about latitude,longitude,climate,time,andhabitats

• askquestionsanddrawconclusionsaboutclimateandhabitat• interpretalongitude,timechart,andcalculatethetimeindifferentpartsoftheworld

at any one moment

Unit 5 Our world

AperspectiveviewoftheEarthshowinghowlatitude( )andlongitude( )aredefined on a spherical model. The spacing is 10 degrees.

451


• howlatitudeandaltitudeaffectclimate• howlongitudeislinkedwithtime

Lesson 1: The continents of the world


• identifyanddescribethenames,locations,sizes,andshapesoftheworld’scontinents• nameanddefinelocationsofspecifiedcountriesineachcontinent

Resources• Pupil’sBookpages48–49• SkillsBookpage22Countriesoftheworld• Alargemapoftheworld• Aglobe

Pupil’s Book steps1. Show the class a large map of the world with the names of the continents and the oceans

onit.Pointtoeachcontinentandaskthemitsname.Writetheseontheboardandaskif they can name a country in each continent. Point to the oceans one at a time and ask thestudentstonamethem.Thenwritethenamesontheboard.

2. Theycanthenlookatthemaponpage48.Askthemtochecktheirlistofcontinentsandaddanytheyhavemissedout.Ask:

• WhyisthePacificOceanshownontheleftside(west)ofthemapaswellasontherightside(east)?

MakesurethestudentsknowthatthereisonlyonePacificOceaneventhoughthenameisintwoplacesonthemap.Toclarifythis,showthemaglobeandremindthemthatamapof theworld shows the Earth,which is a solid ball (sphere) flattenedout into arectangle.

• Whatelsecanyouseeonthemapbesidestheoceansandcontinents?(Theyshouldnoticethecompassrosewhichisbynowfamiliartothemandalsothethreelinesoflatitude.RemindthemthatlinesoflatitudearelinesmarkedonmapsoftheEarth,runninghorizontallyacrossthemap.)

• Whatisthenameofthelineoflatitudeinthecentre?(theEquator) • Whichcontinentsdoes theEquatorpass through? (SouthAmerica,Africa,Asia,and

Oceania) • CanyounamethelineoflatitudemarkedjustabovetheEquator?(TropicofCancer) • ThroughwhichcontinentsdoestheTropicofCancerpass?(NorthAmerica,Africa,and

Asia) • Can you name the line of latitude marked just below the Equator? (Tropic of

Capricorn) • WhichcontinentsdoestheTropicofCapricornpassthrough?(SouthAmerica,Africa,

andOceania.YoucouldexplainthatthetropicsgettheirnamesfromtheconstellationswhicharegroupsofstarsintheZodiac.)

3. Thestudentsshouldreadpage48tofindoutmoreaboutthecontinentsandoceans.

46 1

Ask: • Whatdowecallsmallerareasofwaterthattheoceansaresplitinto?(seas) • WhichoceanisnearesttoPakistan?(IndianOcean) • WhatisthenameoftheseaborderingthesouthofPakistan?(ArabianSea) • Whatarethesmallerareasoflandthatthecontinentsaresplitintocalled?(countries) • WhichcontinentisPakistanin?(Asia)4. With a partner, they could use their atlases to help them locate other countries in

differentcontinents:forexample,countriestheyhavelearnedaboutinhistorylessons,suchasEngland,France,Greece,Egypt, theNetherlands,Germany,China,Mexico, theBahamas, etc.

5. Thestudentscannowcompletetheexerciseonpage49intheirnotebooks.

Skills Book steps page 221. Beginwithashortquiz.Younameacountry.Thestudents’taskistosaywhichcontinent

itisin,e.g.Iceland(Europe),Japan(Asia),Egypt(Africa),NewZealand(Oceania).2. Then read the exercise with them and ask them to use the atlas to help them to complete

it.Remindthestudentsthatislandsareincludedaspartsofcontinentseventhoughtheyare separate from the mainland.

Answers to Pupil’s Book page 49A. 1. Asia 2. Indian Ocean 3. Africa,Antarctica 4. Asia,Oceania 5. Africa,Antarctica,Asia,Europe,NorthAmerica,Oceania,SouthAmerica 6. UnitedStates,Mexico,Canada,Cuba,DominicanRepublic,Guatemala,CostaRica,

Panama,ElSalvador,Honduras,TrinidadandTobago,Jamaica,Nicaragua,Haiti,theBahamas,Barbados,Belize,SaintLucia,AntiguaandBarbuda,Grenada,SaintVincentandtheGrenadines,Dominica,SaintKitts,Nevis.

7. Afghanistan,Armenia,Azerbaijan,Bahrain,Bangladesh,Bhutan,Brunei,Cambodia,China, Cyprus, Georgia, India, Indonesia, Iran, Iraq, Israel, Japan, Jordan, Kazakhstan, North Korea, South Korea, Kuwait, Kyrgyzstan, Laos, Lebanon,Malaysia,Maldives,Mongolia,Myanmar(Burma),Nepal,Oman,Philippines,Qatar,Russia, Saudi Arabia, Singapore, Sri Lanka, Syria, Tajikistan, Thailand, Turkey,Turkmenistan,UnitedArabEmirates,Uzbekistan,Vietnam,Yemen

Answers to Skills Book page 223. Asia4. Students canwrite thenameof anyone country using theOxford School Atlas for

Pakistan.

Further activitiesDivide the class into groups of four and allocate a continent to each group. A quiz of 10questionsshouldbesetbyeachgroupaboutthatcontinent,whichtheywillaskothergroups.

471

Lesson 2: World climate; Why do different places have different types of climate?

Learning outcomesStudentsshouldbeableto:• establishhowlatitudeaffectsclimate• interpretaclimatemapoftheworldusingakeyandlinesoflatitudeforreference


Pupil’s Book steps1. Letthestudentslookatthemaponpage49toidentifytheEquator.Ask: • Whatdegreewillyoufindthislineoflatitudeon?(0°) RemindthemthatthelinesoflatitudearenumberedfromtheEquatortowardstheNorth

andSouthPoles.Askthestudentstoestimatethedegreeofthelinesoflatitude,knownastheTropics.(Alittlemorethan20ºnorthorsouth.TellthemthattheTropicofCancerisat23°NandtheTropicofCapricornisat23°S.Demonstratehowthesereferencesaretobewritten.)

2. Explain that theTropicofCancer is the farthestpointnorthof theEquatorwhere theSun is directly overhead at its highest point in the sky. The Tropic of Capricorn is the farthestpointsouthoftheEquatorwheretheSunisdirectlyoverheadatitshighestpointinthesky.Ask:

• WhatdoesthistellyouabouttheclimateofcountrieswithintheTropics?(It ishotbecausetheyareonthepartsoftheEarththatareclosesttotheSun.)

• Dolinesoflatitudemeetorcrossoneanother?(No,becausetheyareparallel.)Pointoutthelinesonapageofanotebookandmentionthatrailwaylinesareparallel,runningsidebysideandwillnevermeetnomatterhowfartheyextend.

• Readpage49withtheclassandaskthemtoreadthekeyand identifywhateachcolourrepresents.Theycanusetheexplanationgivenbelowthemaptodescribeeachtypeofclimate.Ask:

• Whichpartsof theEarthhave the coldest climates? (placesnear theNorthandSouthpoles)

• Whyaretheythecoldestplaces?(TheyarethefarthestfromtheSun.AskthemtoidentifytheArcticandAntarcticCircles.)

• At roughlywhat latitudeare theArctic CircleandAntarctic Circle? (Just above50°Nand50°S.Tellthemtheexactlatitudesandinvitevolunteerstowritetheseontheboard:66°Nand66°S.)

• Which continents have the places with the hottest climates? (North America—southernparts,SouthAmerica,Africa,andAsia)

• WhatkindofclimatedoesPakistanhave?(amixtureofaridandtropical) • WhatkindofclimatedoesEnglandhave?(temperate) • WhatkindofclimatedoesGreecehave?(Mediterranean) • WhatkindofclimatedocountriesincentralAfricahave?(tropical)3. Readpage50withtheclassandusethediagramtoexplainwhytheareasoftheEarth

betweentheTropicshavehotterclimatesthanothersandwhytheareasnearthePoleshave colder climates.


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Answers to Pupil’s Book page 501. a. arid, tropical, temperate b. polar,temperate,Mediterranean2. Individual answers: location, direct rays of the sun, distance from the poles3. SouthAmericaandAfrica

Further activities1. Divide the class into groups of four and allocate a different line of latitude to each group

(ArcticCircle,AntarcticCircle,TropicofCapricorn,TropicofCancer,andEquator.SincetheTropicofCancerrunsthroughthemostland,distributethisareaamongthreegroups.Similarly,theTropicofCapricornandtheEquatorcouldbedivided.).

2. Askthemtolookatamapoftheworldtolistthecountriestheselinespassthrough.3. Individual studentscouldthenfindoutaboutsomeoftheplaces ineachcountrythat

the line runs through.

Lesson 3: Longitude and latitude


• determinewhydifferentpartsoftheworldhavedifferentclimates• establishhowclimatezonesarerelatedtolatitude• interprethowtimeisrelatedtolongitude• describealocationoridentifyaplaceonamapusinglatitudeandlongitudereferences

Resources• Pupil’sBookpages51–52• SkillsBookpage23Longitudeandlatitude• Aglobe• A360ºprotractor• Amapoftheworldwithcountriesmarkedandnamed

Pupil’s Book steps1. Showtheclassaglobeandletthemstudythelinesoflongitude.Ask: • Arelinesoflongitudeparallel?(No.) • Howcanyoutell?(TheymeetatthePoles.Parallellinesdonotmeetnomatterhow

fartheyextend.)2. Letthestudentstaketurnstolookattheglobefromthetop.Mostglobesarepositioned

onastandsothattheytiltinthesamewayastheEarthtiltsonitsaxis.TheywillneedtotiltitbackortakeitoffitsstandsothattheycanlookstraightdownontotheNorthPole.Discusswhattheynoticeaboutthelinesoflongitude.TheycouldalsolookattheSouthPoleinthesameway—thelinesmeetattheSouthPole.

3. Todemonstratehowlinesoflongitudearemeasured,showthestudentshowtodrawalargecircleusinga360ºprotractor.Askthemtolocateandmark0ºontheedgeofthecircle.Theycouldthenmarkeveryfifteendegreesclockwiseuntiltheyreach180°west,e.g. 15°W, 30°W, etc. They shoulddo the sameworkinganti-clockwise, i.e. 15°E, 30°E,

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etc.Theyshouldbeabletoconcludethatboth180°Wand180°Earethesameline.Tellthem that they will learn more about this in the next lesson. They will need thesedrawings for the next lesson.

4. AskthestudentstolookforthelineoflongitudethatpassesthroughPakistanandalsoforotherplacesalong it thathave similar timesof theday, for example,Uzbekistan,Kazakhstan,andRussia.Askthemtolookforlongitude0°.DiscussthefactthatitpassesthroughLondonandthatthiswaschosenataninternationalmeetingofscientistsheldin1884inWashingtonDCbecauseoftheobservatoryatGreenwich,London.ThislineiscalledtheGreenwichMeridianandismarkedwithametalstripinthecourtyardoftheGreenwichObservatory.

5. Readpages51and52withtheclassandaskthemtolookcarefullyatthepictureoftheglobeonboththesepagessothattheycanseehowthelinesoflatitudeandlongitudearenumbered—latitudeinoneplaceandlongitudeinbothdirections—eastandwest.Ask:

• Atwhichlineoflongitudewillthesenumbersmeet?(180°).ExplainthatthislineistheInternationalDateLineand,tomakesenseofthetimethere,ithasbeenagreedthatanyplacejusttotheeastofitisadayaheadoftheplacestothewest.Itpassesthroughsomesmallislandsbutithasbeenagreedthatthelinewillbedrawnsothatitbendstomissanyland.

6. Readtheexerciseonpage52withtheclass,whichalsoshowslinesoflatitude.Ask: • Whichcountryisthis? TheyshouldknowthatitisAfrica,astheyhavealreadylearnedaboutAfricainUnit3.

AskthemtolookatthismapofAfricatoseehowthelinesoflatitudecrossthelinesoflongitude.Explainthattheycanusethelinesof longitudeandlatitudetofindplacesortotellpeoplewheretheyare:forexample,20°N,10°WisinthemiddleofMauritania.Helpthestudentstolocatetheexamplesatthebeginningoftheexercise.Theycanthencomplete the exercise.

Skills Book steps1. Readthefirstexamplewiththeclassandshowthemhowtofindthepoint20°N80°E.

TheyshouldrecognizeIndiawithouthavingtolookitupintheiratlas.2. Askthemtoreadthenextexampleandtofindtheplaceonthismap.Thenask: • Doyouknowwhichcountrythisis?Ifnot,theyshouldlookitupintheiratlas.(USA)3. Theycanthencompletetheexercise.

Answers to Pupil’s Book page 521. Angola 2. Egypt 3. Namibia 4. Morocco 5. SouthAfrica

Answers to Skills Book page 231. a. 40°N100°WUSA b. 40°N140°EJapan c. 20°S140°EAustralia d. 10°S40°WBrazil e. 60°N100°WCanada f. 20°N80°EIndia

Further activities1. Askthestudentstouseamapoftheworldtoplanatrip.Theydecidewheretheywant

to go and plan a route from Pakistan to that place.2. Theywillsendpostcardstofriendsathometotellthemtheirroutebutwillnotmention

any names of places. They simply write the longitude and latitude of each country they goto.Theyshouldmaketenstopsduringtheirjourney.

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3. Thosewhowishcoulddosoinmoredetail,writingthelongitudeandlatitudeofeachtownorcitytheyvisit.(Theycanuseplainpiecesofpapercutouttolooklikepostcards.)

4. Theythengivethese,inorder,toanothergroup,whowilltracetherouteonamapofthe world and write the names of the places visited.

Lesson 4: What time is it in the world?


• interpretthatlongitudeisrelatedtotimeindifferentpartsoftheworld• identifyandexplainthemeaningoftimezones

Resources• Pupil’sBookpage53• Aglobe• Thedrawingsthestudentsmadeusingthe360ºprotractorduringthelastlesson

Pupil’s Book steps1. Beginwithwhattheyalreadyknowfromthepreviouslessonaboutlongitude. Askthestudentstotakethedrawingtheymadeinthepreviouslessonandtocheckthat

theyhavemarkedeach15ºallthewayroundtheprotractorwherethenumbersendat180ºandnot360º—themeasurementofacircle.Ask:

• Doyourememberwhythisis? • Howmanysectionsof15degreesarethere?(24)2. Explainthatthis isthenumberofhoursinaday(includingnight).TheEarthturns360

degreesinadayandnightcausing24hours.Demonstratethisusingtheglobe—itturnsthrough15degreesinonehour.

3. Explainthatplacesonthesamelineoflongitudehavethesametimeofday.Givethemtimetolookatthelinesoflongitudeonaglobeoramapoftheworld.

4. Askthemtoreadthetopsectionofpage53,including‘It’saFact’. Then ask: • Whatisatimezone?(anareathathasthesametime) • Howdoesthisaffectlargecountries?(Theycanhavedifferenttimesindifferentparts

ofthecountry.) • Whatproblemscouldthiscause?(Traintimetablesmightnotmatchifthetraincrosses

timezones.)DiscusshowtimezonesaffectRussiaandChina.5. Askthestudentstolookattheworldtimezonemapandtofindplaceswithinthesame

timezoneasPakistan.Ask: • Aretheseplacesnorth,south,east,orwestofPakistan?(northandsouth) • Whyaretheynottotheeastorwest?(Thesearedifferenttimezonesbecauseoftheir

longitudelocation.)6. Together,workthroughtheexamplebelowthemap,locatingthetimezoneforLahore.7. They can now complete the exercise on this page.

Answers to Pupil’s Book page 531. a. 3 b. 9 c. 22. a. 16.00 b. 13.00 c. 17.00 d. 22.00

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Further activitiesThe students could make a chart as follows, to show the times of other places when it is 12.00inLahore.

City Time

Lahore,Pakistan 12.00

Cairo,Egypt

Sydney,Australia

Athens,Greece

RiodeJaneiro,Brazil

Accra,Ghana

Rome,Italy

Lesson 5: The world’s plants and animals

Learning outcomesStudentsshouldbeableto:• statethedefinitionofbiome• identifyanddescribethemainbiomesoftheworld• establishhowlatitudeandaltitudeaffectbiomes

Resources• Pupil’sBookpages54–56• SkillsBookpage24RainforestanimalsofSouthAmerica• If possible, photographs with captions of the biomes mentioned in this unit: tropical

rainforest, tropical savannah, desert, chaparral, grassland, temperate deciduous forest, temperate coniferous forest, and tundra.

• Ifpossible,photographsofanimalsoftheSouthAmericanrainforests

Pupil’s Book steps1. Askthestudentstolookatthemapoftheworldonpage54.Explainanddiscussbiomes.Ask: • Howisthismapdifferentfromtheoneonpages49and53?(Itshowsthemainbiomes

oftheworld.Themaponpage49showsthedifferentclimatesandtheoneonpage53showstimezones.)

2. Askthemtoreadthekeyandlookatthemaptofindoutwherethedifferentbiomesare.Letthemrefertopage49.Thenask:

• Whatkindofclimatedothetropicalrainforestshave?(tropical) • Whichclimatezonesaretheymainlyin? • Whatcanyouseeinthephotographsofthebiomes? • Whichpartoftheworldmightthesebein?(Theyshouldlookatthemapandpick

outthepossibleplaces.Theycanthencheckthepicture’scaption.) • Whichbiomeisingreatdanger?(tropicalrainforest) • Whatdanger?(Anareaaboutthesizeofacricketgroundisbeingdestroyedevery

secondbecausepeoplearecuttingitdownforwoodortoclearthelandforfarming.) • Why are tropical rainforests important to people all over the world? (The trees

produceplentyofoxygen,thegaswebreathe.)

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3. The students shouldnowreadabout thedifferentbiomes.They could thendescribeabiomeforapartner,whoshouldnotlookatthebook,andtrytofigureoutwhichbiomeisbeingdescribed.

4. Readtheexercisewith the studentsandask themtochooseabiome.TheyshouldusebooksortheInternettofindoutmoreabouttheplantsandanimalstheyneedtodraw.

Skills Book steps1. Beginbyaskingthefollowingquestions: • Whatdoyouknowabouttheplantsandanimalsoftropicalrainforests? • Wherearetheserainforests?2. Askthemtoreadthedescriptionsofsomeoftheanimalsofthetropicalrainforestsof

SouthAmericaandtofindeachanimalinthepicture.

Answers to Pupil’s Book page 56Answers will vary.

Answers to Skills Book page 24toucan

anaconda

jaguar

tapir

tree frog

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Further activitiesFindouthowtheanimalsoftheSouthAmericanrainforestaresuitedtotheirhabitat,e.g.some anacondas spend a lot of time in water. Their eyes are on the top of their head so that they can look for prey while the rest of their head and body is underwater. Therainforests have plenty of rivers, ponds, lakes, and streams.

Althoughtropicalrainforestsare inhotplacestheyarehumidbecauseoftheshadefromthetreesandneverbecomeashotastreelessplaces.Manyoftheanimalshavemarkingsthatcamouflagethemamongthetrees,forexample,thejaguarwithitsspots.Itisaverygoodclimberandsocanhuntamongthetrees.

The toucan liveson fruit,which isplentiful in the rainforests.Becauseof its largebeak itcanstayinoneplaceforalongtimeandreachforallthefruitaroundit.Itsbeakcansensetemperatureandhelps tokeep itsbodyat the right temperature so it cansurvivewell inhigh temperatures.

Thetapireats leavesandberrieswhichareplentiful in therainforest. Ithasthickskinonthe back of its neck,which protects it from the fewpredators that attack it (such as thejaguar)anditcanrunveryfast.Itisgoodathidinginwateroramongvegetation.

Thetreefrog iswell suitedtotherainforestbecause itsbody isadaptedtoliving intreesrather than around ponds. Tree frogs are very light and can even land on leaves and twigs withoutbreakingthem.Thediscsontheirfingershelpthemtograspthetwigsandleaves.There are many different species of insects among the trees, which they hunt for food. Some ofthem(forexample,red-eyedtreefrogs)havegreenskinthathelpsthemtoblendinwiththe green vegetation. Others are poisonous and so other animals do not eat them. Poisonous animalsusuallyhavebrightcoloursthatwarnpredatorsthattheyarepoisonous.

Lesson 6: Looking at places in more detail; Map A—The World; Map B—Asia; Map C—Pakistan


• determine howmap scales can be used to calculate distances on the ground usingmapsoftheworld,Asia,andPakistan

• applywhattheyhavelearnedtoestablishdistancesonamapofEurope• identifyanddescribethedifferentscalesusedformaps

Resources• Pupil’sBookpages57–58• SkillsBookpage25CitiesinEurope;page26Values• Rulers

Pupil’s Book steps1. Asktheclass to lookatthemapoftheworldonpage57andtoreadabout its scale.

Tell them that this is a small scale map which uses a small length on the page to represent a large one on the ground.

Ask: • Whyareworldmapsinsmallscale?(sothatverylargeareascanbedrawnonapiece

ofpaper)

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2. Witharuler,theyshouldmeasurethewidthofAustraliafromwesttoeastatitswidestpoint.Ask:

• Howwideisitincentimetres? • Whatisthisdistanceinkilometresontheground?3. Repeatsteptwoforotherplaces,e.g.thewidthofIranfromwesttoeast,thelengthof

Africafromnorthtosouth.Ask: • DoyouthinkamapofAsiacanbedrawnwithalargerscalethanaworldmapon

apieceofpaper?(Yes,becauseitissmallerthantheworld.)4. Ask themto lookat themapofAsiaand to readabout the scale.The students could

measure India at its widest point and work out this distance using the scale.5. TheyshouldnowbeaskedtolookatthemapofPakistan.Ask: • DoesthismaphavealargerorsmallerscalethanthemapofAsia?(larger)6. AskthemtomeasurethedistancefromKarachitothenorthernmostpointontheborder

betweenPakistanandAfghanistanandusethescaletocalculatehowfarthisisontheground.

7. Read the exercise on page 58 with the students and ask them to use their rulers tomeasure the distances carefully. They can then calculate how far each one is in kilometres on the ground.

Skills Book steps (Page 25 Cities in Europe)1. Letthestudentslookatthemapandreadthenamesofthecountriesonit.Ask: • Whichcontinentdoyouthinkthisisamapof?(Europe) • CanyounamefourcountriesinthenorthofEurope?(Iceland,Finland,Sweden,and

Norway) • CanyounamethreecountriesinthefarsouthofEurope.(Turkey,Greece,Italy) • WhichcountryisStockholmin?(Sweden—itisthecapitalofSweden.) • WhichcountryisHelsinkiin?(Finland—itisFinland’scapitalcity.) • Whatisthedistancebetweenthesecities?(2cm–1cm=250km) • Howfaristhisontheground?(2cm=250+250=500km) RepeatthisforParisandPrague,NaplesandIstanbul,LondonandParis,andParisand

Madrid.2. Theyshouldnowcompletethetableonpage25.

Skills Book steps (Page 26 Values)1. Beginbyaskingthestudentsthefollowingquestions: • Doyouthinkthatwhathappensinothercountriesmatters? • Canyouexplainwhyandgiveexamples?(Givetheothersachancetorespondtothe

ideasgiven.) • Woulditmatterifwehadnocontactatallwithothercountries?(Discusstheirideas

aboutthedifferencesthatcontactwithothercountriesmakes.)2. TellthemthattheywillreadaboutsomeofthewaysinwhichPakistaninteractswith

differentcountries.Readthefirstitemonthechartwiththeclassandthenask: • DoyouthinkitisgoodorbadthatpeopleinPakistancanphoneanyoneinanypart

oftheworld?Explainwhyyouthinkso.3. Readthesecondpointwiththestudentsandaskthemtothinkaboutwhattheyhave

learned from other lessons regarding trade with other countries.4. Thestudentscanthendiscusstheotherpointsonthechartwithapartnerandsharetheir

ideas and reasons.

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5. At the end of the lesson, invite feedback and after each point let others comment,beginningwithanywhodisagree.Askfortheirreasons.

6. Atanothertimeyoucouldchooseoneofthepointsfromthechartasatopicforclassdebate.

Answers to Pupil’s Book page 58The approximate distances calculated are:

1. Quetta/Multan 2cm=400km

2. Sukkur/Hyderabad 1.5cm=300km

3. Islamabad/Karachi 6cm=1200km

4. Peshawar/Gilgit 2cm=400km

5. Gwadar/Zhob 5cm=1000km

Answers to Skills Book page 25

Cities Distance in cm Distance in km

StockholmandHelsinki 2 cm 500km(250+250or2*250)

Paris and Prague 4cm 1000km(4*250)

NaplesandIstanbul 5cm 1250km(5*250)

LondonandParis 2 cm 500km(2*250)

ParisandMadrid 5cm 1250km(5*250)


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Further activities1. ThestudentscouldplanaroutebyairaroundEurope,startingatLondon,inJune.Tell

them that they should measure distances as if the plane could go directly, in a straight line from one city to the next. They should visit six cities.

2. They should find pictures of the cities and write a ‘travel log’abouttheirjourney:howfar they travelled what they saw in each city, what the weather was like in June, and so on. They could do some of the research for this at home, using the Internet and travel brochures,newspaper/magazineadvertisements,etc.

3. StudentsshouldattempttheCDactivity.

Answers to Pupil’s Book page 59A. 1. Asiaisacontinent. 2. Pakistan is a country. 3. TheEquatorisalineonamapacrossthemiddleoftheEarth. 4. Linesoflatitudegoacrossthemap. 5. Linesoflongitudegodownthemap. 6. TheEarthrotatesonceevery24hours. 7. Abiomeisatypeofhabitatfoundinanarea. 8. TropicalrainforestsarefoundneartheEquator. 9. Deserts are places with little rainfall. 10. The scale on a map helps us to measure distances.B. 2. a. InthetropicalrainforestsofSouthAmerica b. Ithelpsthefrogtoblendinwithtreeleaves. c. This means sleeping during the day and coming out at night d. Red-eyedtreefrogseatinsectssuchascrickets,moths,andflies.

571

Background knowledge for the unitThisunitisabouthowmoneycanbemanagedandthedifferentwaysinwhichwecanpayfor goods and services.

Afterabriefoverviewofthehistoryofcoinage,papermoneyandbanking,andcurrencies,there is an explanation of banking, including bank accounts, saving, currency exchange,credit,debit,creditcards,debitcards,loans,andinterest.

People have beenusing coins for thousands of years. Someof the earliest known tokensused as coins come from China, from around 1000 bce. The first known paper money also camefromChina.Theuseofcoinsdevelopedfrombartering.Insomesocietiespeoplebeganto use ‘standardized’ items for barter—useful commodities suchas grainor livestock. Thewordshekel (Israel)comesfromawordfor ‘weighing’. The shekel was a standard weight ofgrain thatwasusedas currency. In Iceland theearly settlers (fromabout874ce)usedboltsofwoollencloth,sheep,andcattleascurrency.

SomecoinsfromamintwhichusedmouldstoensureexactreplicashavebeenfoundinLydia(nowpartofTurkey)thatseemtobefromaroundthe7th century bce.

Theearliestbanksweretemples,whichweresafestorageplacesforriches,andhadbeenusedonlybyrulerstokeeptheirwealthin.Thiswasintheformofpreciousartefactsandusefulcommoditiessuchasgrainorcloth.Peoplebelievedthattheirgodswouldprotectthetemples.

Othersbegantomakesafestorageplacesforvaluables.Theevidenceforthiscomesfromclaytabletsfromaround8000–1500bce intheNearEast,e.g.theancientcityofUr.Theserecordeditemssuchasgrainthatwereacceptedforstorage.LargerclaytabletsrecordingthelawsforbankingwerealsodiscoveredinandaroundMesopotamia(nowIraq),partsofnorthernSyria,south-eastTurkey,andsouth-westIran.

Banking that involved credit is thought to have begun in ancient Assyria and Babyloniaaround 2000 bce,whenmerchant banksmade loans of grain to farmers and traderswhotransportedgoodsfromcitytocity.TheAncientGreeksandRomansdevelopedthis.Lenderswho operated from temples began to accept deposits as well as make loans. They alsoexchangedmoney.Modernbankingisthoughttohavedevelopedfromthe14th century in Italywhenrichfamilies,suchastheMedici,setupbanksandopenedbranchesacrossEurope.In the 16thcenturytheNetherlandsalsobecameacentreofbankingand,inthe17th century, Germany.

Creditcardsdevelopedinthe1890sinEurope,whenmerchantsbegantogivetheircustomersacardonwhichtheyrecordeditemssoldbutnotpaidfor.Inthelate1930sbusinessesbeganto accept one another’s ‘cards’. Thesewere not always actual cards but could be plastictokens, metal discs, and tokens made of various other paper, plastic, or metal-basedmaterials.

ThefirstbankcardwasissuedintheUSAin1946.Itwasa‘charge it’programmebetweenbankcustomersandlocalmerchants.Themerchantswouldplacesalesslipsatthebankandthebankbilledthecustomer.

The firstplastic credit cardasweknowthemtodaywas theDinersClubcard, createdbyFrank McNamara in 1950 in the USA. The idea came to him when he had eaten at arestaurant and didn’t have enough cash with him to pay the bill. It was used only atrestaurants at first, and customers had to pay the entire amount when they received their bill;soitwasreallyachargecard.

Unit 6 Money and banks

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InventorsbegantoproduceideasforATMs(AutomaticTellerMachines)inthe1930sbutthefirstsuccessfulonewasinstalledatBarclaysBank,inEnfield,London,in1967.


• describehowmoneydeveloped• determinehowbankdepositsaresafeguarded• interprethowbanksoperatecreditanddebit• definethedevelopmentofbanksaroundtheworld• identifyandlistthemainbanksofPakistan


• use photographs, drawings, maps, and stories to get information about banking andmoney

• askquestionsanddrawconclusionsaboutbankingandmoney• calculatecurrencyexchanges


• howbanksoperate• Interestandbankcharges• debitandcredit

Lesson 1: Who invented money? Money today


• determinehowpeoplebegantousemoneyfortrading• identifysomeinternationalcurrenciesandtheirratesofexchange

Resources• Pupil’sBookpages60–61• SkillsBookpage27Worldcurrencies• Someitemsthatcouldbeusedfora‘bartering’ activity such as pencils and other everyday

schoolitems,fruitandsweets,toys,games,footballorcricketball,etc.• Small,regularitemsthatcouldbeusedas‘money’ to represent the value of items, e.g.

shells,beads,smallpebbles,etc.• Ifpossible,someforeigncurrency

Pupil’s Book steps1. Prepareforthelessonbysettingupamarket.Placesomeitemsforbarteringonatable.

Discuss thismarket stall and pretend thatmoney has not yet been invented. Invite astudenttovisit themarketstallandchoosesomethingtobuy.Askwhathe/shewouldgive inexchange (explain thateverythingwillbegivenbackafter the lesson).Discusswhetherthatisenoughtopayforthechosenobject.Forexample,ifhe/sheoffersapencil

591

inexchangeforalargebagoffruit,tellhim/herthatitisworthsixpencils.Ifhe/sheonlyhas one, you could suggest something like ‘a pencil, an eraser, and a pencil sharpener’. Repeatthisusingotheritemsandwithdifferentstudents.Theclasscouldjoininsetting a price.Explainthatthisiscalledbartering.

2. Showthestudentsaboxorbagofsmallitemssuchaspebbles.(Onlyusesimilaritems.)Tell them that theseare valuableand that they canbeexchanged forgoodsatyourstall.Asktheclasstoworkingroupstodecidehowmanypebbles(orotheritems)eachobjectonyourstallisworth.Theycouldthentrybuyingotherthingsusingthese.

3. Explainthatinthepastpeopleusedthingssuchasshells,rollsofcloth,grain,andevenlivestock as ‘money’beforetheybeganusingrealmoney.

4. Asktheclasstoreadthetopsectionofpage60tofindoutmoreaboutthedevelopmentof money. Discuss what they have learned.

5. Show them somemoney from different countries and give them time to look at thepictures and patterns and to read the words and numbers on it. Introduce the term‘currency’. Ask if they have ever exchanged Pakistani money for money from othercountriesforavisitabroad.Theycouldtelltherestoftheclassaboutit:theirdestination,where they exchanged the money, the name of the currency, what it was worth in Pakistani money, any exchange fees, and so on.

6. Ask them to read the rest of the page to find out about currencies of some differentcountries.Ask:

Haveyouseenpeoplepayingforgoodsor services inanyotherways—withoutgivingcash?(cards,cheques,bankdrafts)

• Doyouknowwhatachequeis? Explainthatachequeisaleafthatpeopletearoutofachequebookthattheygetfrom

theirbank.Theywritewhomtheyarepayingtheamounttheywanttopayto,andthensignit.Theirbanktransfersthemoneytotheotherperson’sbankaccount.Ask iftheyhave heard of a ‘cheque guarantee card’. Explain that this verifies the identityof thechequebookholderandalsoassuresthattheirbankwillpayuptoacertainamount.Somealsousethecardwithoutacheque,fordirectpaymentfromtheirbankaccountortogetmoney froma cashmachine thatautomaticallydeducts it from thebalance intheirbankaccount.

7. Thestudents shouldreadthefirstparagraphofpage61,aboutbank/credit cards,andcompletetheadjacentexercise(a–d)intheirnotebooks.

Skills Book steps1. Readtheinstructionsandinformationaboutcurrencieswiththestudentsandenquireif

they have seen any of these currencies. If you have samples, let them look at the currencies.

2. Explainthattheyaregoingtocolourthemaptoshowwhereeachofthesecurrenciesisused.Askthemtocompletetheexercise.

Answers to Pupil’s Book page 611. a. 192 b. 306 c. 369 d. 60

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Currency Countries shaded

dollar USA,Australia,NewZealand,Canada,Namibia(Thereareseveralothers,too.)

rupee Pakistan,India,Mauritius

euro France,Germany,Spain,Italy,Finland(alsoAndorra,Austria,Belgium,andothers)

peso Mexico,Argentina,Chile,Uruguay,Philippines(alsoColombiaandothers)

pound UnitedKingdom,Sudan,Egypt(Syriaandafewsmallercountries)

dinar Iraq,Libya,Algeria,Kuwait,Bahrain(alsoTunisiaandafewmorecountries)

Further activities1. Divide the class into groups of four and allocate a country and its currency to each group.2. Forhomeworktheyshouldfindoutasmuchaspossibleaboutthatcountry’scurrency,

for example,whoand/orwhat is/are shown in anypictures, the country’smain bank,namesonthecurrency,thedenominationsofcurrency(coinsandnotes),andwhattheseare worth in relation to Pakistani currency.

Lesson 2: Banks; How do we earn money?

Learning outcomesStudentsshouldbeableto:• identifyanddescribebankaccountsanddebitandcreditcards• identifyanddefinethetermsincome,loans,andinterest

Resources• Pupil’sBookpages61–64• SkillsBookpage28RoshanehZafar;page30Jobs

Pupil’s Book steps1. Reviewwhatthestudentshavelearntaboutbankaccountsandreadthesectiontitled

‘Banks’onpage61withthemagain.Ask: • What isabankaccount?(moneyentrustedtoabankfromwhichthecustomercan

withdrawcashwhenrequired) • Howdopeoplegettheirmoneyoutoftheirbankaccounts?(Theyuseachequefrom

theirchequebook,ortheyusetheirdebitcard.Theycanpaypeopleforgoodsandserviceswithcheques,withdrawcashfromthebank,oruseanATM—cashmachine.)

• Whocanhaveabankaccount? (Anyonewhohasacertainamountofmoneythathe/shewishestokeepinabankcanhaveabankaccount.)

2. Askthestudentstonamesomebankstheyknowandlistthesenamesontheboard.Ifthey have not mentioned it, add the State Bank of Pakistan and ask if they have heard ofit.Askiftheyhaveseenanyofitsbuildings.AlsoaddtheGrameenBankofBangladesh.Tellthestudentsthattheyaregoingtoreadaboutthesebanks.

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3. Readpage62withtheclass.Thenask: • What is thenameof the service banks give that help people to pay for expensive

things(suchascars,houses,etc.)theyneedbutdonothavethemoneytobuy?(loans) • Whydomanybanksnot lendmoney topoorpeople? (Theymightnotbeable to

repaytheloan.)4. Read the first four paragraphs of page 63with the class and discuss the pictures and

captions.Ask: • WhatdidRoshanehZafardotohelppoorpeoplewhowantedloans?(Letdifferent

studentscontributetotheanswer.) • Howdidshehelppeopletogetoutofpoverty?(ShesetuptheKashfFoundationto

helpthemgetloanssoastoimprovetheirlives.) • Canyougivesomeexamplesfromthesepages? • Howdoweearnmoney?(Thestudentscouldsuggestsomeanswersbeforereading

thetextonpage63.)5. Readthe textonpages63and64under theheading ‘Howdoweearnmoney?’, then

ask: • Why do some people not have enough money? (They don’t hold well-paid jobs,

cannot find work, they have not had a good education, they must take care of their childrenandotherfamilymembers,ortheymayhavedisabilities—therearemanyreasons.)

6. Thestudentsshouldthencompletetheexerciseonpage64.

Skills Book steps (Page 28 Roshaneh Zafar)1. Ask the studentswhat they knowabout Roshaneh Zafar and tell them that they are

goingtoreadaninterviewwithher.Askonestudenttoreadtheinterviewer’squestionswhileanotherreadsoutRoshaneh’sanswers.Invitetherestoftheclasstocommentonthe interview.

2. Nowreadthequestionsthatfollowtheinterviewwiththeclass(Exercise2),orletthemread these in pairs so they can help one another. They should then write down their answers.

Skills Book steps (Page 30 Jobs)1. Read the instructions and the list of jobswith the students. Invite a volunteer to say

brieflywhateachjobisabout(onesentencewoulddo).Aftereachjobasktheclass: • Howisituseful? • Whatwouldhappenifnoonedidthisjob? • Howwoulditaffectourcommunity? • Arethereanyjobsonthelistthatyouwouldhatetodo?Why? • Doyouthinkanyoneenjoysdoingthisjob?2. Ask the students to choose a job that interests them, circle it, and then complete the

exercise.3. Thenaskaboutthejobstheythoughttheleastenjoyable.Ask: • Nowthatyouhavethoughtaboutthis jobwill it changehowyouthinkofpeople

whodoit? Pointoutthatitisimportanttorespectalljobsandalsothepeoplewhodothem,even

iftheyseemunpleasant,becausetheyareallimportanttothecommunity.

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Answers to Skills Book page 282. a. KashfFoundation b. Shewantedtohelppoorpeople inPakistan,especiallywomen,to improvetheir

lives and find a way out of poverty. c. Itlendssmallamountsofmoneywhichthepeoplepaybackovertime. d. Toeducatetheirchildren,improvetheirhomes,orstartabusiness.3. Answerswillvary.

Answers to Skills Book page 30 JobsAnswerswillvary.

Further activities1. Start a ‘classbank’ using imitation money. Different groups of students could operate

thebankatdifferenttimesforothers(ascustomers)toopendifferenttypesofaccounts—current account or deposit account.

2. They couldmake bank cards and cheque books and keep records of their customers’moneyandcreditcards.Theywillmakesomemistakesbutwilllearnfromtheexperience.

3. Perhapssomeonefromalocalbank(oramemberofoneofthestudent’sfamilieswhoisabankemployee)couldcometoschooltotalkaboutsomesimpleday-to-daybankingpractices and facilities.

4. Fromtimetotimeyoucouldholdaclassmeetingtodiscussanyproblemstheyhadtosolve—or any problems they do not knowhow to solve. This project could go on forseveral weeks.

Lesson 3: A story about lending money

Learning outcomesStudentsshouldbeableto:• determineanddefineloans• establishandinterpretthefactthathonestyisavirtue

Resources• Pupil’sBook64–67• SkillsBookpage29Money‘sayings’;page31Values

Pupil’s Book steps1. Tell the class that theywill read a story about a loan from the time of theMughal

EmperorAkbar.Readthestorythatbeginsonpage64withtheclass,allowingvolunteerstotaketurnsinreadingaloud.Ask:

• Who,inthisstorywashonest?(thesecondmerchantandthefirstmerchant’sson) • Whowasdishonest?(thefirstmerchant) • Howdoyouthinkthesecondmerchantfelt?

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2. Askthestudents tothinkaboutwhatpeopleshoulddowhentheygiveor take loans.They might have different views, for example, always write it down and ask the person to sign something, never lend money, only lend to people you trust, only lend what you canafford.Ask:

• HowdidBirbalgettothetruth?(Hetestedthetwomerchantsbyhidinggoldcoinsundersomegrainthatheaskedthemtosell.)

• Whatdoyouthinkofthiswayoffindingoutthetruth?3. Ask the classwhat they can findoutaboutBirbal on this page. They can read ‘It’s a

Fact’, then ask: • WhydoyouthinktheEmperorAkbartrustedBirbal?4. Readtheexerciseonpage67withtheclass.Theyshouldcompletethisintheirnotebooks.

Skills Book steps (Page 29 Money ‘sayings’)1. Askthestudentsiftheyknowanysayingsaboutmoneyandwhattheythinktheymean.

Tellthemthattheywillreadsomewell-knownmoneysayings.2. Ask them to read the first sayingwith a partner and discuss itsmeaning, then invite

feedback.Youcouldgiveanexampletohelpthemtodecidewhattheythink:Onepersonisverypoorbuthasgoodhealth.Thesecondpersonisveryrichbuthasaveryseriousillness. ‘Canmoneybuyhappiness?’Onepersonisverypoorbuthasabig,happyfamilywhohelponeanother.Thesecondpersonisveryrichbutallhisfamilyhasdied.So,canmoneybuyhappiness?Thestudentscouldthinkupsomeotherexamples.Thesewillalsohelp them to consider the second saying.

3. Thestudentscanthenwritetheiranswersaboutthefirsttwosayings.4. Askthemtothinkaboutthethirdsayingandtoconsiderwhyitmightbegoodneverto

seethispersonagain,beforetheymakeuptheirmindsaboutthis.5. Askwhatthefourthsayingmightmean.(Thereisnoendlesssupplyofmoney.Wecan

onlyspendwhatwehave.Whenitisgonewehavetowaituntilwehaveearnedmore.)Thissayingisoftenusedbyparentstotheirchildren!Discusswhy.

6. Thediscussionsofthefirstquestionwillhelpwiththeabovediscussion.Askthestudentswhatvaluablethingsarefree,andthattheseneednotbegoods.

Skills Book steps (Page 31 Values)1. Readtheinstructionsanddiscussthechoicesfromthegivenboxes.2. Letthestudentsworkinpairstocompletethisexercise.3. Nowaskthemtoreadthe instructions for thenextexerciseandcomplete itwith their

partner.

Answers to Pupil’s Book page 671. Answerswillvary.2. Answerswillvary.3. Shewasworriedthatthefriendmightnotpayitback.4. Hewashonest.5. Ifsomeoneisdishonestaboutsmallmatters,theywillbedishonestaboutimportant

ones too.

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Answers to Skills Book page 29Answerstoallthesewillvary,forexample:

1. thatsomeimportantthingscan’tbebought,forexample,love,family,andhealth.2. that it is better to be healthy and poor rather than ill and rich.Money can’t buy

health.3. that if youdon’t see themagain theyare dishonest, so youare better offwithout

them.4. thatyoucanonlyspendwhatyouhaveorearn.5. thattherearemanyimportantthingsinlifethatdonotcostanymoney,e.g.health,

family, kindness, love, friendship, and trust.

Answers to Skills Book page 311and2.Answerswillvary.

Further activities1. Askthestudentstomakeupsomeoftheirownsayingsaboutmoney.2. Theycouldwritetheirownstoryaboutaloan.Itmightbealoanthatwasrepaidand

led to something very good or a loan that was not repaid and what happened as a result.

Answers to Pupil’s Book page 681. a. p y e n r u p e e

e o n p l a e f t

p e u r o r s r d

y d i n a r o u o

b a h t d i z b l

a f g h a n i l l

p v l r i a l e a

r e n m i n b i r

2. a. Iraq b. Russia c. Japan d. Mexico e. Thailand3.and4.Answerswillvary.

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Background knowledge for the unitThis unit explores the growth of European trade in the subcontinent and how powerfultrading companies set up large trading posts here that eventually grew into cities. The students learn how these ‘EastIndia’companiesbegantogovernpartsofthesubcontinentand use their armies to capture land.

TheunitalsohelpsthemtounderstandhowtheBritishEastIndiaCompanybecamemorepowerfulthantheothers,anddespitethevalianteffortsofwarriorssuchasHyderAliandTipuSultan inMysore, tookcontrolofmostof the subcontinent.This situationwasmadepossiblepartlybecausetherewasnogreatpowerhere.TheMughalshadlostmostoftheirempireandtherewereotherempirescompetingforpower,e.g.theMarathas,theDurranis(alsoknownasAbdalis),theNizamofHyderabad,aswellasHyderAliofMysore.TheBritishEastIndiaCompany,ineffect,ruledthesubcontinentforBritain.

During this time the Britishmade great changes to our subcontinent—building railways,roads,anddevelopingthepostalsystemsothattheycouldcommunicatebetterwiththeirarmyleadersacrossthelandandtravelmoreeasilybetweentheirarmybases.WestillhavemanyBritishbuildingsherefromthattimeandwestillusetherailwaysandstationstheybuilt.


• defineanddescribecolonization• establishhowEuropeantraderssetuptradingpostsinthesubcontinentinthe18th century• listthemaingoodsthatweretraded• describesomeofthebattlesthatwerefoughtinthesubcontinentinthe18th century


• usesourcessuchasmaps,paintings,photographs,andobjectstofindoutaboutpeopleand events in the past

• askquestionsanddrawconclusionsaboutpeopleandeventsofthepast


• howtradeledtothecolonizationofthesubcontinent• howcolonizationcausesaplacetochange

Lesson 1: European traders and settlers


• establishhowEuropeansbegantotradeinthesubcontinent• identifyanddescribethetradingpostsinthesubcontinentthatdevelopedintocities• determinehowcenturiesarenumbered

Unit 7 Colonization of the subcontinent

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Resources• Pupil’sBookpages69–70• SkillsBookpage32Europeansastraders• Pupil’sBook4Units8–10forFurther activities

Pupil’s Book steps1. Tell the class that theyaregoing to learnaboutwhat itwas like in the18th and 19th

centuriesinthelandthatisnowcalledPakistanandIndia.Ask: • Whatisthe18thcentury? • Whichyearwasthefirstyearofthe18thcentury?(1700) • Whichyearwasthefirstyearofthe19thcentury?(1800) Helpthemtounderstandthisbytalkingabouttheirownages.Explainthatuntilababy

isoneyearoldheorsheisinhisorherfirstyear(thefirstyearofthebaby’slife).Afterthefirstbirthdaythebabyisayearoldbutinthesecondyearofhisorherlife.Ask:

• Howoldareyou? • Whichyearofyourlifeareyouin?(Thiswillbeayearmorethantheiractualage.) • Whichpowerful empire ruleda largepartof the subcontinent in the17th century?

(theMughals) • Whowas the4thMughalemperorwhowas very richand travelledwith tents that

weresetuplikeatown?(Jahangir) TellthestudentsthattheywillreadabouthowhisagreementswithEuropeantraders

helpedtochangethesubcontinent’s future.Readpage69withtheclassandlet themlookatthemap.Readthenamesofthecities,etc.onitandalsothecaption.Ask:

• Howwasthesubcontinentchanginginthe18thcentury?(MoreandmoreEuropeantraders were setting up trading posts and by that time the Mughal Empire wasbecomingmuchsmallerandweaker.)

• Whydid Europeans set up tradingposts here? (Itwas convenient for them to buygoodsfromtheFarEastandMiddleEastfromtraders.)

• Whatgoodsdidtheybuy?(spices,tea,sugar,silk,cottoncloth,opium,saltpetre,andindigo—goodsnotavailableinEurope)

2. Readthefirstparagraphonpage70withtheclassandask: • Whatotherchangestookplaceherebecauseofthetrading?(Citiesgrewaroundthe

tradingpostsandthereforemanyEuropeanssettledhere.)3. Askthestudentstoread‘It’saFact’onpage70.Ask: • Whydoyouthinktradingcompanieshadtheirownarmies?(Thearmiesguardedthe

trading posts andmaintained law and order. Explain that the trading posts werehuge—almostliketowns.)

• Whydoyouthinktheyhadtheirownjudiciary(legalsystem)?(Tofindoutifcrimeswere committed in the trading posts and to punish anyone found guilty. The students havestudiedaboutthejudiciaryinBook4.)

• Whydid theymint their own coins? (Theyprobably paid theirworkerswith thesecoinswhichtheworkerscouldonlyspendtheseinthetradingpost.)


Skills Book steps1. Reviewthestepsofcompletingacrosswordpuzzleasdoneinpreviousbooksandlessons.2. Ask the students to read the clues and write the answers in the crossword puzzle.

EncouragethemtousethePupil’sBooktofindtheanswersandtospellthewords.TheglossaryofthePupil’sBookwillalsobeofhelp.

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Answers to Pupil’s Book page 70A. 1. Britain,France,Denmark,Sweden,Portugal,Holland 2. Europeanssettlementsweremainlyaroundthecoastsasthesewereeasytoreach

byshipandtradersdidnothavetotraveloverlandasthiswasslowanddifficult.B. TradersfromtheSpiceIslandsandChinacouldbringtheirgoodsherealongtheSilk

Route.EuropeanshadshipsthatweregoodenoughtosailasfarasIndia.Theyknewthesearoutesthattheearlyexplorershaddiscovered.ReviewpreviouslearningfromBook4,aboutexploration.


M

A

C B R I T I S H

O A

S A L T P E T R E

M O H

S U B C O N T I N E N T A

G N Y

D U T C H D

R A O P I U M

A S I A L G

D E U R O P E

E

1

2 3

4

5

6 7

8 9

10

11

12

Further activities1. The students could be asked to read Book 4, Unit 8 (Mughals 2), Unit 9 Science and

Exploration,andUnit10Colonizationagainanddiscusswhatwashappening in IndiaandEuropethathelpedEuropeantradewith thesubcontinent flourishandgrow.Keyfactors: the Emperor Jahangir encouraged trade; later the Mughal Empire becameweaker;Europeanswereexploringtheseasandlearningroutesacrossthem;Europeanswantedgoodstheycouldnotgetathome;Europeanrulerswerelookingfornewlandtorule.

2. In pairs they could discuss the positive and negative aspects of European trade andcolonizationinthesubcontinent.

Lesson 2: The East India Companies

Learning outcomesStudentsshouldbeableto:• identifyanddescribeEuropeantradingcompaniesinthesubcontinentinthe18th century• usemapsandpaintingstofindoutaboutthepast

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Pupil’s Book steps1. TellthestudentsthattheywilllearnmoreabouttheEuropeantradingcompaniesthat

setuptradingpostsinthesubcontinent.RemindthemwhylargenumbersofEuropeansbegantradinghere(refertoLesson1).Ask:

• Howdidthetradingcompaniesmaintainlawandorderinthetradingposts?(Theyhadarmiesandlawcourts,andcouldimprisonpeoplewhobrokethelawandevenexecutethem.)

Discuss the fact that the trading companies were very powerful and ask them to read aboutthisonpages70and71.Thenask:

• Whatwerethesetradingcompaniescalled?(EastIndiaCompanies) • Which trading companybegan touse its army to captureand rule the land? (The

BritishEastIndiaCompany.)2. TellthestudentsthattheBritishEastIndiaCompany’sarmyactedasthoughitwerethe

Britisharmy—thenationalarmy.Ask: • WhathelpedtheBritishEastIndiaCompany’sarmytowinallitsbattleswithlocal

landowners and rulers? (They had better weapons and training than the Indianarmies.)

3. Asktheclasstoread‘It’saFact’onpage71.Thenask: • WhydidEuropeancountriesfightoneanotheroverIndia?(Indiawasveryvaluable

becauseofthegoodstheycouldgetonlybytradinghere.Addthattherewerealsolandstheythoughtcouldbecolonized,forexample,thePortuguesehadacolonyinGoa—seeBook4Unit10Colonization.)

4. TogetherreadsectionAoftheexerciseonpage71.Tell thestudentsthattheanswerscanbefoundonpages70–71andthatthemapsandpictureswillhelptoo.Thestudentscan then complete this section of the exercise.

5. For sectionBof theexercise the students shouldwork inpairs.Youcouldallocate theroles of reporter and trader. Read the first question with them and ask the class tosuggestwhyaEuropeancompanyhadIndianofficialsinchargeoftradingposts.(IndianofficialswouldknowmoreaboutthelocalareathanBritishofficials.Theywouldalsoknowthelocallanguageandcultureandbebetterabletoworkwithlocaltraders.)

Answers to Pupil’s Book page 71A. 1. Europeancompanieshadtradingpostsaround the coastofthesubcontinent. 2. The BritishtradedfromFortGeorgeinMadras. 3. TheBritishEastIndiaCompanybegantorulepartsofthesubcontinent.B. Answerswillvary.

Further activitiesThe students could enact the interviews they wrote.

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Lesson 3: A struggle for power

Learning outcomesStudentsshouldbeableto:• determine and describe the shifts in power thatwere occurring in the subcontinent

during the 18th century• findoutaboutimportant18thcenturybattlesinthesubcontinent

Resources• Pupil’sBookpages72–73• SkillsBookpage34Rulersinthe18th century

Pupil’s Book steps1. TelltheclassthattheyaregoingtofindoutwhathappenedtotheMughalEmpirein

the 18th centuryandaboutanotherpowerfulEmpire in the subcontinent.Ask themtoreadpage72andtolookatthepicturesandcaptions.Ask:

• WhatmadetheMughalEmpireweak?(TheEmperorAurangzeb’ssonsfoughtoneanother.) • Whathappenedbecauseofthis?(TheMarathasbegantoconquerMughallands.) • WhoweretheMarathas?(HindusfrompartofMaharashtrainthewestofIndia) • WhichotherempireruledalargepartofthesubcontinentandbeattheMarathasin

theThirdBattleofPanipatin1761?(theDurranis—Abdalis)2. The students should also look at the pictures and read their captions to say what they

canfindoutabouttheMarathasandtheDurranisfromthem.3. AsktheclasswhattheyfindoutabouttheweaponstheDurranisusedbylookingatthe

pictureatthetopofpage73.(Theyusedcannons.)Ask: • WhatotherweaponswereusedinthebattlebetweentheDurranisandtheMarathas?

(Thestudentsshouldusethepicturesonpage72toanswerthis:spears,swords,knives,andguns.)

4. ReadsectionAoftheexerciseonpage73withtheclass.Tellthemthattheanswerscanbefoundonpages72–73andthatthepictureswillalsohelp.

5. Thestudentscanthencompletethissectionoftheexercise.6. Discuss section B of the exercise. The students should notice the soldiers’ clothing,

especiallytheirheaddresseswhichseemtobemadefromexpensivematerials.Theirbelts,headdresses,andswordsappeartohavejewelsonthem.

Skills Book steps1. Discuss the instructions and ask the students to follow them to complete the first exercise.2. The students could solve B with a partner.

Answers to Pupil’s Book page 73A. 1. False.BritishEastIndiaCompanyruledit. 2. False.TheMarathasruledmostofit. 3. True 4. True 5. False.Theyhadguns.B. Answerswillvary.Examples:Theyarewearingrichclothes.Theyhavefeathersand

jewelsintheirheaddresses.Therearejewelsontheirswordsandbelts.

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Answers to Skills Book page 34 Rulers in the 18th centuryA. 1. In1760theMarathasruledmostofthesubcontinent. 2. The British East India CompanyruledBengalandCeylon(nowSri Lanka). 3. TheSultan of Mysoreruledthelandnearthesouth-westcoast. 4. TheNawabsruledAwadh. 5. TheDurranisruledSindhandLahore.TheycamefromAfghanistan. 6. TheycapturedPunjabandDelhiwhentheybeattheMarathas at the Third Battle

of Panipat.B. Mughals,Durranis,British

Further activities1. DifferentgroupsofstudentscouldresearchtheDurranisortheMarathasandcontribute

to classbooksabout them, forexample, theirancestorsandhome lands, their cultureand religion, how their empires grew.

2. They could use the Internet to get pictures/illustrations of this era.

Lesson 4: The Kingdom of Mysore

Learning outcomesStudentsshouldbeableto:• recount the heroic efforts of Hyder Ali and Tipu Sultan to stop the British from

increasing the area they ruled• identifyanddescribeimportant18thcenturybattlesinthesubcontinent• askandanswerquestionsaboutthepast

Resources• Pupil’sBookpages73–75• SkillsBookpage35TheKingdomofMysore• AmapofIndiaandPakistan

Pupil’s Book steps1. Usinganatlas,askthestudentstolocateMysore.Offerassistanceifnecessary.Inform

themthattheywilllearnabouttwofamousrulersofMysoreinthe18thcentury—HyderAliandhissonTipuSultan.

2. ReadtheparagraphabouttheKingdomofMysoreonpage73.ExplainthatHyderAlibelievedthatthemostdangerousthreattohiskingdomandtootherkingdomsstillruledbylocalkings—weretheBritish.Ask:

• HowdidHyderAlidefeattheBritishatPollilur?(Heusedrockets.)3. Next,askthestudentstoreadpage74andassisttheminlocatingChittooronamapof

India.Ask: • HowdidHyderAlidie?(fromillnessonthebattlefield) • DidtheBritishtakehislandafterhisdeath?(No,hissonTipuSultanfoughtthemand

capturedChittoor.) • Whatdidhedo tomake lifedifficult for enemyarmies? (Hedestroyed food crops

andfarmanimalssothattherewouldbenofoodforthem.) • Howdid theBritishmanage todefeatTipuSultanandcaptureMysore? (withhelp

fromtheMarathasandtheNizamofHyderabad)

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• WhatcanstillbeseeninMangaloretoremindusofHyderAliandTipuSultan?(LalBagh—thegardens theybuilt there).Ask the students todescribe thegardens thatthey see in the picture.

4. ReadsectionAoftheexerciseonpage74withtheclass.Tellthemthattheanswerscanbefoundonpages73–74andthatthepictureswillhelp.Theycanthencompletethissection of the exercise.

5. DiscusssectionBoftheexercise.Ask: • WhatdoyouthinkHyderAliandTipuSultan thoughtwouldhappen if theBritish

continuedtocapturelandinthesubcontinent?(Theymightconquerall,ormostofIndia,whichincludedtheareathatisnowPakistan.)

• Whatdoyou think Indian rulers like theNizamofHyderabad thought theymightgain by helping the British against people in their own country? (The local rulerswerefightingoneanotherforpowerhere.TheNizamofHyderabadandothers,suchastheMarathas,probablythoughttheywouldbeprotectedbytheBritishandthattheirownpowerwouldincreaseonceHyderAliandTipuSultanweredefeated.)

Skills Book steps1. Telltheclassthattheywillneedtoreadpages72–74ofthePupil’sBookagain,inorder

tofindmostoftheinformationtheyneedtocompletethefactfilesaboutHyderAliandTipuSultan.Theywillrequireassistancetochecktheirdatesofbirth.

2. Explainthattheboxes inthefactfilesareforthemtodrawpicturesofHyderAliandTipu Sultan.

Answers to Pupil’s Book page 74A. 1. Mysoreisinthesouth of India. 2. Hyder AliruledthekingdomofMysorefrom1761to1782. 3. TipuSultanfoughttheBritishin1741.B. 1. Answerswillvary.ThestudentsshouldmentionideassuchasTipuSultanandHyder

AlibelievingthattheBritishwouldenduprulingmostofthesubcontinent. 2. Answerswillvarybutshouldincludetheideaoflocalrulerswantingtoincrease

theirownpowerbygettingridofHyderAliandTipuSultanandbeingprotectedbytheBritishagainstotherenemies.


Hyder AliBorn in: about 1720 Died in: 1782

Battles won:

Battle of Pollilur in 1780 against the British.

Anythingelseweknowaboutthisbattle:

Hyder Ali used rockets.

Anythingthatremainstoremindusofhim:

Lal Bagh (gardens) in Mangalore

Tipu SultanBorn in: 1750 Died in: 1799

Battles won:

Battle of Chittoor in 1782 against the British.

Anythingelseweknowaboutthisbattle:

Tipu Sultan destroyed the soldiers’ food supply.

Anythingthatremainstoremindusofhim:

Tipu’s Tiger in London

B. Becausehefoughthardandhisbadgewasatiger.

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Further activities1. ThestudentscouldfindoutmoreaboutRanjitSingh,whoruledlandsnearSindhuntil

hediedin1839.2. TheycouldalsofindoutmoreaboutTipuSultanorHyderAli.

Lesson 5: The British gain control

Learning outcomesStudentsshouldbeableto:• determinethefactorsthathelpedtheBritishtotakecontrolofthesubcontinent• collectanddocumentinformationabouttheBattleofSeringapatam• developanunderstandingofheroismandbravery

Resources• Pupil’sBookpage75• SkillsBookpage33Rulersofthesubcontinent• AmapofIndiaandPakistan

Pupil’s Book steps1. Findout if anyof the students knowanythingabout Seringapatam. Tell them that it

wasapartofTipuSultan’skingdomand that it is located in the southof India.Helpthemto locateSeringapatamand informthemthat theyaregoing to readabout thebattlethere,whereTipuSultandied.

2. Asktheclasstoreadpage75.Theycouldtaketurnsinreadingaloud.Ask: • Whydid Indian rulerswantBritishprotection? (TheBritisharmieswere strongand

hadverygooddisciplineandweapons.)3. Explainthatdisciplineinthearmyreferstotrainingandobedience.TipuSultan’sarmy

wasalsoverystrongandwell-disciplinedbuttheBritisharmiesweremuchlargerbecausetheyalsohadIndiansoldiersfromtherulerswhowantedBritishprotection.Ask:

• What weapon did Tipu Sultan (like his father) use that the British did not have?(rockets;butbeforelong,theBritishtoohadrockets)

• WhathappenedatSeringapatamin1799?(ABritisharmywithabout50,000soldiers—somefromMadrasandHyderabad—attackedSeringapatam.TipuSultanfoughtbackwithsome30,000men.About1400soldiersfromtheBritisharmyand6000fromtheMysoreanarmydied.TipuSultanalsodiedinbattle.)

• WereHyderAli andTipu Sultan rightaboutwanting to keepout theBritishmorethananyotherattackers?(Manypeoplewouldsayyes,becausetheBritishtookoveralmostthewholeofthesubcontinent.)

• WhywasTipuSultannicknamed‘TheTigerofMysore’?(Hefoughtverybravelyandhisbadgehadatigeronit.)

• Whatdoyouknowabouthismodelofatiger? (Itwasmade insuchawaythat itcould move. It ‘attacked’aBritishsoldierwholayonthegroundbesideit.)

• Whathappenedtothemodeltiger?(TheBritishtookitafterthebattle,alongwithotherriches.ItisnowinamuseuminLondon.)

4. ReadsectionAoftheexerciseonpage75withtheclass.Tellthemthattheinformationtheyneedcanbefoundonthispage.TheyshouldconsideralltheinformationandlisttheadvantagesanddisadvantagesthatTipuhadatthebattle.

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5. DiscusssectionBoftheexerciseandwhyTipuSultanwhohadbeatentheBritishinotherbattleslostthisone.

Skills Book stepsTelltheclassthattheywillneedtoreadpages72–74ofthePupil’sBookagaintofindtheinformation they need to complete the timeline.

Answers to Pupil’s Book page 75A. AdvantagesforTipuSultan:hehadrockets,theBritishknewhewouldbehardtobeat,

he had a strong army. Disadvantages: the British had many more soldiers, they killed Tipu Sultan, after that

his army would have felt even weaker.B. He had a much smaller army than the British who had soldiers fromMadras and

Hyderabad,aswellasBritishsoldiers.

Answers to Skills Book page 33A. 1. The Maratha Empire was at its largest and the Marathas ruled most of the

subcontinent.1758 2. TheDurranisbeattheMarathasattheThirdBattleofPanipat.1761 3. TipuSultanwontheBattleofChittoor.1782 4. TheBritishtookMysore.1791 5. TheBritishbeatTipuSultan’sarmyatSeringapatam.1799B. RanjitSinghdied.TheBritishtookSindh.1839

Further activities1. The students could read more detailed accounts of the Battle of Seringapatam.2. DiscusswhatmighthavehappenedifTipuSultanhadwonthebattle.3. DebatewhetherornottheBritishwouldhavecontinuedtorulethesubcontinent.

Lesson 6: The British in Sindh

Learning outcomesStudentsshouldbeableto:• establishhowtheBritishtookcontrolofSindh• learnwhySindhwasimportanttotheBritish• determineandidentifythecausesofwars

Resources• Pupil’sBookpage76• SkillsBookpage36Values

Pupil’s Book steps1. Readpage76withtheclass.Thenask: • WhydidtheBritishwanttoruletheIndusValley?(for itsfertilelandandbecause

manypeoplelivedthere) • WhichpeopleruledmostofSindh?(Sikhs) • WhatwasthenameofthepowerfulSikhrulerofthelandnearby?(RanjitSingh)

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• WhydidtheBritishwaituntil1839beforeattackingSindh?(TheyknewthatRanjitSingh’sarmywasverystrongandthathewouldfighthardtodefendSindh.)

• WhathappenedafterRanjitSinghdied?(Othersfoughttoruleinhisplace.ThearmywasnolongerpowerfulorreadytodefendSindh,sotheBritishattackedandwon.)

• Whywas Sindhvery important to theBritish,apart from thegood landand largepopulation?(TheBritishalreadycontrolledPunjab,sowhentheytookSindhtheywereinchargeofallthebordersinthenorthofthesubcontinent,aswellasallthecoasts.)

• Whydoyou think itwas important tobe in chargeofall thebordersand coasts?(Theycouldcontrolwhoeverandwhatevercameinandwentout.)

2. Readtheexerciseonpage76withtheclassandtellthemthattheanswerstosectionAcanbefoundhere.

3. RemindthemofthediscussionsyouhadearlieronaboutwhySindhwas importanttoBritainandwhytheydidnotattackitbefore1839.Theycanthencompletebothsectionsof the exercise.

Skills Book steps1. Ask the students to readpages72 to77of thePupil’sBookagain,andtomakenotes

aboutthebattlestheyreadabout.Ask: • WhatdoyouknowabouttheThirdBattleofPanipat? • Whofoughtthisbattle?(TheMarathasfoughttheDurranis/Abdalis.) • Whatwasthereasonforfightingthisbattle?(Theywantedtotakeoverpartofthe

landthatisnowPakistan.) • Whowon?(TheDurraniswon.TheytookPunjabandDelhi.)2. Askthesamequestionsabouttheotherbattleslistedonthechart.Thisencouragesthe

students to read for information and to make notes of the main points.3. Askthemiftheynoticeanysimilaritybetweenthebattles.Ask: • Weretheyfoughtforsimilarreasons?(Yes,foracquisitionofterritory.) • Whatreasons?(TheMarathas,Durannis/Abdalis,thepeopleofMysore,andtheBritish

foughttogaincontrolofland.)4. Discussrecentwarsfoughtorwarsthatarestillbeingfought.Askthestudents if they

knowwhatthepeoplearefightingover,maybeforthesamereason,land.(Otherreasonsforwars include rights forminority groups, religious beliefs, trade, and issues suchasfishingrights,useofwatersupplies,etc.)


Answers to Pupil’s Book page 76A. 1. The British did not try to take this

provinceduringRanjitSingh’slifetime. 2. The British army leader who led the

attack on Sindh 3. Awordforanarmybase 4. The British built the Napier army base

here. 5. After taking Sindh the British were in

charge of the and the coasts of thesubcontinent.

B. 1. It had good fertile land and a large population. 2. They thought thatRanjit Singh,who ruled landnearby,wouldusehispowerful

army to defend Sindh.

S I N D H

N A P I E R

B A R R A C K S

K A R A C H I

B O R D E R S

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Answers to Skills Book page 36A.

Battle Year Who were fighting? What for?

Battle of Pollilur

1780 HyderAli/theMysoreansandthe British

TheKingdomofMysore

Battle of Chittoor

1782 HyderAli/TipuSultan/theMysoreansandtheBritish

TheKingdomofMysore

Battle of Seringapatam

1799 TipuSultan/theMysoreansand the British

TheKingdomofMysore

B. 1. They were all fought for control of land. 2. Answerswillvary.

Further activities1. Linkthiswiththestudents’previousworkingeographylessons.2. TheycouldwriteaboutwhattheyfindoutthatmighthaveattractedtheBritishtoSindh,

forexample,craftsandskills,anylong-establishedindustries,thecropsgrownthereetc.

Lesson 7: How Britain changed the subcontinent

Learning outcomesStudentsshouldbeableto:• describehowtheBritishchangedthesubcontinent• identifyanybuildingsorotherstructuresbuiltbytheBritishintheirneighbourhood,

city, or other parts of the country


Pupil’s Book steps1. AsktheclassiftheyhaveseenanythingthattheBritishbuiltinPakistan(orinIndia,if

theyhavebeenthere).Perhapsthelocalrailwayandthestationdatefromcolonialtimes.2. TellthemthattheyaregoingtofindoutaboutthechangestheBritishmadeintheland

that isnowPakistan,thatwecanstillseetoday.Askthemtolookatthepicturesandreadtheircaptionsonpage77.Ask:

• WhatcanyoufindoutfromthesepicturesabouthowtheBritishchangedKarachi?(Theybuilttherailwaystation,therailway,theEmpressMarket,andthearmybarracks.)

3. AskthemtoreadtherestofthepageandtofindouthowtheEmpressMarketgot itsname(fromtheirQueen,Victoria,named‘EmpressofIndia’).

• Whydidtheybuildsomanyrailwayshere?(tofacilitatetravelacrossthesubcontinentatatimewhentravellingbyroadwasslowanddifficult—sothattheycouldeasilytransportteafromtheplantationstotheports)

4. InformthestudentsthatmanypeopleclaimthattheBritishstartedthepostalsysteminPakistanbutthatthisisnottrue!SindhhadaveryoldpostalsystemthattheMughalsstarted.WhentheBritisharrived,theychangeditsothatpeoplesendingletterspaidforthembybuyingpostagestamps.

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5. Asktheclasstoreadpage78tofindoutaboutthepostalsystem.Ask: • Why did the British introduce this new postal system? (so that they could send

messagesquickly) • Wheredidtheywanttosendmessages, towhom,andwhy?(Theywantedtosend

messagesfromarmyleaderstothedifferentbarracksandarmystationssothattheyknew what was happening in different places and could send out warnings or informationquickly.)

6. PointouttheoldstampfromSindh(calleda‘Scinde Dawk’).Ifthestudentscannotmakeout the details in order to answer the questions, tell them that the letters ‘EIC’ stand for ‘EastIndiaCompany’.Ask:

• Whydoyouthinkthestamphad‘EastIndiaCompany’writtenonit?(TheBritishEastIndiaCompanyruledmostofthesubcontinentasif itweretheBritishgovernment.Thecompanyminteditsownmoneyandprinteditsownpostagestamps.)Pointoutthe words ‘�anna’ and ask:

• Whatdoesthismean?(Thestampcosthalfananna.Sopeoplepaidthatamounttosendaletter.Therewere16annasinonerupee.)Youcouldcomparethiswithmodernpostagecosts!

7. Readtheexerciseonpage78withtheclassandreviewtheearlierdiscussionofplacesintheirneighbourhood,etc.thattheBritishbuilt.Thestudentscouldcompletetheactivityfor homework, with help from their families.

Answers to Pupil’s Book page 78A. Answerswillvary. B. Answerswillvary.

Further activities1. Makeaclassroomdisplayofbuildingsorotherstructuresthestudentshavefoundout

aboutthattheBritishbuiltinPakistan.2. The students could include photographs, their drawings, and written reports to add to

the display.3. StudentsshouldattempttheCDactivity.

Answers to Pupil’s Book page 79A. 1. Britain,France,Portugal,Denmark,Sweden,andHolland(theNetherlands) 2. They all have coasts. 3. Mughal 4. Maratha 5. TipuSultanwas the ‘TigerofMysore’ becausehe fought very veryhardandhis

badgewasatiger. 6. LandnearbywascontrolledbythepowerfularmyofRanjitSingh.TheBritishknew

he would help to defend Sindh. 7. RanjitSinghdeathmadeiteasierfortheBritishtotakeSindh.B. The British East India Companybecamemuchbigger than the other European East

IndiaCompanies.TheEuropeantradingcompaniesfoughtoneanotherbuttheBritishCompanyusuallywon.Ithadaverywell-trainedarmyandverygoodweapons.Therewere many local rulers fighting for control rather than fighting against the British. Someofthese(forexample,theMarathasandtheNizamofHyderabad)helpedtheBritishbyprovidingarmies.

Answers will vary but should include Napier Barracks, Empress Market, KarachiCantonmentStation,therailway,andFrereHallinKarachi.

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Background knowledge for the unitThisunitexplorestheWarofIndependence,especially:

• thedissatisfactionamongIndiansoldiersintheBritishEastIndiaCompanyandamongciviliansthatarosepartlyfromalackofunderstanding,andsometimeshigh-handedness,of British officials and army leaders and partly from a growing feeling that we should have our own government, independent from Britain

• thefightingandbloodshedthataroseandtheconsequences• theendoftheBritishEastIndiaCompany• thebeginningoftheBritishRaj,whentheBritishgovernmenttookoverandruledmost

ofthesubcontinent.

TheEastIndiaCompany’sarmyconsistedmainlyofIndiansoldiersknownassepoys.Itcouldnotmanagewithout them. In1857agroupof sepoys inMeerut turnedagainst thearmybecauseofchangesintheirworkingconditionsandpay.Theywerealsounhappyaboutthecartridges they had to use in their guns because theywere greasedwith animal fat, thesourceofwhichwasdebatableandcouldbeoffensivetosomeofthesoldiers, i.e.HindusandMuslims.Theybeganariot,breakingintotheammunitionstore,takingweaponsandammunition and setting imprisoned soldiers free. This led to riots breaking out at othermilitarybarracksandtowns.Civilianswhohadothergrievances(abouttaxesandinheritancelaw)begantojoinin.ThistookplacemainlyintheupperplainsoftheGangesandincentralIndia.

MarathassuchastheRaniofJhansiandTatyaTopebecamecelebratedheroesafterleadingarmiesagainsttheBritish.Finally, in1858,theEastIndiaCompanywasdissolvedandtheBritishgovernmentbegantoruleIndiaasacrowncolony.

BritainproclaimedQueenVictoriaEmpressof India in1876.BenjaminDisraeli, theBritishprimeminister from 1874 to 1881 called India ‘the brightest jewel in the crown’. It was Britain’slargestcolonialterritoryandanimportantpartoftheBritishEmpire.

AgreatdealofBritain’swealthinthe18th and 19th centuries came from India, from taxes, mineralores,textiles,silk,indigo,gold,cotton,andspices(especiallypepper,whichwassovaluable that itbecameknownas ‘blackgold’). Indiawasalsoahugemarket forBritishgoods.ItprovidedcheapandskilfullabourintheBritisharmiesandcivilservices.

The expression ‘jewelinthecrown’hadadoublemeaning:theKoh-i-NoordiamondbecamepartoftheImperialStateCrownofQueenVictoria.Thediamondwasoneofthe‘spoils of war’ for hundreds of years. Its early history is not known for certain but the MughalEmperors Babur andHumayunmention it in theirmemoirs. Later, Shah Jahan had it setamongthejewelsofhisPeacockthrone,whichhassincebeenlost.ButthediamondsurvivedandwaslaterownedbytheDurranisofAfghanistan.DuringlaterconflictsitcameintothehandsofRanjitSinghandremainedwiththerulersoftheSikhEmpire inPunjabuntiltheBritishEastIndiaCompanytookitfromDuleepSingh,thelastrulerthere.


• identifyanddescribetheeventsleadingtotheWarofIndependence• establishhowtheRaniofJhansiandTatyaTopebecameinvolvedinthewar• determinehowBritaincametorulethesubcontinent

Unit 8 The War of Independence

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• usesourcessuchasmaps,paintings,photographs,andobjectstofindoutaboutpeopleand events in the past

• askquestionsanddrawconclusionsaboutpeopleandeventsinthepast


• howconflictsarisebetweenpeople• somewaysinwhichconflictscouldbeavoided

Lesson 1: From traders to rulers

Learning outcomesStudentsshouldbeableto:• interpret how the British used new technologies to communicate over the great

distancesbetweendifferentpartsofthesubcontinent• identifyanddescribesomecausesofdissatisfactionandresentmentandtheireffects• identifysomeofthelastingchangesmadebytheBritishinthesubcontinent

Resources• Pupil’sBookpages80–81• SkillsBookpage37Thesubcontinentfrom1837–57

Pupil’s Book steps1. TelltheclassthattheyaregoingtolearnabouthowtheruleoftheBritishEastIndia

Companyaffectedthelivesofpeopleinthesubcontinentandthelastingchangestheymade. Review the informationabout the East India Companies that camehere in the1600s, then ask:

• WhydidtheBritishEastIndiaCompanycometothesubcontinentinthe17thcentury?(totrade)

• Howdiditenduprulingpartsofthesubcontinent?(Ituseditsarmiestocaptureland.)2. Askthemtoreadpage80andthefirsttwoparagraphsofpage81.Theyshouldlookat

thepicturesandthecaptionstoo.Ask: • Whatchangesdid theBritishEast IndiaCompanymake in thesubcontinent? (They

builtrailways,newroads,canals,andports.) • Whatdidtheyusethesefor?(transportinggoodsandsoldiers) • What new technology did they use to communicate with people far away? (the

electrictelegraphwhichtheywilllearnmoreaboutinUnit10) • Howdidtheypayforallthis?(throughtaxeswhichtheykeptincreasing)Explainthat

there was an old law in Britain that if a man died without a son the government took hisland,home,andallotherwealthhehad.Nooneelsewasallowedtoinherit.

• Howdoyouthinkpeopleherefeltaboutthislawandthetaxes?(Manypeoplewereupsetandangryaboutit.)

3. Discusswhatcouldbedoneaboutthis.Ask: • Whatcouldtheydo? • Whatwouldhappeniftheytried? • Whatelsedisturbedsomepeoplehere?(TheythoughtthattheBritishpriestswhoset

upschoolsandchurchesherewantedtoconvertthemtoChristianity.)

791

4. Askthestudentstoread‘It’saFact’onpage81.Ask: • Whatdoyouthinkaboutthis?Explainyouranswer.5. Thestudentscanthencompletetheexercise.

Skills Book steps1. Discussthefirstmaponthispageandwhat itshows. (thegroupsofpeoplewhoruled

the subcontinent in 1837) Explain that on thismap the people from the subcontinenthavebeengroupedbyreligionbecausetherewereseveralprincelyfamiliesanddynastiesbuttheregionswheretheyruledweremainlyMuslimormainlyHindu.Ask:

• Whatdifferencesdoyouseebetween1837and1857?(TheBritishruledmoreofthesubcontinentinthenorthandaroundthecoasts.ThemainlyMuslimormainlyHinduareasdidnotchange,exceptwheretheBritishtookover.)

2. ExplaintheinstructionsforsectionAwiththeclassandaskthemtolookcarefullyattheshaded areas of each map and the changes.

3. TheycoulddiscusssectionBwithapartnerbeforecompletingit.

Answers to Pupil’s Book page 81A. 1. They built railways, ports, canals, and new roads and they also introduced the

electric telegraph. 2. Answers will vary but could include how these changes affected transport and

communication. 3. FromtaxespaidbythepeopleofthesubcontinentB. Answers will vary but should include some descriptions of, and reasons for,

dissatisfaction.

Answers to Skills Book page 37A. TheBritish ruledmoreof thesubcontinent.HinduandMuslimareasdidnotchange

except where the British took over.B. TheBritishruledmuchmoreofthenorth.TheycompletelytookoveraMuslimarea

inthenorth-east.Theytookoveralittlemoreofthesouthandbegantospreadaroundthe coasts.

Further activitiesUse amap of the subcontinent to help the students to find out exactlywhich groups ofpeople ruled different parts of the land that is now Pakistan and India and which parts the British ruled.

Lesson 2: Trouble in the British army


• describethesituationinthesubcontinentjustbeforetheWarofIndependence• identifythecausesofunrest• askquestionsandfindanswersthroughreadingandfrompicturesofpeople,objects,

and events from the past

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Resources• Pupil’sBookpages81–82• SkillsBookpages38-39ThecausesoftheWar1

Pupil’s Book steps1. TelltheclassthattheyaregoingtofindoutaboutIndiansoldiersintheBritisharmyin

thesubcontinentandalsowhysomeofthemturnedagainsttheirleaders.Ask: • Why do you think Indian soldiers joined the British army that was ruling their

homeland? Explainthattheywerepaidwellandsomewerebetteroffinmanywaysthanthey

would have been as civilians. The army allowed for their religious customs thatdiffered from their own.

2. Askthestudentstoread‘TroubleintheBritisharmy’frompage81.Ask: • WhatmadetheIndiansoldiersunhappy?(Thearmychangedtheirworkandpayand

theywereworriedaboutwhatmighthappennext.)Thestudentsshouldalsolookatthe picture and read the caption then discuss the Punjabi officers’ uniforms andweapons.

3. Ask the class to read the first paragraph on page 82 to discoverwhat elsemade thesoldiersunhappy.Ask:

• WhatelseupsetsomeoftheIndiansoldiers? (Thearmy’snewgunsusedcartridgesgreasedwithanimalfat.)

• What is a cartridge? (A small, rounded box in the shape of a cylinder, to holdgunpowder. These cartridges were made of paper so the grease protected them from moistureandmadethemslideintotheguneasily.)

• Whywas thegreaseaproblem? (Itmighthavebeenpig fat; if so,Muslim soldierswouldnot touch it. Itmighthavebeen from cows; if so,Hindu soldierswouldnottouchit.)

• ‘These cartridges seem to have been a seriousmistake by the army’—howdo youthink theymade suchamistake? (Thearmy leaderswhobrought in thenewgunsmightnothavebeenawareofthedifferentreligiousbeliefsofthesoldiers.Itprovedtobeaseriousmistakebecausetheyneededthesesoldiers.)

• Whathappenedtothesoldierswhodisobeyedtheordertousethenewguns?(Theywerepunishedbecause inanyarmysoldiershavetoobeyorders.Britishofficers inDelhi made these 85 soldiers stand in front of the others while they took theiruniformsandshoes.Thentheyimprisonedthem.)

4. Readtheexerciseonpage82withtheclassandexplainanypartstheydonotunderstand.Tellthemthattheycanfindtheanswersonpages81–82.


Skills Book steps1. Tellthestudentsthattheywillfindoutabouttheunhappinessdifferentpeoplefeltas

a result of what was happening in their country.2. Readtheinstructionsonpage38,thenletthestudentsreadtheinformationintheboxes

givenonpages38and39,todecidewhichpeoplewouldbeaffected.3. Theycanthencompletetheexercise,usingpages80-82ofthePupil’sBooktohelpthem.

They should explain their answers.

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Answers to Pupil’s Book page 82A. 1. Without them its armywouldnothavebeen strongenoughbecause they could

notgetenoughBritishsoldierstothesubcontinent. 2. They were paid well and had good living conditions, which was provided with the

taxespaidbythepeopleofthesubcontinent. 3. Answerswillvary.Somewouldhavebeenhappybecausetheyhadgoodjobsand

earned good wages, e.g. soldiers, workers on the roads, canals, and ports. Others wouldnothavebeenhappybecauseofthehightaxesandtheinheritancelaws.

B. Answerswillvary.

Answers to Skills Book page 38A. People living inthesubcontinenthadtopaytaxtotheBritish.TheBritish increased

the tax.

People affected: all

The British made a law that when a man died without a son to take over they could take his land.

People affected: a prince and his family, rich people, a small farmer

The British army got new guns. They had paper cartridges that were greased with animal fat.

Peopleaffected:Indiansoldiers(MuslimsandHindus)

Britishpriestscametothesubcontinentandstartedchurches.Someof themtriedtomakepeoplebecomeChristians.

Peopleaffected:Answerswillvary

Answers to Skills Book page 39TheBritishcapturedSindhattheBattleofMiani in1843.TheyjoineditwithBengaltomake a province.

People affected: a prince and his family, and varied answers.

TheBritisharmystoppedallowingholidaysatHindufestivals.

Peopleaffected:highcasteHindusoldiers,ordinarypeople,richpeople

HighcasteHindusoldiers in theBritisharmyhadto traveloverseas.Theythought thatthis was an insult to their caste.

Peopleaffected:highcasteHindusoldiers

TheBritishbuiltnewroadsandrailways.Thesemadetradeeasier.Goodscameherefromfaraway.Manyof thesewerecheaper than localgoods.Largetradersusedroadsandrailwaysinsteadofboats.

Peopleaffected:Answerswillvary.

Further activities1. FindoutaboutotherattacksbyIndiansoldiersonthebarracksandofficersoftheBritish

army,andthe fighting thatbrokeout in towns, frombooksandother sources suchasthe Internet.

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2. Thestudentscoulddrawamapofthesubcontinentandmarktheplaceswheremostofthe unrest took place.

Lesson 3: Resistance


• describe the attack on the British garrison at Meerut that started the War ofIndependence

• establishandexplainhowunrestcandevelopintoariot• identifythecausesofwar• ask questions, the answers of which could be found through reading and from

photographs of the past

Resources• Pupil’sBookpages82–83• SkillsBookpage40ThecausesoftheWar2

Pupil’s Book steps1. Tell the students that theywill readaboutwhat happenedafter the 85 ‘disobedient’

soldierswerepunished.Ask: • Howdoyouthinkothersoldiersfeltaboutthis?(Somemighthaveagreedthatthey

shouldbepunishedbecausetheydisobeyedtheirofficers.Othersmightthinkthattheofficers’orderswereunreasonable.)

2. Explainanywordsonpage82thatthestudentsmightnotbefamiliarwithe.g.civilian:anordinarycitizen—notamemberofthearmedforcesorpolice.Thenletthemreadtheparagraph on page 82 titled ‘Resistance’.Ask:

• Whatdidtheothersoldiersdo?(Someofthembrokeintotheprisontofreethe85soldiers—andotherprisoners.Therewasfightinginthetown.Civilianswerewoundedandkilled.)

Discuss how any fight can spread, involving many people who might not even know what itisabout.Alsodiscusshowtheattackmighthavemadepeoplewhofeltresentfulfeelthat this was their chance to express their resentment. Point out that in any civil unrest innocent people can get hurt or killed.

3. Let the students read the first twoparagraphsonpage83 to findouthowsoldiersatother garrisons reacted. Then ask:

• DidallthesoldiersjoinintheattackonthefortatDelhi?(No) • Doyouthinkmanywhodidnotjoininsupportedit?(Yes) • Howcanyoutell?(Theydidnottrytostopit.) • WhentheIndiansoldierscapturedDelhi,whodidtheywantas therulerof India?

(ThelastMughalEmperor,BahadurShahZafar) • Whydid they choosehim? (Perhapsbecausehewas the lastMughal Emperorand

theythoughthehadaclaimtoberuler—alsohehappenedtoliveinDelhi.) • Didhewelcomethis?(No) • Whatwere theBritish soldiersdoingduring the fighting? (The students could read

‘It’saFact’onpage83tofindout.)

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• What made the British army in Delhi weak? (They were not ready for an attackbecause they did not believe it could happen. There were not enough soldiers todefendthefortatDelhi.)

4. Readtheexercisewiththeclassandexplainanypartstheydonotunderstand.Tellthestudentsthattheycanfindtheanswersonpages82–83.


Skills Book steps1. Discuss all the events that led to the war.2. Readouttheinstructionsonpage40.3. Letthestudentsreadtheinformationintheboxesonpages38–39oftheSkillsBookas

wellaspages80–83ofthePupil’sBookagain.4. Theyshouldalsoreadtheinformationboxonthispage.5. Theyshouldthendiscussstatements1–5withafriendanddecidewhicharetrue/false,

giving reasons for their answers.6. They can then complete question 6, explaining their answer.

Answers to Pupil’s Book page 83A. 1. False.Theywerenotreadynordidtheyhaveenoughsoldiersthere. 2. False.TheBritishsoldiersblewthemup. 3. False.Somejoinedintheattack;othersjustwatchedanddidnottrytostopit. 4. False.HedidnotdoanythingnordidhewanttobeEmperorofallIndia.B. Answerswillvary.

Answers to Skills Book page 40A. 1. False. There were many causes. The problem with the gun cartridges included

religiousbeliefsandmisunderstandingsbuttheWarwasnotaboutreligion. 2. False.ItwasoneofthefactorsthatstartedtheWarbutwasnottheonlycause. 3. False.Itwasforland. 4. False.ItwasoneofthefactorsoftheWarbutwasnottheonlycause. 5. False. Itwasoneof thefactors thatcontributedtothestartof theWarbutwas

not the only cause. Inheritance of land was one of the main grievances people here had.

6. True.Somepeoplewereupsetabouttaxes.Otherswereconcernedaboutinheritanceofproperty.Soldierswereupsetaboutchangestotheirpayandworkingconditionsand also about the new gun. Some soldiers thought the 85 of themwho werepunishedhadbeentreatedunfairly.

Further activities1. Aclassdebateaboutwhetherthewarcouldhavebeenpreventedand,ifso,how,may

beheld.2. Holdadiscussionaboutconflictandhowitcanbeavoided,forexample,throughpeople

understandingandrespectingoneanother’sbeliefs,worries,andfeelings,etc.

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Lesson 4: Fighting for independence


• establish and relate how the unrest in the subcontinent developed into a war forindependence from British rule

• identify and describe the roles of the twoMarathas, Tatya Tope, and the Rani ofJhansi, in the fight for independence


Pupil’s Book steps1. Tell the class that theywill now readabout two civilianswho ledpeople intobattle

againsttheBritisharmynamelyTatyaTopeandtheRaniofJhansi.BothwereMarathas.Ask:

• WhatdoyouknowabouttheMarathas?(TheycapturedmostoftheMughalEmpireandhelpedtheBritishtofightagainstTipuSultan.)

2. Thestudentsshouldreadpage84tofindoutwhythesetwoMarathasfoughttheBritish.It will be useful to first explain any words on page 84 that the students might beunfamiliarwithe.g.executed:killedbypeopleincharge,forcommittingacrimeorfordoingsomethingtheydisagreewith; independence:acountryhas independencewhenitrulesitselfandisnotruledbyanothercountry;mutiny:whensoldiersorotherarmedforces refuse to obey their leaders; regiment: a group of soldiers under the samecommander who live and work together.

3. Theyshouldnowlookatthetwopicturesatthetopofpage85andreadtheircaptionstofindoutmoreabouttheRaniofJhansiandthefortatJhansi.Ask:

• WhatwasonereasonwhytheRaniofJhansifoughttheBritish?(WhenherhusbandtheKingofJhansidied,hehadnoson;sotheBritishtookhisland.)

• Whathappenedtoher?(ShediedfightingatGwalior.) • WhatmadeTatyaTopefightthem?(Hewasfightingforindependence.) • Whathappenedtohim?(TheBritishputhimontrialincourt.Hesaidthatheobeyed

theMarathaleaderandnottheBritish.Theyexecutedhim.) • DidmostoftheIndiansoldiersfighttheBritish?(Mostdidnotfightthemandstayed

loyaltotheBritish.) • WhydoyouthinkIndiansoldiersfoughtagainsttheirownpeople?(Therecouldbe

severalreasonsloyaltybeinganimportantone.)4. Goover theexercisewiththeclassandexplainanythingtheydonotunderstand.Tell

thestudentsthattheycanfindtheanswersonpage84.Thechildrencanthencompletethe exercise.

851

Answers to Pupil’s Book page 841. Alargegroupofsoldierswhoworktogether under a commander2. Killedasapunishment3. Theking had no son when he died4. TheplacewheretheRanidiedfighting5. TheRaniofJ died fighting the British.6. T TopewasaMarathawhofoughttheBritish.

R E G I M E N TE X E C U T E DM A R A T H AG W A L I O R

J H A N S IT A T Y A

Further activities1. ResearchtheTatyaTopefamily.2. CollectinformationabouttheRaniofJhansi.3. Drawtheirfamilytrees.

Lesson 5: British rule and a British queen as Empress


• explainhowtheBritishgovernmentdisbandedtheEastIndiaCompanyandtookovertheruleofthesubcontinent

• determinehowthesubcontinentwasgovernedinthe19th century

Resources• Pupil’sBookpages85–86• SkillsBookpage41Peopleoffame;page42Values

Pupil’s Book steps1. Letthestudentsknowthattheyaregoingtofindouthowthesubcontinent,knownas

‘India’until1947,cametohaveaBritishqueenasitsEmpress.2. Letthemreadthesectiontitled‘BritishruleandaBritishqueenasEmpress’.Ask: • WhendidtheBritishRajbegin?(1858) • Can you name four countries of today which once belonged to the Indian

subcontinent?(India,Pakistan,Burma,andBangladesh).3. Reviewthemeaningof‘colony’withtheclass,(far-offlandthatacountrycapturesand

rules).Thenask: • Howdidmostof the subcontinentbecomeaBritish colony? (TheBritish East India

Company had ruled these places but after the War of Independence the Britishgovernmenttookover.)

ExplainthatQueenVictoriabecameknownasEmpressof India later, in1876.BythattimeBritainhadcoloniesinmanypartsoftheworldandtherewasaBritishEmpire.

4. Askthestudentstoreadthefirstparagraphofpage86and‘It’saFact’. They should also lookatthephotographandtheinformationaboutthestatue.Ask:

• Whatdid theBritishcall Indiaandwhy? (‘The Jewel in the Crown’,because itwasextremely important to them. This also refers to the Koh-i-Noor diamond in thequeen’scrown.(SeeBackground knowledgeofthisunit.)

• WasQueenVictoriainterestedinlearningaboutthesubcontinent?(Yes)

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• Howcanyoutell?(EventhoughtheQueennevercametothesubcontinent,shehadtwoIndianMuslimsworking inherpalaceandsheaskedoneofthemtoteachherUrdu.)

• WherewasthestatueinthepictureduringtheBritishRaj?(infrontoftheFrereHallinKarachi)

• Whereisitnow?(inamuseum) • Why was the statue moved? (Britain no longer rules our country. Point out the

damagetothestatue.) • Isthestatueingoodcondition? • Whatdoyouthinkhappenedtoit?(Itisaverylargestatuewhichwasplacedona

very high pedestal in the gardens that were called ‘TheQueen’sGarden’ and ‘The King’sGarden’.ThesegardenswererenamedBagh-e-Jinnahafterindependence.)

Skills Book steps (Page 41 People of fame)1. Readtheintroductiontotheactivitywiththeclassandaskdifferentstudentstosaywhat

theyknowaboutthefirstpersonshownonthepage,BahadurShahZafar.Iftheyhaveforgottentheycouldrefertopage83ofthePupil’sBook.

2. Repeatthisfortheotherpersonalitiesonthispage.3. Askthestudentstowritetheinformationthatcompletesthe‘passports’.

Skills Book steps (Page 42 Values)1. Tell the class that they are going to discuss the views of different people regarding the

WarofIndependenceandthatthiswillhelpthemtounderstandhowconflictscanbecaused.

2. Readtheintroductiontopage42andsectionA,includingthestatementstothemapsofBritain and India.

3. Divide theclass intogroupsof fourandask themtodiscusswhytheBritishcalled theWarofIndependence ‘TheIndianRebellion’.Allowaboutfiveminutesandtheninvitefeedback,listingtheirideasontheboard.TelltheclassthatsomeoftheBritishofficialstookthetroubletogettoknowtheculturesandbeliefsofthepeopleherebutothersdidnot:theythoughttheycouldsimplyusetheirauthority.Wheretaxesandinheritancelawswereconcerned,theseprobablyseemedfairtotheBritishofficialsastheywerethesameinBritainbuttothepeopleofthesubcontinenttheywereunfair.

RemindthestudentsoftheirpreviouslearningaboutthecausesoftheWar:therewasmore than one reason that led to it but it drew togethermany peoplewhowantedindependence and later influenced others, who worked hard to achieve it.

Answers to Pupil’s Book page 86A. 1. QueenVictoria,theQueenofBritain;theBritishgovernmenttookovertheruleof

thesubcontinent. 2. Urdu 3. TheBritish 4. Britainnolongerrulesus.B. 1. Answerswillvarybutshouldrefertonaturalresources,cheaplabour,andtrade;

alsothatIndiawasalargepartoftheBritishEmpireandthesourceofmuchofBritain’swealthinthe18th and 19th centuries.

2. Answerswillvarybutshouldincluderailways,canals,ports,postalsystem,publicbuildings,trade,andeducation.

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Name Bahadur Shah Zafar

WhohewasThelastMughalEmperor

WhathedidBecameEmperorofallIndiaduringtheWarofIndependence

WhyhedidthisHedidn’twanttobutfeltthathecouldn’trefusewhenpeopleasked him.

Name Tatya Tope

WhohewasAMarathaleaderandarmygeneral

WhathedidLedtroopsagainsttheBritishduringtheWarofIndependence

WhyhedidthisHewantedthesubcontinenttobefreefromBritishrule.Hefeltthattheinheritancelawswereunfair.

NameTheRaniofJhansi

WhoshewasThewidowoftheMaharajaof Jhansi

WhatshedidLedtroopsagainsttheBritishduringtheWarofIndependence

WhyshedidthisShe wanted the subcontinenttobefreefromBritishrule.She felt that the inheritance laws were unfair.

NameQueenVictoria

WhoshewasQueenofBritain

WhatshedidBecame the ruler of the subcontinentaftertheWarofIndependence and was later named EmpressofIndia.

WhyshedidthisThe British government tookoverruleofthesubcontinentin1858.


Further activities1. Askthestudentsto imaginethattheyareeithertheRaniofJhansiorTatyaTopeand

to prepare a speech to give to the soldiers and civilians they hope will support them in theWarofIndependence.

2. Students should attempt the CD activity.

Answers to Pupil’s Book page 87A. 1. TheBritisharmyhadmainlyIndian soldiers. 2. TheIndiansoldiersatMeerutbrokeintotheprisontoset other soldiers free. 3. TheIndiansoldierswhofoughttheBritishweremainly from Bengal.B. 1. Two civilians who fought with the soldiers were Tatya Tope and the Rani of Jhansi. 2. ThesubcontinentbecameacolonyoftheBritishEmpire. 3. Queen VictoriabecameEmpressofIndia.C. Answers will vary. Some students might think she did not want to know about it

becauseshenevercamehere.OthersmightthinktheoppositebecausesheaskedtwoIndianMuslimstoworkinherpalaceandlearnedUrdufromthem.

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Background knowledge for the unitThisunitexploresthemovementtowardshomeruleforthesubcontinentthatfollowedtheWarofIndependence:• thepoliticalgroupsthatwereformed:theIndianNationalCongressandAllIndiaMuslim

League• leaders:SyedAhmedKhan,MohammadAliJinnah,MohandasGandhi,JawaharlalNehru• significantevents:theLucknowmeetingin1916,theAmritsarmassacre,theRoundTable

ConferencesinLondon• independence:thepartitioningofthesubcontinentandthecreationofPakistanin1947TheeventsleadingtoindependencearewelldocumentedinthespeechesmadebyJinnah,Gandhi,Nehru, andothers, in newspaper reports and various documents on the Internet.However,aswithallsuchmaterial,reportsmighthavesomebias,reflectingtheviewsofthewriter.Thestoryofindependenceiscomplicated;sotosimplifyitforthestudents’comprehensionof the key points, this unit focuses on important people, the main political groups, and some keyevents.Itprovidesopportunitiesforstudentstoconsideranddiscusstheclashesbetweendifferentindividualsandgroupsandtobegintounderstandtheirpointsofview.TheachievementsofSyedAhmedKhanshouldbehighlightedandstudentstoldthathewasgiven the title of ‘Sir’bytheBritishbecauseofhiscontributions intheeducationalsector.HiscontributionstowardsbridgingthegapbetweentheMuslimsandtheirBritishrulerswerealsorecognized.HeisfondlyknownasSirSyed.

Expected learning outcomes for the unitWhentheyhavecompletedthisunitinthePupil’sBookandSkillsBookmoststudentsshouldbeableto:• describethepoliticaldevelopmentsthatfollowedtheWarofIndependence• explainhowtheMuslimLeagueandIndianNationalCongresswerefounded• describethekeyleadersinthemovementforindependence:Jinnah,Gandhi,andNehru

They will learn how to:• find out about the past through reading, from photographs from the time, and from

historical sites• askquestionsanddrawconclusionsaboutpeopleandeventsinthepast

Theywillbegintounderstand:• howpoliticalpartiesareformedanddevelopandhowtheycaninfluenceevents• howconflictcanberesolvedthroughdiscussion

Lesson 1: New political groups


• establishhowtheIndianNationalCongressandAllIndiaMuslimLeaguebegan—andtheir aims

• considertheopinionofaleaderonachievementofhomerule• discussthebeginningsoftheideaofpartitionofthesubcontinent

Unit 9 The struggle for independence

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Pupil’s Book steps1. Tellthestudentsthattheyaregoingtofindoutaboutthepeopleandthenewpolitical

groupsthatbegantoworktowardsindependenceofthelandsinthesubcontinentthatBritain ruled, i.e. most of India and the land that is now Pakistan, Bangladesh, and Burma.

2. When the students have read the first two paragraphs of page 88 ask the followingquestions:

• WhatgooddidtheWarofIndependencecausetohappen?(TheBritishgovernmentrealizedthattheymustletthepeopleofthesubcontinenttakeanactivepartinthegovernanceoftheirownland.)

• WhatwasthefirstnewpoliticalpartyinIndia?(IndianNationalCongress) • WhichnewpoliticalpartydidMuslimsform?(AllIndiaMuslimLeague) • Whywas it necessary forMuslims to form a separate political party? (Theywere

outnumberedbyHindusanddidnotfeelthattheCongressrepresentedtheMuslimcausefairly.)

3. Askthemtoreadthethirdparagraphofpage88and‘It’saFact’. Then, ask the following questions:

• HowdidSyedAhmedKhanthinkBritaincouldhelptheMuslims?(BritaincouldhelpMuslimstohavetheirvoiceheard,becausetheyhadlittlepoweralone.)

• WhatgooddidSyedAhmedKhansaycouldcomefromthewest,inparticular,Britain?(goodeducation)

• WhydoyouthinkSyedAhmedKhanthoughtthis?(Encouragethestudentstoexpresstheirideasandsaywhethertheythinkhewasrightandwhy.)


Answers to Pupil’s Book page 89A. 1. True 2. True 3. False.MuslimscouldjointheIndianNationalCongressbuttheywereoutnumbered

manytimesoverbyHindus,andsowantedtheirownpoliticalpartytobesureofproper representation.

4. TrueB. Answerswill varybut should include the fact that SyedAhmedKhan thought that

education was important and advised people to learn all they could in order to succeed.

Further activities1. FindoutmoreaboutSyedAhmedKhanfrombooksandtheInternet.2. Makealistof,andcollectinformationabout,theschools,universities,andcollegesSyed

AhmedKhansupported.

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Lesson 2: Mohammad Ali Jinnah


• defineanddescribeMuhammadAliJinnah’seffortsforhomerule• identifytheagendaofanimportantmeetinginthemovementforhomerule• establishandidentifyfairmeansofelections


Pupil’s Book steps1. Beginbyaskingtheclassthisquestion: • Whydowehaveanationalholidayon25thDecember.(Tocommemoratethebirthday

ofQuaid-i-Azam,MohammadAliJinnah.) Tell themthat theyaregoing to learnhowJinnahbecame involved in themovement

forhomeruleandaboutanimportantmeetingoftheIndianNationalCongress,ofwhichhewasamember.

2. Askthestudentstoreadpage89andthenaskthefollowingquestions: • WheredidJinnahtrainasalawyer?(London) • How do you think this helped him in discussionswith the British government? (He

understoodtheBritish legalandpolitical systemsandwaswell-educatedandabletospeakpersuasivelyasaresultofthistraining.)

• Didhewantthesubcontinenttobepartitionedorkeptasonenation?(onenation) • Whydoyou think hewanted this? (The students give their own ideas. Perhaps he

thoughtthatMuslimswouldhaveastrongerpositioninaunitedcountry.)3. Askthestudentstoread‘It’saFact’ and the next four lines on page 90. Then ask: • WhichtwopoliticalgroupsmetatLucknowin1916?(theIndianNationalCongress

andtheMuslimLeague) • DidthetwogroupsagreeonwhattheywantedfromBritain?(Yes) • ThereweremanymoreHindusthanMuslims,sohowdidtheyagreetomakeMuslims’

votes count in the elections? (The Muslims could have separate elections for thepeopletheywantedingovernment.)

4. Thestudentscanthencompletetheexerciseintheirnotebooks.

Skills Book steps1. Tell the class that the exercise in the Skills Book will help them to understand fairness

duringelectionsandhowdifficultitcanbetoconduct‘fair’ elections.2. Together,readtheintroduction.Beforereadingaboutthechoicesforthemaincourses,

askiftheelectionwillbefairifeveryoneintheclassvotesfortheir‘favourite’ meal. If they answer in the negative or there is a mixture of yes/no answers invite some students to explain. Then ask them to look at the pictures and read the captions. Then ask:

• Isitfairtothefivevegetarians?(Askthestudentstoexplaintheiranswers.)3. Theyshouldthenreadwhatthevegetarianssaid,andthinkaboutthesuggestionthat

therebeaseparatevoteforavegetarianmaincourse.Theyshouldalsoreadwhatthenon-vegetarianssaid.Ask:

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• Whydo the non-vegetarians think it is not fair to give the vegetarians a separatevote?(Thenon-vegetarianswholikedchickenmighthavewantedtomakesuretherewasachickencourse,orsomeofthemmightdislikelentilsorbeallergictoafood,andsoon,buttheywillnothaveaseparatevoteforchickenmealsormealswithoutlentils,etc.)

4. Dividetheclassintogroupsoffourtodiscussthefinalquestion: • Whatdoyouthinkisfair? Theycanthenreportbacktotheclassandlistentooneanother’sexplanations.5. ThiscouldbelinkedtotherequestoftheMuslimLeagueforaseparatevoteanddiscuss

whyitmightseemfairtosomepeoplebutnottoothers.

Answers to Pupil’s Book page 90A. 1. HehopedthatbothgroupscouldworktogethertomakeIndiaonecountry. 2. HewantedittohavehomeruleandbefreefromBritishrule. 3. Theywereinaminority.ThereweremanymoreHindus,sotheywereworriedthat

they might not have enough say in the government. 4.ItwasagreedthatMuslimsshouldhaveseparateelections.B. Answerswillvarybutshouldincludethepointthatpeoplesawhimasaleaderand

hewaschosenasthePresidentoftheMuslimLeague.

Answers to Skills Book page 47Answerswillvarybutshouldtakeintoaccountallthepointsmentionedinthestepstothis page of the Skills Book.

Further activities1. SettheclassahomeworktasktoreadaboutthelifeofJinnahandtomakeanoteof

something interesting to report to the class.2. Choose different students to present their ‘interesting fact’ to the class. The rest of the

students listen and a comparison of ideas and comments could follow.

Lesson 3: Mohandas GandhiLearning outcomesStudentsshouldbeableto:• determinehowGandhiapproachedhomeruleforIndia• identifyandinterpretanimportantmeetinginthemovementforhomerule• explainhowleadersappealtodifferentpeople

Resources• Pupil’sBookpages90–91• SkillsBookpage43Leadersofthesubcontinent

Pupil’s Book steps1. Telltheclassthattheyaregoingtolearnaboutotherleadersofthesubcontinentwho

helped in gaining independence from British rule.2. Together, read the section titled ‘MohandasGandhi’ from pages 90 and 91. Then ask the

following questions:

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• HowwasGandhi’seducationsimilartoJinnah’s?(HetootrainedasalawyerinLondon.) • WhichpeopledidGandhiseemtobemostinterestedinhelping?(poorworkers) • Whatkindoflivesdidhebelievepeopleshouldlead?(simpleliveswithoutrichessuch

asexpensiveclothesorjewels) • Whatdidhethinkwasthebestwaytogethomerule?(throughpeacefulprotest) • WhoelsebesidesJinnahandGandhiwasalsoalawyertrainedinLondon?(Nehru) Tell the students thatNehruandGandhiworkedas colleagues in the IndianNational

Congress and that Nehru campaigned for better conditions for workers of the Britishcolonies.HespokeoutagainsttheIndiancivilserviceasbeingtooBritish.

3. Readanddiscuss‘It’saFact’ on page 91 and ask: • What do you learn about Gandhi and Nehru from the names people gave them?

(Answers will vary. But note that ‘Mahatma’ (Great Soul) suggests that peoplethoughthighlyofGandhi’sspiritualside.AlsonotethatPandit(scholar)suggeststhattheythoughthighlyofNehru’slearningandwisdom.)


Skills Book steps1. TelltheclassthattheexerciseintheSkillsBookwillhelpthemtorememberimportant

factsaboutsomeoftheleadersinthemovementforindependence.Pointoutthattheywillbeable toanswer someof thequestionsabout the leaders fromwhat theyhavelearnedfromthePupil’sBookandwilllearnmoreinotherlessons.Theywillnotbeableto complete the entire page yet.

2. ReadtheintroductiontosectionAandthenamesofthepersonalitieswiththeclass.Ask: • Can you name the personalities you have read about in the Pupil’s Book? (Syed

AhmedKhan,MohammadAliJinnah,MohandasGandhi,andJawaharlalNehru)3. Tellthemtomatchtheinformationintheboxestothepersonalityitfits.Theywilllearn

moreabouttheseleaders,includingChaudhryRehmatAli,inthelessonstofollowandcan then complete the page after these are concluded.

4. The students could complete sectionBbasedon the leaders theyhave readabout,oryou could leave this until they have completed lessons 6 and 7.

Answers to Pupil’s Book page 91A. 1. Gandhialsotrainedasalawyer inLondon, joinedtheIndianNationalCongress,

andwantedhomeruleforthesubcontinent. 2. JinnahwasamemberoftheMuslimLeague,Gandhiwasnot. 3. ThepoorpeopleandworkerswereonGandhi’s sidebecausehetriedto improve

their working conditions. Poor people had no riches and might have liked the way he lived a simple life like theirs.

4. Answerswillvary.Example:GandhiwasmoreinterestedinthespiritualsideoflifewhileNehruwasmoreofascholar.

B. TheyallbenefittedfromeducationinBritain.

Answers to Skills Book page 43SyedAhmedKhanstartedtheAllIndiaMuslimLeague.HebuilttheAligarhMuslimUniversityinUttarPradesh.

MohandasGandhiledpoorworkersinpeacefulprotestforbetterpayandworkingconditions.HewasalsoknownasMahatma(meaningGreatSoul).

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MohammadAliJinnahjoinedboththeMuslimLeagueandtheIndianNationalCongressbecausehethoughtHindusandMuslimsshouldworktogetherforindependence.HewasthefirstGovernorGeneralofPakistan.

JawaharlalNehruwasthefirstPrimeMinisterofIndia.ChaudhryRehmatAliproposedthename‘Pakistan’.

Further activities1. Set the class a homework task to find out what was happening in the rest of the world

atthetimewhentheindependencemovementwastakingplace,particularlyinEurope.2. Thestudentscouldbedividedintogroupsandaskedtocollectpicturesandmakecharts

to show the events of the subcontinent and parts of Europe during the ‘struggle for independence’.

Lesson 4: The Amritsar Massacre


• identifyanddescribeearlyprotestmeetingsagainstBritishruleandthemassacreatAmritsarin1919

• establishwhatmakespeopletreattheirfellowhumanswithbrutality

Resources• Pupil’sBookpages91–92• SkillsBookpage45People,places,andevents• AmapofPakistanandIndia

Pupil’s Book steps1. Tell theclass that theyaregoing to learnhow leadersof the subcontinentorganized

protestsagainstBritishruleandalsoaboutthemassacreofmanyprotestersatthehandsofaBritisharmyofficial.Astheyaregoingtoreadaboutaverydistressingincident,itisbesttopreparethemforthis.YoumightprefertolookatthepictureoftheAmritsarMonumentandbulletholesbeforereadingaboutwhathappened.(Seepoint4.)

2. AskthestudentsiftheyknowwhereAmritsaris.HelpthemtofinditonamapofIndiaandPakistan.Ask:

• CananyonetelltheclassanythingaboutAmritsar?Writethestudents’answersonthe board.Note that it is in the north-west of India very close to the borderwithPakistanandonly32km(20miles) fromLahore. Ithouses theheadquartersof theSikh religion and the famous Golden Temple. Another famous monument isJallianwalaBagh.Telltheclassthattheyaregoingtoreadaboutaverydistressingevent at Jallianwala Bagh.

3. Togetherreadthefirsttwoparagraphsonpage91.Thenask: • Whatweretheprotestmeetingsabout?(Britishruleofthesubcontinent) • Did the protestmeetings change this? (No. The British governor of Punjab banned

protestmeetings.)

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• Whydoyou thinkhedid this? (Sincepartofhis jobwas tokeep lawandorder inPunjab,hemighthavethoughtthattherewouldberiotsthathecouldnotcontrol.)

• WhydoyouthinktheBritishgeneralsentsoldierstoshoottheprotesters,whowerenotriotingbutattendingapeacefulprotestmeeting?(Britishofficialsknewthattherewas unrest in the subcontinent. Army officials were suspicious about any protestmeetingsorlargegatheringsofpeople.Historianshavewrittenthatthearmygeneralgivingthecommandtoshootbelievedthatthiswouldputastoptoanyriots.)

• What do you think people here wanted to do after that? (Discuss the students’responses. Theywillnaturallybe very shockedandupset to readabout it, even iftheyhaveheardaboutitbefore.TellthemthatmanyBritishpeopleatthetimewerealso shocked. The British politicians Churchill and Asquith spoke out against themassacre. Churchill said it was ‘monstrous’andAsquithsaiditwas‘one of the worst outrages in the whole of our history.’)

4. LookatthepicturesandreadthecaptionsaboutJallianwalaBaghwiththeclass.Ask: • Why do you think the bullet holes have been left and not repaired? (They are a

reminderofthepeoplewhodiedthere.) • What other reminder is there of the people who died at Amritsar? (the Amritsar

Monument) • Whatdoyouthinkhappenedafterwards?(Twodayslatertherewereprotests.The

British armed forces and police responded with air attacks and shooting. Twelve peoplediedandtwenty-sevenwereinjured.TherewasaninquiryaboutthemassacreinBritain.RepresentativesfromIndiawereinvited.Theinquiryconcludedthat:

i) Peopleshouldhavebeenaskedtoleavethemeeting.Thelengthofthegunfirewas a grave error.

ii) Thegeneralshouldnothaveusedtheattacktotrytoscarepeopleintoobedience.Hehadoversteppedtheboundsofhisauthority.

iii) ItnotedthattherehadnotbeenanyconspiracytooverthrowBritishruleinthePunjab.

iv) Theminority report of the Indianmembers added that:Notices banningpublicmeetingswerenotdistributedproperly.

v) Therewere innocentpeople in the crowdand therehadnotbeenanyviolencethere.

vi) Thegeneral shouldhavetoldhis troops tohelp thewoundedoraskedthecivilauthorities to do so.

vii)Theycalledhisactions ‘inhumanandun-British’ and said that they had greatly harmed the image of British rule in India.

The general who ordered the attack had to leave the army. He could not beprosecutedbecausehisarmyleadershadsupportedhisactions.However,themedalhewasgoingtobeawardedformilitaryservicewasnotpresentedtohim.Twenty-one years later a Sikh independence activist who was present at the massacre shot andkilledthegeneralinLondon.)

5. Askthestudentstoreadthefirsttwoparagraphsonpage92and‘It’saFact’.Ask: • WhydidonlyafewpeopleturnuptoseetheBritishPrince?(Theywerenolonger

pleasedtoseeroyalvisitorsfromBritain.) • Whyweretheysilent?(TheyweresilentbecauseofwhathadhappenedatAmritsar.) In1997QueenElizabethIIwenttoAmritsarandpaidherrespectsbystandinginsilence.

Shemadeaspeechsayingthathistorycannotbeundonebutshouldserveasalessontoavoid such sadness in future.

6. The students can now complete the exercise.

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Skills Book steps1. Reviewthestepsofcompletingacrosswordpuzzle.2. Askthestudentstoreadthecluesandwritetheanswersinthecrosswordpuzzle.3. Encourage them touse the Pupil’s Book to find theanswers and spell thewords. The

glossaryofthePupil’sBookwillalsohelp.

Answers to Pupil’s Book page 92A. 1. TheywantedtogovernthemselvesinsteadofbeingruledbyBritain. 2. Answerswillvarybutasthemeetingwasapeacefulgathering,therewasnoneed

todoanythingaboutit.B. 1. Answerswillvarybutitseemedthathewasafraidtheremightbeariot. 2. Answers will vary but the students will probably recognize that these are a

reminder of what happened, and of the people who died. 3. ItisclearthattheywerenolongerpleasedtoseeBritishroyalvisitorsbecauseof

whathappenedatAmritsar.

Answers to Skills Book page 45R

P A R T I T I O NJ I N N A H U

C L NM O E D

J A L L I A N W A L AH G G L

Q U A I D R U IT E E GM S AA M R I T S A R R

H

2

3

4 5

6

7

10

9

8

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Further activities1. Thestudentscanfindoutwhat leadingmembersof theIndianNationalCongressand

MuslimLeague,andotherleadingpeople,saidanddidafterthemassacre.2. Ifpossibletheyshouldmakealistofwhatwassaidbythesemembers.

Lesson 5: Meetings and conferencesLearning outcomesStudentsshouldbeableto:• establishhowthesubcontinent’sleadersnegotiatedwiththeBritishforhomerule• identifyanddefineinternationaldiplomacy

Resources• Pupil’sBookpages92–93• SkillsBookpage44Someimportantevents• AmapofIndiaandPakistanwhichalsoincludesBurmaandYemen

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Pupil’s Book steps1. Telltheclassthattheyaregoingtolearnhowtheleadersofthesubcontinentworked

towards gaining home rule.2. AskthemtoimaginethattheylivedduringthetimeofBritishrulewhenmanypeople

haddecidedthattheywantedhomerule.Ask: • Whatwould you havewanted the leaders to do? (Discuss each answer by asking:

Whatdoyouthinkwouldhavehappenedifyoudidthat?)TellthestudentsthattheBritishheldmeetingstodiscusshowthesubcontinentshouldbegoverned.

• Whodoyouthinkshouldhavebeenatthosemeetings?3. Readpages92and93togetherthenaskthefollowingquestions: • Whowenttothefirstmeetings?(theBritish) • WhatdidtheIndianNationalCongressdo?(Theyheldtheirownmeetings.) • Whatdidtheydecideattheirmeetings?(IndiashouldhavehomerulewithoutBritish

influence.SeparateelectionsforMuslimsshouldendbecauseseparationbyreligionwaswrong.)

• WhatweretheviewsofmanyMuslimsaboutthis?(TheythoughttheirwisheswouldnotcountbecausethereweresomanymoreHindus.)

• HowdidthemeetingsinBritainchange?(Leadersfromthesubcontinentwenttoo.) • Whatnamewasgiventothesemeetings?(RoundTableConferences—remindtheclass

that at that time ‘India’meanttheentiresubcontinent.)4. Askthestudentstoread ‘It’saFact’,lookatthepicturesandreadthespeechbubbles.

Ask: • In 1935 how did Britain begin to split up some parts of the land it ruled in the

subcontinent?(ItseparatedBurmaandAdenfromIndia.ThenitseparatedSindhfromthe Bombay Presidency andmade Bihar and Orissa two separate provinces.) Helpthemtolocatetheseplacesonamapofthesubcontinent.PointoutthatAdenwasaportonthecoastofYemen.TheBritishhadruledAdenandthelandarounditaspartoftheBombayPresidencybutitremainedacolonywhentheybegantosplitupthesubcontinent.

• Whatplansdid theBritishhave for the subcontinent? (Theywanted to split it intoseparatestateswithsomegovernmentoftheirownbuttostayinchargeofmoney,taxes,thearmy,andthepolice.)

• What did the Indian National Congress and Muslim League think of that? (TheydisagreedandwantednoBritishruleatall.)

5. Readtheexercisewiththeclassanddiscussanyquestionsthestudentsdonotunderstand.6. Theycanthencompletetheexerciseintheirnotebooks.

Skills Book steps1. Tell the students that they are going to complete a timeline of important events from

1885to1947.Readtheintroductiontothispagewiththemandaskthemtolookatthefirstpicture.Ask:

• Whoisthis?(SyedAhmedKhan) • Whatimportantthingdidhedo?(HeestablishedtheAligarhMuslimUniversityand

wasafoundingmemberoftheAllIndiaMuslimLeague.) • Whenwas the All IndiaMuslim League founded? (They could re-read page 88 to

check—1906.)

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2. Letthestudentsstudythesecondpicture.Ask: • Whatdoesthispictureshow?(themeetingoftheIndianNationalCongressandthe

MuslimLeagueinLuknow) • Inwhichyearwasthisheld?(Theycancheckbyreadingpage90again—1916.)3. Followthepreviousprocedureandask: • Whatdoesthispictureshow?(theAmritsarMonument) • WhereinAmritsarisit?(JallianwalaBagh) • Whatisitfor?(tocommemoratethepeoplewhodiedinthemassacrethere) • Inwhichyearwasthemassacre?(Theycancheckbyreadingpage91again—1919.)4. Continueasdonepreviouslyandask: • Whatdoesthispictureshow?(aRoundTableConferenceinLondon) • Whatwas the conference for? (todiscusshome rule for the subcontinent,with the

Britishgovernment) • Inwhichyearwasthis?(Theycancheckbyreadingpage93again—1928.)5. Aftertheylookatthelastpicture,ask: • Whatdoesthispictureshow?(thenationalflagofPakistan) • Whateventdoesitcommemorate?(independence) • Inwhichyearwasthis?(Theyprobablyknow—1947.)6. The students cannowwrite a sentence about each event anddraw lines to join their

sentences to the correct date on the timeline.

Answers to Pupil’s Book page 93A. 1. No.Theysaidtheywouldsplitthesubcontinentintoseparatestateswithsomeof

their own governance. 2. Theysaiditwaswrongtoseparatepeoplebyreligion. 3. They were worried that their wishes would not count because they were

outnumberedbyHindus. 4. They separated Burma and Aden from India, and Sindh from the Bombay

Presidency. They made Bihar and Orissa separate provinces. 5. Money,taxes,thearmy,andthepolice

Answers to Skills Book page 44SyedAhmedKhanhelpedfoundtheAllIndiaMuslimLeaguein1906becausehethoughttheIndianNationalCongressfavouredHindusandtheMuslimswereaminority.

TheLucknowmeetingoftheIndianNationalCongressandtheMuslimLeaguewasheldin 1916 to decide what to ask from the British government.

In 1919 British troops shot at a crowd of people during a peaceful protest meeting at Jallianwala Bagh,Amritsar,which supportedhome rule. Thismonument commemoratesthose who died.

TheRoundTableConferenceswereheldinLondonfromaround1928todiscusshomeruleforthesubcontinent.Leadersfromthesubcontinentwenttothemeetings.

ThenewnationofPakistanwascreatedon14thAugust1947.Thisisitsflag.

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Further activities1. ThestudentscouldusebooksortheInternettofindoutmoreaboutthemeetingsthat

tookplaceconcerningthegovernmentofthesubcontinent:whoorganizedthem;where;whoattendedthem;whathappenedaftereachone.

2. Askthemtocollectpicturesofthesemeetings,places,etc.anddisplaythemonthesoftboardsintheclassroom.

Lesson 6: A new nation


• learnabout thedifferentviewsofpeoplehere regardingwhat shouldhappenoncethesubcontinentgothomerule

• considerdifferentviewsaboutthepartitioningofthesubcontinent

Resources• Pupil’sBookpage94

Pupil’s Book steps1. Informthestudentsthattheywilllearnaboutthediscussionsheldbytheleadersofthe

subcontinentastheyworkedtowardshomerule.Explainthattheywerenotincompleteagreementastowhetherthereshouldbeonenationortwo—withaseparatenationforMuslims.TellthemthatthiswascalledthepartitionofIndia.Ask:

• Whydoyouthinksomepeoplewantedtosplitthesubcontinentaccordingtoreligion?(Listthestudents’answersontheboard.)

• Whydoyouthinksomepeoplewereagainstthis?(Listtheiranswersontheboard.)2. Readthroughthestudents’ideasandthentellthemthattheyaregoingtofindoutwhat

importantpeopleofthattimesaidaboutit.3. Togetherreadpage94and‘It’saFact’.Ask: • Which people said that there should be one nation? (Mohandas Gandhi and the

politicianandpoetVinayakDamodarSavarkar) • Whosaidthatthesubcontinentshouldbepartitioned?(MuhammadAliJinnahand

thepoliticianandpoetAllamaIqbal) • Whatreasonsdidtheygiveforpartitioning?(tosaveMuslimsfrombeingovershadowed

by the Hindus; also because Muslims have a different way of life and religiouspracticesascomparedtoHindus)

• Whatreasonsweregivenagainstpartitioning?(Religionshouldnotbethebasisforadivision.Itshouldbeonemanonevote,whetherHinduorMuslim.Minorityisnoreasonforprivilegeandmajorityisnoreasonforpenalty.)

4. Readtheexercisewiththeclassanddiscussanyquestionstheydonotunderstand.5. Theycanthencompletetheexerciseintheirnotebooks.

991

Answers to Pupil’s Book page 94A. 1. Mohandas Gandhi and Vinayak Damodar SavarkarsaidthatIndiashouldbeone

nation. 2. Muhammad Ali Jinnah and Allama IqbalsaidthatIndiashouldbesplitintotwo

nations.B. 1. Tworeasonsfrom:Weshouldnotbedividedbyreligion.Itshouldbeonemanone

vote,whetheraHinduorMuslim.Minorityisnoreasonforprivilegeandmajorityis no reason for penalty.

2. So that Muslims would not be overshadowed by Hindus. Because Muslims andHindushavedifferentwaysoflifeanddifferentreligions.

Further activities1. Asktheclass: • Whichofthepeopleshownonthispagehadchangedhismindaboutpartitioning?

(Jinnah.Seepage94.)2. Divide them into groups of four and ask the students to discuss why they think Jinnah

changedhismind.TheycouldresearchthisforhomeworkusingbooksandtheInternetandbyaskingtheirfamilies.

Lesson 7: Independence for Pakistan


• describethepre-partitionstruggleandsacrifices• identifyandestablishtheprocessofthecreationofPakistan

Resources• Pupil’sBookpage95• SkillsBookpage46TheEmergenceofPakistanandIndia• AmodernmapofPakistanandIndia• Ifpossible,aphotographofthePakistanMonumentinIslamabad

Pupil’s Book steps1. Beginbyaskingthefollowingquestions: • Whydowehaveanationalholidayon14thAugust? • WhatdowecelebrateonIndependenceDay? • Do you do anything special or use any special symbols on that day? (Individual

studentscouldtelltheclasswhattheydoonthisday.)2. ShowaphotographofthePakistanMonumentinIslamabadandask: • Doyouknowwhatthisisandwhereitis?OncetheMonumentanditslocationhave

beenidentified,ask: • WhathappensinIslamabadeachyearonIndependenceDay?(Thenationalflagis

raisedontheParliamentHouseandthePresidency,andtheNationalAnthemissung.) • Whatothercelebrationshaveyouseenontelevision? • HowdothepeopleinyourareacelebrateIndependenceDay?

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3. Telltheclassthattheyaregoingtolearnhowourcountrywascreatedon14thAugust1947.Ask:

• Howold isPakistan? (Theycouldcalculatethis inyearsandmonthsorevenyears,months,anddays.)

4. Differentstudentscouldreadsectionsofpage95aloudtotheclass.Ask: • Whichreligiousgroup,inadditiontoMuslims,askedfortheirownnation?(Sikhs) • Where?(Punjab) • WhatdidtheBritishwanttodo?(uniteMuslimsandHindus) • Whatworried Jinnah? (The IndianNationalCongressmight joinwith theBritish to

stoptheMuslimnationfrombeingcreated.) • Whatdidheplanforpeopleacrossthesubcontinent?(peacefulprotestmarches) • Werethemarchespeaceful?(No,therewasviolenceinwhichpeoplewereinjuredor

killedandbuildingsweredamaged.) • Whenthesubcontinentgothomeruleandwassplit intotwonations,howdidthis

affectmanypeople?(ManyMuslimsinthe ‘new India’andHindusandSikhsinthe‘new Pakistan’ left their homes. Hundreds of thousands died or suffered hardshipbecauseofthisandmanydiedorwereinjuredinthefightingthatbegan.)

5. It is said that Chaudry Rehmat Ali invented the name Pakistan. P for Punjab; A forAfghania (nearthenorth-westborderof thesubcontinent);KforKashmir;S forSindh;TanfromBalochistan.AlsothenamemeantPak(pure)Nation(stan).

6. Readtheexercisewiththeclassanddiscussanyquestionstheydonotunderstand.7. Thestudentscanthencompletetheexerciseintheirnotebooks.

Skills Book steps1. Asktheclasstolookatthemapofthesubcontinentonpage46oftheSkillsBookand

compare it with a modern map. • HowwasPakistandifferentwhenitwasfirstcreated?(Itincludedpartsoftheland

now known as Bangladesh but these were separate from the land that is nowPakistan.)

• HowwasIndiadifferentfrommodernIndia?(HyderabadwasnotincludedinIndia.) • Whatdothearrowsshow?(thedirectionsinwhichpeoplemovedfromtheirhomes

tootherpartsofthesubcontinentafterthepartition)2. Discussthedirectionsinwhichthepeoplemoved.(ManyHindusandSikhswholivedin

thenewPakistan left their homes tomove to India.ManyMuslims in India left theirhomestomovetothenewPakistan.)

3. Thestudentscannowfillinthegapsinthesentences,referringtopage95ofthePupil’sBook if necessary.

Answers to Pupil’s Book page 95A. 1. Pakistanbecameanationin1947. 2. Jinnah was the first Governor General of Pakistan. 3. ManyHindusandSikhsfromPakistanmovedtoIndiaandmanyMuslimsfromIndia

cametoPakistanbecauseofthereligiousmajority.

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Answers to Skills Book page 461. When the subcontinentwaspartitioned,Pakistanhad twoparts:West Pakistan and

East Pakistan.2. ManyMuslimslefttheirhomesinthenewIndia to move to Pakistan.3. ManyHindusandSikhslefttheirhomesinthenewPakistan to move to India.4. Thenorth-westernborderofWestPakistanseparateditfromAfghanistan.5. ThenorthernborderofEastPakistanseparateditfromNepal, Bhutan, and China.6. EastPakistanwassurroundedbyIndia on almost every side.

Further activities1. Make a class scrapbook about Independence Day celebrations: photographs, reports,

drawingsandcommemorativeitemsthatcanbegluedintothebook,suchaspicturesofthe national flag, commemorative stamps, etc.

2. Students should attempt the CD activity.

Answers to Pupil’s Book page 96A. Answerswillvary:forexample,MuhammadAliJinnah,thefounderofPakistanand

its first Governor-General; Syed Ahmed Khan, who founded the All India MuslimLeague; Jawaharlal Nehru, who was the first Prime Minister of India; MohandasGandhi, who worked for Independence through the Indian National Congress;ChaudhryRehmatAli,whowroteabouthisideasforthenewPakistanandissaidtohave proposed the name Pakistan.

B. Answerswillvary:thechildrenenactadiscussionaccordingtowhattheyhavelearnedaboutJinnahandGandhi.

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Background knowledge for the unitThis unit provides information about some key inventions anddiscoveries of the 19th and early 20th centuries. It explores how these affected industry, trade, education, communication, and everyday life, namely: electricity, the telephone, cars, the camera, aircraft, television, and computers.

Thestudentsdiscoverhowscienceandtechnologybuildonearlierdiscoveriesandinventionsandhowtheyenableideastobeputintopractice.Theyfindouthowsomediscoveriesandinventionsdonotseemtohaveapurposeatthetimebutarelaterprovetobevital.Theyalsofindouthownewmaterialsandtechniquesenableoldideastobeputintopractice.


• recountthehistoryofelectricity• describehowthetelephonewasdeveloped• explainthattheuseofpetrolinenginesdevelopedfromcartsandsteam-drivenvehicles• explainhowacameraworks• describehowaircraftfly• determinehowtelevisionswork• explainhowcomputerswerefirstdeveloped


• find out about the past from everyday objects and from older versions of these inmuseums and pictures

• investigateobjectsfromthepastthroughmakingandusingmodels• askquestionsanddrawconclusionsaboutpeopleandeventsinthepast• considertheenvironmentwhenusingtechnology


• hownewmaterialsandtoolshelpscientistsandinventorstoputtheirideasintopractice• howwecanusenewtechnologywisely

Lesson 1: Electricity


• identifyanddescribehowelectricitywasdiscovered• determinehowelectricityproductiondevelopedinPakistan

Resources• Pupil’sBookpages97–98• A lightbulb,a candle,andmatches (Youwillneed to checkyour school’shealthand

safetypolicyregardingmatches.)Pupil’s Book steps

Unit 10 Inventions and discoveries

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1. Show the class a candle, and light it if possible. Tell them thatbefore electricitywasinvented this was what many people used for lighting up their homes after dark. Then showthemalightbulbandask:

• Whatwasdiscoveredbefore lightbulbsandother ‘electrical’ items couldbeused?(When electricitywas discoveredmethods of its transmission had to bedeveloped.Power companieshad tobe setupand cablesandwireswere required to transferelectricityfromthegeneratorstothebuildingswhereitwasneeded.)

2. Explain that at first electricitywasmainly used for light, but once therewere powercompaniesproducingelectricity, inventorsbegantousethisenergytochangethewaymanytaskswerecarriedout.Ask:

• What do we use electricity for? (heating, laundry, cleaning, running factories,communication,etc.)

3. Explainthatelectricitywasnotinvented,butthatitexistsinnature.Scientistswereabletodiscovertheprocessforitsproductionandinventorsfoundwaysofusingit.Ask:

• Whendoyouthinkscientistsfirstfoundoutaboutelectricity?4. Tellthestudentsthattheywillbesurprisedwhentheyreadaboutthis.Together,read

thefirsttwoparagraphsofpage97forthisinformation.Ask: • Whydoyouthinkelectricitywasneverusedinancienttimes?(Theydidnothavethe

materialsandtechnologytouseit.)5. Continuereadingtherestofpage97andask: • Whydoyouthinkpeoplebegantouseelectricityattheendofthe19thcentury?(By

thentheyhadmachinesformanypurposesbutthesewerepoweredmechanicallyorby steam, for example, carpet cleaners were mechanical; there were mechanicaltypewriters—keyboards; trains—even some road vehicles were powered by steam;also,factorieshadmechanicalandsteam-poweredmachines.Peoplehadalsobegunto use gas for light and to cook with, so there were plenty of possible uses forelectricity.)Ask:

• HowmuchelectricitywasbeingproducedinPakistanin1947whenthecountrywascreated?(60megawatts—enoughfor15modernfamiliesforoneyear!)

• Whycouldveryfewpeoplehereuseelectricityintheirhomes?(Therewerenocablesto carry electricity over long distances.) Point out thatmost countries produced asmall quantity of electricity at that time and ordinary people did not have much use for it at home.

• HowmuchelectricitycouldPakistanproduceby2010?(20,922megawatts)6. The students can then complete the exercise at the top of page 98.

Answers to Pupil’s Book page 98A. 1. False.Hediscovered,notinvented,electricity. 2. False.Scientistsasearlyas1000bceknewaboutelectricity. 3. TrueB. Answerswillvary.

Further activities1. Findoutwhereyourlocalelectricitysupplycomesfromandhowitissentfromthepower

plant to the places where it is used.

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2. Asa sharedwritingactivityyoucouldhelp the students to contribute to composinga‘class’ letter to the electricity company to ask for information.

3. The students could research andwrite leaflets about safety and electricity: safe playnear overhead power lines, substations, electrified railway lines; electrical safety athome, etc.

4. Linkthiswithworkinsciencelessonsonhowtolightabulbusingabattery,conductors,and insulators, etc.

Lesson 2: The phone


• explainhowandwhenthetelephonewasinvented• explainhowsoundtravelsthroughsolidmaterials

Resources• Pupil’sBookpages98–99• SkillsBookpage48Asimpletelephone• elasticbands• twoaverage-sizedfoodcans(nosharpedges);apieceofstringabout4mlong(and, if

possible,apieceofwireornylonfishinglineabout4mlong),ahammer,twonails

Pupil’s Book steps1. Beginthelessonbyasking: • Howwaselectricityused tohelpwith communication in thedaysofBritish rule in

thesubcontinent?(Theysentmessagesusingtheelectrictelegraph.SeeUnit8.)2. Tell thestudentsthattheywill learnmoreabouttheelectric telegraph inUnit11but

explainthatthiswasasystemwhichsentmessagesassignalsthathadtobeprintedoutandcouldnotbeusedforspeakingtopeoplefaraway.Tellthemthattelegraphmeans‘far writing’ and telephone means ‘far sound’.

3. Givethestudentselasticbandsandaskthemiftheycanmakeasoundusinganelasticband.Letthemtrythisandtellthemtolookattheelasticbandasitmakesthesound.Ask:

• Whatdoyouhavetodototheelasticbandtomakeasound?(Pluckit.) • Whatdidyouobserve?(Theelasticbandhastovibrate—shake—tomakethesound. • Have you seen other things vibrating to make a sound? (the strings of musical

instrumentssuchastheviolinorguitar) • Doanyofyouplaythepiano? • What happens inside the pianowhena key is hit? (Thewire attached to the note

vibrates.TellthemthataBritishengineernamedAlexanderGrahamBellnoticedthisandhewonderedwhatwouldhappenifhesangintoanopenpiano.)

2. Together, read the first three paragraphs under the heading ‘The phone’ on page 98. Ask:

• WhatdidBelldiscoverwhenhetriedsingingintothepiano?(Thewiresvibratedandmadethesamemusicalnote.Theycopiedthesound.)

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• HowdidtheybegintovibratewhenBelldidnottouchthepiano?(Todemonstratethis, ask the students to sing and, as they do so, to place the fingers of one hand on thefrontoftheirneckjustbelowthechin.)

• Whatcanyoufeel?(Explainthattomakeasoundwithourvoicewemakethe‘voice box’ in our throat vibrate. These vibrationsmake the air vibrate. The vibrating airmakesotherthingsvibrate, includingwires.Bell’svoicehadmadethepianostringsvibrate.Thatishowhediscoveredthatwirescancopyasound.)

• Whatdidhedonext?(Hemadesoundstravelalongawire.) • Whatdidhewanttodoafterthat? (makethesoundsclearersothatpeoplecould

hearwordsandsentencestravellingalongawire)3. Readtherestofthepageandthesentenceatthetopofpage99withtheclasstofind

out what Bell did next. Tell them that when Bell wanted to start a telephone company he did not have enough money and at first could not persuade anyone to lend it to him becausemostofthepeopleheaskedthoughtthattherewouldbenouseforthephone!Ask:

• HowdidBell’stelephonecompanychangethelookofmanytownsandcities?(Wiresattachedtopolescriss-crossedthestreets.)

5.Thestudentscanthencompletetheexerciseonpage99.

Skills Book steps1. Preparethematerialsbymakingaholeinthebottomofeachcan,usingahammerto

knock a small nail into it. The students will need to use the nail to fix the string to the can.Tell themthat theycanlearnhowAlexanderGrahamBell’sphoneworkedwhentheymakethissimplemodel,whichshouldwork!

2. Ask the students to push the ends of the string through theholes in the two cans, asshown in the picture, then tie it to the nail, this will hold it in place inside the can.

3. Twostudentsshouldthenusethe‘telephone’ as shown in the picture. It will work if the stringiskepttight.Theonelisteningshouldheartheother’svoicewhenhe/shespeaks.Theycanalsomakesoundsforoneanothertolistentobypluckingthetightstringorgrippingitwithadampclothandpullingtheclothalongthestring.Ask:

• Whatdidyouhear? • Howdidthesoundget toyourears? (Thesoundof thevoicemadetheairvibrate;

thismadethecanvibrate,whichinturnmadethestringvibrate,andthentheothercanvibrated;thismadetheairintheothercanvibratetoo.)Explainthatwhentheair vibrates itmakes the tiny bones in our ears vibrate.Our ears have nerves thatcarryamessagetoourbrain.Thebraincanmakesenseofsuchmessage.SeeFurtheractivities.

4. The students then try replacing the stringwith nylonwire and fishing line, and thencomparing the quality of the sounds they hear.

Answers to Pupil’s Book page 99A. 1. Hesanganoteintoapianoandthewiresvibratedandplayedthesamenote.He

made a simple phone. 2. Theyvibrated. 3. 1876 4 Hemadeaphonewithtwoparts,oneforspeakingandtheotherforlistening. 5. Hestartedatelephonecompanyandputupwiresonpolestolinkbuildingstoa

telephone exchange.

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B. Theyhadtelegraphpolesholdingwirescriss-crossingthestreets. Answerswillvaryforexample,itwasgoodbecauseitmeantthatpeoplecouldspeak

tooneanotheracrosslongdistances;itwasbadbecauseitmadethestreetslookverymessy.

Answers to Skills Book page 48A. Thestudentsmakethemodeltelephoneandtestit.B. 1. Thesoundofthevoicemakestheairvibrate;thismakesthecanvibratewhichin

turnmakesthestringvibrate;thismakestheothercanvibrate;thentheairintheothercanalsovibrates.

2. Answerswillvary. 3. Answerswillvary.Usuallythequalityofsoundisbetterwithwirethanwithstring.

Further activitiesShow the students a diagram of the inside of the human ear that lets them see how sounds arecollectedbytheearandmaketheeardrumandthenthebones intheearvibratetosendamessagetothebrain:

hammer

connects tothe nose

anvilconnects

to thebrain

Eustachiantube

stirrup

cochlea

eardrum

semicircularcanals(3)

nerves

outer earcanal

pin

na

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Lesson 3: The carLearning outcomesStudentsshouldbeableto:• establishhowandwhenthecarwasinvented• findoutaboutthefirstcarsandhowcarshavechangedovertime

Resources• Pupil’sBookpages99–100• Photographsofcarsfromdifferentages.Youcouldaskamotormanufacturerforpictures

of their cars through the ages.

Pupil’s Book steps1. Beginthelessonbyaskingsomequestionsaboutcars. • Forhowlonghavepeoplebeenusingcars?(Tellthemthatthefirstcarfactorywas

KarlBenz’sfactoryinGermanyin1888.ItlaterbecameMercedesBenz.) • Whatdidpeopleuse for transportbefore theyhadcars? (Peopleusedcarts,horse-

drawncarriages,rickshaws,etc.whichwerepulledorcarriedbyanimalsorpeople.Alsotrainspoweredbysteamwereused.)

2. Together, read the section titled ‘The car’. Then ask: • Whatdidtheystartusingaspowerforcarts?(steamengines) • Whatmadethisdifficult?(Asteamengineneededalotofcoalorotherfuel.) • Whomadethefirstpetrol-drivencar,andwhere?(KarlBenz,inGermany)3. AsktheclasstolookatthepictureofKarlBenz’sfirstcarandtodescribeit.Discusshow

it is different from modern cars.4. Showthestudentspicturesofcarsfromdifferentagesandaskthemtoputtheminorder.

Discuss how they could tell which are the oldest and which are the newest cars.5. Askthestudentstoreadthefirsttwoparagraphsonpage100and‘It’saFact’.Ask: • HowdidHenryFordchangethewaycarfactorieswork?(Heusedaproductionline.

Explaintheworkingofa‘production line’;showthestudentspictures,ifpossible.) • Whatdifferencedidtheproductionlinemake?(Differentpeoplemadedifferentparts

ofacarwhichincreasedthespeedofmakingacar.Italsomadecarscheaper.) • WhatwasFord’scheapcarcalled?(ModelT) • Which was the first car factory in the subcontinent? (Mahindra and Mahindra of

Mumbai,1945) • WhichwasthefirstcarmanufacturerinPakistan?(AdamMotorCompany.Theyhave

closeddownnow) • WhichwasthefirstcartobemadefrompartsmadeinPakistan?(Revo)6. The students can then complete the exercise on page 100.

Answers to Pupil’s Book page 100A. 1. Thefirstautomobilesweredrivenby m. 2. Before cars, people used to pull carts. 3. Thefirstpetrolcarwasbuiltinthiscountry. 4. Awordthatmeansbroughtfrom another country 5. Karl opened the first petrol car factory. 6. Aproduction has different people making different parts of something.B. Answerswillvary.

S T E A MA N I M A L S

G E R M A N YI M P O R T E D

B E N ZL I N E

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Further activities1. Thestudentscouldchooseanymakeofcartoresearch.Askthemtofindoutwhoopened

the factory, where and when it started, and to explain how the car has changed over the years.

2. Theycoulddrawandwriteaboutamoderncar,perhapstheirfamilycar.Askthemtolistanythingonthecarthatwouldnothavebeenpossibletohaveattheendofthe19th century, and to say why.

Lesson 4: The camera

Learning outcomesStudentsshouldbeableto:• explainhowandwhenthecamerawasinvented• describehowthefirstcamerasworked• explainthetermscenturiesandBCE

Resources• Pupil’sBookpages101–102• SkillsBookpage49Howacameraworks• ashoebox,somemetalfoil,scissors,apin,greaseproofpaper,alamp,andscotchtape• acamera—ifpossibleaKodakBoxBrownie,oranoldcamerathatusesfilm

Pupil’s Book steps1. Informthestudentsthattheyaregoingtofindouthowcameraswereinvented.Explain

thatthecameraprogressedfrommanyearlierdiscoveriesbyscientists,someaslongagoasthe5th century bce.

2. Let the students examine a camera and observewhat happens to the shutterwhen apictureistaken.(Itopens.)Ask:

• Whydoyouthink thathappens? (Tell themthat thevery first camerasalsohadashutterbutthatitwasmuchsimplerthanthisone.Alsopointoutthelens.)

• Whichother instruments doyouknowof that use lenses? (microscopes, spectacles,telescopes)

3. Readaboutthecameraonpages101and102withtheclass.Ask: • Whatisbehindtheshutterofacamera?(atinyhole) • Whatistheholefor?(toletinlight) • Why?(Lightreflectsfromobjectsandthengoesthroughtheholeandintothecamera.

There itmakes anupside-downpicture of theobjects.Ask the class to lookat thepictureofthecameraobscura.)

• Whenwerethefirstpicturesmadeinthisway?(Inthe5th century bce.MakesurethatthestudentsunderstandhowtocountthecenturiesBCE.)

• WhatdoesBCEstandfor? (BeforetheCommonEra; the1st century bce isnumberedupto99.)

• Whatyeardoesthe5th century bcebeginwith?(400) • Whichislater—450bceor500bce?(450bce) • Howwerethepicturesmadeclearer?(Betterlenseswereused.) • HowdidaFrenchscientist improvecamerassothathecouldkeepthepictures?(He

paintedaflatmetalplatewithchemicalsanditworked.)

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• HowdidtheAmericanGeorgeEastmanimprovethis?(Heusedatypeofplasticcoatedwith chemicals. He stored back-to-front pictures on it and printed themon specialpaper.)

4. AllowthestudentstoobservethepictureofEastman’scamera.Ask: • WhatdidEastmancallhiscamera?(Brownie) • WhichcameracompanydidEastmanstart?(Kodak)5. Thestudentscanthencompletetheexerciseonpage102.

Skills Book steps1. Youcouldmakethepinholecameraasshown,beforethelessonorletthestudentsmake

oneifyouhaveenoughmaterials.Letthemlookintotheshoebox.Thepinholesshouldpointtowardsalight.Ask:

• Whatdoyousee?(Theyshouldseethelightupside-down.) • Whatdoyouthinkyouwillseeifyoupointthepinholetowardsthewindow?(Let

themtryit.) • Whatdoyousee?(Theyshouldseethewindowupsidedown.)2. Askthemtodrawwhattheysee.

Answers to Pupil’s Book page 102A. 1. Picturesgetintoacamerawhenlight reflects from them onto the lens. 2. Scientistsmadepictureslikethisinancienttimes.Thefirstweknowaboutwasin

the 5th century bce in China. 3. Inthe10th century ceIbnal-Haythamlookedatpictures reflected through a tiny hole. 4. Scientists usedpieces ofmetal painted with chemicals to keep the pictures from

cameras.B. It had a film made from a type of plastic.

Further activitiesThe students couldexamine the insidesofolder cameras thatuse filmanddraw labelleddiagrams of them. Or you could show them this picture and explain how the camera was used:

strap

viewfinder

lock

film advance

viewfinder lens

lock

lens

shutter lever

To use this camera, you would not hold it up to your eye but pointthe lens towards the subject andlook down into the viewfinder. The camera could be used on itsside, so there are two viewfinders. Aftertakingapicture,youwouldturn the film advance knob towind the film. Later camerasshowed guide numbers to helpyoutowinditbytherightamount.The later Box Brownies held films that took eight photographs. They took pictures that came out in shadesofwhite,grey,andblack,butnotincolour.

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Lesson 5: Aircraft


• explainhowandwhenaircraftwerefirstmade• explainhowplanesfly• discussthefirstaviators

Resources• Pupil’sBookpages102–103• SkillsBookpage52Amythicalinventor• paperformakingpaperplanes

Pupil’s Book steps1. Tellthestudentsthattheyaregoingtofindouthowtheaircraftwasinvented.Explain

thattheplane isadevelopmentfromearlierdiscoveriesbyscientists inthe9th century ce. Tell them that there are stories throughout history of people wanting to fly and myths aboutbeingabletodoso.BeginwiththestoryintheSkillsBooks.(SeeSkills Book steps.)

2. Discussthephotographofthehang-gliderandask: • How is this different from thewings of Daedalus and Icarus? (It has a very light,

aluminium-alloyframewithlightweightfabricsuchasparachutematerial.) • Howdoes it stayup? (Air pushes upwards just aswater does. Thewings are large

enoughtohold/traptherequiredamountofairbeneaththemsothatthehang-gliderstaysup.)

3. Helpthestudentstounderstandairpressure.Theycouldholdasheetofcardflatandthen try moving it quickly downward. They should feel the upward push of the air. Tell themthathang-glidersandglidersflyoncurrentsofmovingair.

4. Ask the students to readpage 102and the twoparagraphs onpage 103 togetmoreinformation.Ask:

• Whomadethefirstgliderweknowof?(AbbasIbnFirnas) • Whereandwhenwasitmade?(inSpaininthe9thcentury) • Whathappenedtoit?(Itdidnotflyveryfarandcrashedtotheground.Explainthat

hemighthaveknownwhatwasneededinordertomakeagliderbutdidnothavethestrong,lightweightmaterialneeded.)

• Whomadethefirstplanewithanengine?(theWrightbrothers) • Whereandwhenwasitmade?(intheUSAin1903) • Forhowlongdiditstayintheair?(12seconds) • Wastheirnextplanebetter?(Yes.Itflew24milesinjustover23minutes.) • Did theymake planes that flewwell enough for passenger transport? (Yes. They

startedanairlineforgoodsandpassengertransport.)5. Read‘It’saFact’ with the class and ask: • WhydidLeonardodaVinci’saircraft, inthe15th century,notfly; infact,couldnot

evenbemade?(Peopledidnothavesuitablematerialsortechnology.) • Wouldanyofthemhaveworked?(Yes.Onehasbeenmadeusingmodernmaterials

anditflewforashorttime.)6. Thestudentscanthencompletetheexerciseonpage103.

1111

Skills Book steps1. Read this story with the class before beginning the lesson in the Pupil’s Book pages

102–103.2. Tell the students that this is a famous Ancient Greek myth. Review what they have

alreadylearnedaboutAncientGreece(seeBook3).Explainthatamythisastorythathasbeenmadeup;sometimesaboutrealpeopleandplaces;sometimestoexplainthingsinnatureor science;and sometimes toexplore ideasor togiveamessageorwarningabouthowpeopleshouldbehave.

3. Thestorycouldbereadaloudbydifferentstudentswhowouldliketoread.4. Invitevolunteerstoretellthestoryusingtheirownwords.Ask: • WhydidIcarusfallfromthesky?(Heignoredhisfather’swarningandflewtoonear

the Sun. This made the wax that held the feathers onto his wings melt, so the feathers droppedoffcausinghimtofall.)

• CouldpeoplereallyflyiftheymadewingslikethoseofDaedalusandIcarus?(No,becausewingslikethese—largeenoughtosupporttheirweight—wouldbetooheavy.

Hang-gliders,whicharelargeenoughandlightenoughtokeepthemintheair,couldbemadeinstead.)

5. Thestudentscannowanswerthequestionsonthispage.

Answers to Pupil’s Book page 103A. 1. AbbasIbnFirnas,inthe9th century 2. TheWrightbrothersintheUSA 3. 1903B. They did not have the technology or materials to make them light enough and strong

enough.

Further activities1. The students could make and test a paper plane. The following figures will help to make

one.

112 1

2. Askthestudentsiftheycanfindawaytochangetheirplanetomakeitflyfurther.theycouldaddsomescotchtapetothenoseforweight;theycouldcutandfoldflapsonthewings;theycouldtrimthenosesothatithasnopoint.

3. Ifyouhavealargeenoughopenspaceatschool,havea ‘paper plane championship’. Eachstudentcouldlaunchhis/herplanethriceandmeasurethefarthestdistanceflown.They could record the results on a chart:

NameDistances

1st try 2nd try 3rdtry

Lesson 6: Television


• describehowandwhenthetelevisionwasinventedandwhenitwasfirstmanufactured• explainhowmoderninventionsdevelopfromearlierinventions:televisiondeveloped

from radio and photography• namethefirsttelevisionbroadcastingcompanies

Resources• Pupil’sBookpages103–104• SkillsBookpage50Howthetelevisionworks;page51Trythis!• acircleofcardabout15cmindiameter• awoodenstickabout30cmlong• apinordrawingpintoattachthecardcircletothesticksothatitcanspin

Pupil’s Book steps1. Informthestudentsthattheyaregoingtoreadabouthowthetelevisionwasinvented.

Explainthatsomeearlierinventionshelped.2. Asktheclasstoreadthesectiontitled ‘Television’onpage103andalsotolookatthe

photographandreaditscaption.Ask: • Whichinventionsmadescientiststhinkofsendingmovingpictureswithsoundthrough

the air? (The camera, gramophone, silent films, and radio. The radio sent soundthrough the air on radio waves, without wires. It was different from the telephone becausewireswereneededforthesoundstotravelalong.Peoplecalledtheradioa‘wireless’becauseofthis.)

• Who invented the ‘televisor’ that became television? (John Logie Baird. Tell thestudentsthatBairdwasBritish—fromScotland—butaGermanscientisthadfoundawaytoscanapictureandshowitonawall,45yearsbeforethat.)

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4. Askthestudentstoreadthefirsttwoparagraphsonpage104.Ask: • HowwasBaird’sinventiondifferentfromNipcow’s?(Itcouldscansoundsaswellas

pictures.) • Wherewastheworld’sfirstpublictelevisionbroadcastmade?(WashingtonDC,USA) • Whenwasitmade?(in1927) • WhendidPakistangetitsfirsttelevisioncompany?(1964) • Wherewasthetelevisioncompanylocated?(inLahore)5. Thestudentscanthencompletetheexerciseonpage104.

Skills Book steps (Page 50 How television works; page 51 Try this!)1. Ask the students to look carefully at the pictures on page 50.Help them to read the

labelsandexplain thatphotoelectric cells respondtodifferentamountsof light (theycan ‘read’thelight).TheytravelledfromBaird’s‘televisor’ along wires to a ‘receiver’.

2. Thestudentsshouldlookatthepicturesastheyreadthesentencesbelowthem.3. Askthemtoputthesentencesinthecorrectordertoexplainwhatishappeninginthe

pictures.4. Moveontopage51andtellthemthatthisshowshowtomakeamodelthatwillhelp

toexplainhowBairdmadethefirsttelevisionbroadcast.5. Followtheinstructions(stepbystep)givenonpage51.6. Holdthestickanddiscinabrightplacefacingawallandspinit.Lookatthewall.Ask:

Whatdoyousee?(Patternsoflightmadebythesunlightcomingthroughtheholesinthemovingdiscshouldbevisible.)TelltheclassthatBairdusedasimilarideatomakemoving pictures.

7. The students can now answer the question on this page.

Answers to Pupil’s Book page 104A. 1. a. telephone b. radio c. gramophone d. camera 2. JohnLogieBairdB. They travelled along wires. They used radio waves to send the pictures through the air, so that wires were not

neededtojointhe‘televisor’ to television sets.

Further activities1. The students could experiment with spinning discs to make different patterns on a wall.2. TheycouldfindoutmoreabouttheinventionsfromtheInternetorbooks.

Lesson 7: Computers


• describehowandwhenthecomputerwasinventedandwhenitwasfirstmanufactured• explain how inventions develop from earlier inventions, e.g., computers developed

from many different devices used for calculating and measuring• describethefirstmoderncomputers

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Resources• Pupil’sBookpages104–105• SkillsBookpage53Values• anabacus

Pupil’s Book steps1. Tell the class that theyare going to find out about how the computerwas invented.

Explainthatsomeearlierinventionshelpedinitsdevelopment.2. Askthestudentsinwhichcenturytheythinkpeoplefirstusedcomputers.Tellthemthat

the firstmoderncomputers couldnothavebeenmadeorusedwithoutelectricity,butthat computers developed from ancient devices for measuring and calculating. Forexample,theAncientEgyptiansusedanabacusforcalculations.Showthemanabacusand invite a volunteer to demonstrate how it is used.

3. Together,readthesectiontitled‘Computers’ and ask: • Areyousurprisedbyanythingonthispage? • Why? • HowwasCharlesBabbage’scomputerdifferentfrommodernones?(Itwasmechanical

andwasnotpoweredbyelectricity.) • Whatnamewasgiventothefirstmoderncomputer?(Colossus.Explainthatthismeans

somethingverybig.) • Whatmadethisagoodnameforthecomputer?(Itwashuge!) • Howhavecomputerschangedsincethen?(Theyhavebecomemuchsmaller.Theyare

nowafractionofthesizeofthefirstcomputers.) • Where was the world’s first electronic, digital, programmable computer made?

(England) • HowwasitusefultotheBritishduringtheWorldWarII?(Theyusedittoreadthe

GermanArmedForces’radiomessages.)5. Thestudentscanthencompletetheexerciseonpage105.

Skills Book steps1. Dividetheclassintogroupsoffour.Askthemtodiscusswhethertheinventionstheyhave

learnedaboutaregood.Letthemexplaintheiranswerstotheclass.2. Tellthestudentsthattheexercisetheyaregoingtodoisaboutthequestiontheyhave

discussed.Theyshouldthinkabouteachinventioninturnandmakenotesaboutwhatgoodtheythinkitdoesandwhattheythinkisbadaboutit.

3. Explainhowtousethechartandaskthemtowritetheiranswersonit.4. Theycanthenchoosetheinventiontheythinkisthemostuseful,andexplainwhy.

Answers to Pupil’s Book page 105A. 1. False. The astrolabe from 150 bce was a type of computer for calculating the

movements of the moon, stars, and planets. 2. True. 3. False.ThepictureshowswomenprogrammersworkingontheColossuscomputer

inEngland. 4. False.Hemadeamechanicalcomputer. 5. False.Acopyofthe‘DifferenceEngine’isinamuseum.Hedidn’tfinishbuildingit.B. Itiselectroniclikeamoderncomputerbutitismuchbigger.

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Further activities1. Collectpicturesofcomputers(betterstill,oldonesthatarenolongerneeded)andmake

a class computer museum display.2. Thestudentswhobringinthecomputers(orpicturesofthem)shouldfindoutandwrite

aboutwhentheyweremadealongwithinformationabouttheamountofmemorytheyhave and how they store data, for example, on large or small floppy discs, CDs, memory sticks, and so on.


Answers to Pupil’s Book page 106A. 1. Lights 2. Answerswillvary:televisions,washingmachines,hairdryers,dishwashers,shavers,

tumbledryers,lawnmowers,vacuumcleaners,irons 3. Answerswillvary:theyhadwheelswithspokeslikebicyclewheels;didnotgoas

fast,hadnobattery,sothelightswereoillamps;noindicators,sothedriverhadto give hand signals for turning left or right

4. Itwasmuchbigger.(Itwasalsomuchslower.)B. Answerswillvary.

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Background knowledge for the unitThisunithelpsthestudentstolearnaboutsomeimportantdevelopmentsincommunicationtechnology in the nineteenth and early twentieth centuries such as postage, the electric telegraph, railway communication systems, newspapers, and radio.The unit also explores how advances in technology opened up new ways in which people could send and receive messages, e.g., greetings, warnings, questions, announcements, news, advertisements, etc. It explores the role and influence of the media on communication and provides an opportunity for students to discuss how the media can influence people’sthinking.

Expected learning outcomes for the unitWhentheyhavecompletedthisunitinthePupil’sBookandSkillsBook,moststudentsshouldbeableto:

• describethehistoryofthepostalsysteminPakistan• explainhowtheelectrictelegraphwasdevelopedandhowitworked• describethedevelopmentofrailways,railwaysignalling,andhowtheearlysignalling

system worked• explainanddescribe thedevelopmentofprintingwhich led tonewspapers,and retell

the history of newspapers in Pakistan• describethehistoryofradiobroadcastingaroundtheworldandparticularlyinPakistan• explainhowthemediacaninfluencepeople


• findoutaboutthepastthroughreadingandfromphotographsandobjectsfromthepast• investigateobjectsfromthepastbymakingandusingmodels


• hownewtechnologycanchangethewaythingsaredone• howtheopinionsorbiasesofaspeaker,writer,photographer,ortelevisionproducercan

influence the audience

Lesson 1: Sending messages


• describethehistoricIndusValleypostalsystemandhowtheBritishdevelopedit• explaintheuseandworkingoftheelectrictelegraph• explainhowthespeedofcommunicationincreasedthroughouthistory,especiallyin

the 19th and 20th centuries

Resources• Pupil’sBookpages107–108• SkillsBookpage54Theelectrictelegraph

Unit 11 The role of the media

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Pupil’s Book steps1. Ask the classwhat they remember from theprevious lessonsabout thewaymailwas

sentlongagointheIndusValley.Remindthemthatforalongtime,peopleintheIndusValley sent messages by runners—people whose job was to run from one place toanother carryingmessages. Explain that the runnerswould eachhave their own ‘run’ that went from one ‘station’ to another. If any of their messages had to go any farther theywouldhandthemovertoanotherrunner.Readthefirsttwoparagraphsofpage107 with the class so that they can find out how the British developed this mail system and introduced postage stamps here.

2. AskthestudentswhattheyrememberfromUnit10aboutinventionsthathelpedtospeedupcommunication.Ask:

• Doyourememberwhatyoureadabouttheelectrictelegraph?(Tellthemthattheycanfindoutmoreaboutitonthispageandaskthemtoreadtotheendofthepage.)

• Howwerethemessagessent?(Electricityandmagnetismwereused,andthemessagesweresentinacode.)

• Whatisacode? Explainthatacodeiswhenyouexchangethelettersofawordforotherletters,numbers,

or symbols, and if they are sent along wires, electronic signals that can be read assymbols.AverysimplecodeistousenumbersinsteadoflettersofthealphabetA=1,B=2,C=3,D=4,etc.Thestudentscouldcompleteachartasshowninthefollowingexampleandthenwritesomewordsusingthecodeortheycouldtapthenumbersforsomeonelistening,e.g.4taps=D):

A B C D E F G H I J K L M1 2 3 4 5 6 7 8 9 10 11 12 13N O P Q R S T U V W X Y Z14 15 16 17 18 19 20 21 22 23 24 25 26

3. Togetherread, ‘It’saFact’ so that the students can find out how the electric telegraph sentcodedmessages.Explainthatthetelegraphoperatortappedthesignallingmachinetosendeachletterofaword(usuallyasaseriesofslowandquicktaps).Themessagereceiverprintedoutthemessageasdots(.)forquicktapsanddashes(–)forslowtaps.


Skills Book steps1. Tell the class that they are going to learn how the electric telegraph sent messages and

whattheylookedlikewhenthereceiverprintedthem.ExplainthattheMorsecodewasnamedafteritsinventorandbecameaninternationalcode.

2. Askthestudentstoreadtheintroductiontothispageandtostudythecode.Askthemhowtheywouldtaptheselettersandnumbers:TEZ3A16R.Thenask:

• Whichlettersarethequickesttotap?(EandTbecauseonlyonedotordashisused) • Whydoyou think these letterswere given a very quick code: just one dot or one

dash?(TheinventorwasBritishandthelanguageheusedwasEnglish.InEnglishthelettersEandTareusedmorethananyothers.)

3. Theycannowfollowtheinstructionsandcompletethepage.

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Answers to Pupil’s Book page 108A. 1. ThefirstpostagestampsinAsiawerecalledScinde Dawk. 2. This was also the name of a very old mail system. 3. InsteadofrunnerstheBritishEastIndiacompanyusedhorses and camelsbecause

they were quicker. 4. Electricitymadeitevenquickertosendmessagesusingtheelectric telegraph. 5. Thissentmessagesalongwires using codes.B. Answerswill varybut could include: telephone—far sounds; telescope—far looking;

television—farvision


1. B K T

Q U 8

12 16

56

2. Answerswillvary.3. SamuelMorseinventedthiscode.

Further activities1. ThestudentscoulduseapageofEnglishtexttocheckhowmanytimeseachletteroccurs

andtoappreciatehowtheMorsecodewasdevised.2. Theycouldrecordtheirfindingsonachart.Hereisanexamplethatispartiallyfilledin:

Letter Tally Total

A |||| |||| |||| |||| |||| |||| |||| |||| |||||||| |||| |||| |||| |||| |||| |||| |||| |||||||| |||| |||| |||| |||| |||| |||| |||| ||||||

137

B |||| |||| |||| |||| |||| |||| |||| |||| |||| 45

C |||| |||| |||| |||| |||| |||| |||| |||| |||| ||| 48

Notethatthetallyisonestrokeorlineforeachtimetheletteriscounted(|).Thefifthstrokeor line ismadehorizontallyacross theprevious four (||||). Thismakes it easy tocount the total.

3. AskthestudentsiftheythinkthiscodewouldworkforotherlanguagessuchasUrdu.Ifnot, howwould they change the code? They couldwork in groups to investigate thisduring language lessons.

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Lesson 2: Railway communications


• explainhowrailwaysignallingdeveloped• explainhowsignalsareusedincommunicationsandtheirdevelopmentwithimproved

technology

Resources• Pupil’sBookpages108–109• SkillsBookpage55Therailwaysignal

Pupil’s Book steps1. Beginthelessonbyasking: • Haveyouseenthesignalsusedonrailways?(Tellthemthatmodernrailwaysmainly

use electric signals that light up. However, the first railways had no signals assignallingwasdonemanuallybypeople.)

2. Readpage108‘Railwaycommunications’ and ask: • Ifsomeonewalkedaheadofthetrainwavingaflag,whatdoesthistellyouabout

thespeedofthetrain?(Itwasveryslow!) • How did they signal? (With their arms and hands. Tell them that the first steam-

poweredlocomotivesthatpulledtrainswerenotveryfastbutthelatertheonesweremuchfaster,evenfasterthancars.)

• Whathaveyoufoundoutaboutoldrailwaysignals?(Theylookedlikestraightarmsatthetopsoftallpoles.Asignalmanmovedthemupanddown.)

• Whatwasthemainproblemwiththesesignals?(Traindriverscouldn’tseethemifitwasdarkorfoggy.)

3. Readthefirsttwoparagraphsonpage109withtheclass.Ask: • Whyweretherealotofcrashes?(Driverscouldn’ttelliftherewasatrainstanding

on the track ahead unless they could see it and it took a long time to get a message toatrainalongwaydownthetrack.)

• Whichnewinventionhelped?(theelectrictelegraph) • Inwhatotherwaywaselectricityhelpful?(Itcouldbeusedtooperatesignalsand

movepiecesoftherailwaytrack.)4. Thestudentscanthencompletetheexerciseonpage109.

Skills book steps1. Tell the students that they can learn how old railway signals worked from this exercise.

Ask them to look at the train signals key, and read it with them. Make sure theyunderstand the signals. They could practise using their arms to give the signals: Stop, Caution,andClear.Youcouldplayagame.Calloutasignalforthestudentstomakewiththeirarms.Anyonegettingitwrongshoulddropoutuntilthereisonlyonestudentleft. If they are all getting the signals right, the student who shows the signal last drops out.

2. Readtheintroductionwiththeclassandaskthemtodrawthecorrectsignalsforeachplaceonthemap.Theyshouldlookoutforothertrainsandforstationsandjunctions(placeswheretracksjoin).

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Answers to Pupil’s Book page 109A. 1. Driverscouldn’ttelliftherewasatrainstuckonthetrackaheadandittookalong

time to get a message across long distances. 2. the electric telegraph 3. Signalsandpartsoftrackscouldbemovedusingelectricswitches. 4. Colouredlightscouldbeused.Driverscouldseetheseinthedarkandthefog.They

werebrightenoughtoshowinthedaytimetoo.B. Noanswers.Thechildrencouldtryvariouswaysofsendingamessagee.g.usingpieces

of card or cloth, or flags of different colours, with different colours having a different meaning;differentsounds.Theyshouldtesttheirideas,measuringthelongestdistanceover which they could send a message.

Answers to Skills Book page 55TrainAtoGreenHill:signalshouldshowcaution.TrainBtoGreenHill:signalshouldshowclear.TrainCtoBlueLake:firstsignalshouldshowclear,secondsignalshouldshowcaution.

Further activities1. Makeaclassmuseumonoldrailways.Thestudentscouldbringinphotographs,postcards,

magazines,andobjects their familiesarewilling to loan.They should labeleachandmakeashortinformationpanelaboutittodisplayinthe‘museum’.

2. Alsotheycould‘interview’olderpeoplewhoremembertheoldrailwaysandwriteaboutthe interview.

Lesson 3: The news in print

Learning outcomesStudentsshouldbeableto:• identifyanddescribedifferentwaysinwhichnewshasbeenspreadinthepast• explainhownewspapersdevelopedandtheimpactofthenewsprovided

Resources• Pupil’sBookpages109–110• SkillsBookpage56Newspapersofthesubcontinent;page58Values

Pupil’s Book steps1. Asktheclasshowtheythinkpeopleusedtospreadnewsbeforetherewerenewspapers,

radio,andsoon.Forexample,theycouldreadthenewsoutloudinpublicplaces,writenoticesandputtheminpublicplaces,orsendsignalsincodethatcouldbeseenorhearda long way off. The people receiving the news would have to know the code.

• Howlongagodoyouthinkthefirstnewspaperwasprinted?(Discusswhattheyhavelearnedabout printing fromBook 4,Unit 11 Printing andBooks. Itwas printed inGermanyin1609.)

2. Askthemtoread‘The news in print’onpage109tofindoutabouttheearlynewspapersinthesubcontinent.Ask:

• Whichlanguagewasusedforthefirstnewspapersinthesubcontinent?(English)

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• Why?(TheBritishruledmostofthesubcontinentandmanypeopleherespokeEnglish.) • Didthenewspapersjustgivefactsaboutthenews?(No.Theyalsogaveopinionsor

triedtoinfluencepeople.) • Whathappenediftheseopinionswereanti-British?(Theeditorsweresackedorsent

toprisonandanewspapercouldevenbecloseddown.)3. Askthestudentstoreadtheparagraphonpage110.Ask: • WhofoundedthenewspaperDawn?(MohammadAliJinnah) • Inwhichlanguagewasitprinted?(English) • WhydoyouthinkitwasinEnglish?(Itmighthavebeenthatthoughthepeopleof

thesubcontinentspokemanydifferent languages,mostspokeEnglishtoo. ItcouldbereadbymorepeopleifitwasinEnglish.)

• InwhichcitywasDawnfounded?(Delhi) • Whereisitpublishedtoday?(Karachi,Lahore,andIslamabad) • HowdidtheeditorofDawnusethenewspapertoinfluencepeoplein1946?(Heurged

Muslimstotakepartinproteststosupportthepartitionofthesubcontinent.)4. Read‘It’saFact’atthebottomofpage110withtheclass.Ask: • WhatdoyouknowaboutthenewspaperDawn?(Perhapstheyhaveitathome.) • Can you name three other Muslim newspapers from the time of independence?

(Morning News, Jang, and Anjam) • In which languages were they printed? (Morning News was in English; Jang and

AnjamwereinUrdu.)5. Read the exercise on page 110 with the students and ask them to think about each

sentencebeforewritingTrueorFalse.Theyshouldcorrectthefalsesentences.

Skills Book steps (Page 56 Newspapers of the subcontinent)1. Ask the class tonameasmanynewspapersof the subcontinentas they can. List their

answersontheboard.2. Togetherreadaboutthedifferentnewspapersmentionedonthispageandcheckifany

ofthemarelistedontheboard.Ask: • Whichistheoldestnewspapernamedonthispage?(Bengal Gazette;1780)3. Thestudentscanthenlistthenewspapersonthechartinorderofdate,beginningwith

the oldest, and then complete the information.

Skills Book steps (Page 58 Values)1. Reviewwhatthestudentshavelearnedaboutearlynewspapersinthesubcontinentthat

printedopinions.Ask: • Whywas theeditorof the first (British)newspaper in the subcontinent sackedand

sentbacktoBritain?(HecriticizedtheBritishEastIndiaCompanyandwaspunishedforit.)

• WhywasanothereditorofaBritishnewspaperherefinedbytheEastIndiaCompanyandimprisoned?(HewroteaboutcorruptionintheCompanyandaboutthesufferingof the Indian people. The Company did not want its corruption exposed or any attentiondrawntothepeople’ssufferingbecauseitwasresponsiblefortheirmisery.)

• WerethoseBritisheditorswritingjustfactsoralsoopinions?(Theywrotefactsbutinawaythatshowedtheiropinions.)

• Doyouthinknewspapersshouldprintonlyfactsorshouldtheygiveopinions?(Letthe students express their ideas and then discuss it with a friend or a small group beforewritingtheiranswersandreasonsinthespeechbubblesonthispage.)

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Answers to Pupil’s Book page 110A. 1. False.Therewerenewspapersthatsoldalloverthesubcontinent,includingDawn. 2. True 3. TrueB. Answerswillvary.

Answers to Skills Book page 56 Newspapers of the subcontinent

Name of newspaper Language Date founded Town

BengalGazette English 1780 Calcutta(Kolkata)

MadrasCourier English 1785 Madras(Chennai)

BombayHerald English 1789 Bombay(Mumbai)

BombaySamachar Gujerati 1822 Bombay(Mumbai)

Times of India English 1838 Bombay(Mumbai)

TheHindu English 1878 Madras(Chennai)

Mathrubhumi Malayam 1923 Kozhikode

HindustanTimes English 1924 Delhi

Dawn English 1942 Delhi

Dainik Jagran Hindi 1942 Jhansi

Dhina Thanti Tamil 1942 Madurai

Answers to Skills Book page 58 ValuesAnswerswillvary.

Further activities1. Thestudentscouldchooseanewspapertoresearch.Askthemtofindoutwhofounded

it, where and when it was founded, and in what language.2. They couldwrite the information about each paper on a card,with the name of the

newspaper at the top, and file these alphabetically to formadatabase, or enter theinformationintoacomputerdatabase.

Lesson 4: The news on air


• explain how radio broadcasting developed at the beginning of the 20th century, particularlyinthesubcontinent

• describetheimportanceofradiobroadcastingforlargenumbersofpeople

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Resources• Pupil’sBookpages111–112• SkillsBookpage57Thegrowthofradio

Pupil’s Book steps1. Beginthelessonbyasking: • Whenwastheradioinvented? • Didyougrandparentshaveradios? • Did your great-grandparents have radioswhen theywere young? (They probably

did,becauseby1947radioswereverycommonacrossthesubcontinent.)2. Readpage111withtheclassandask: • Whatwerethefirstradioprogrammes?(news) • Who were the early radio broadcasters, and why did they start radio stations?

(governments:tosendoutnews;radiomanufacturersanddepartmentstores:tosellradios;newspapers:tobroadcastnewsandopinions)

3. Discussthedevelopmentoftheradiointhesubcontinentbyasking: • Whendidtheradiocometothesubcontinent? • Whowasthefirstbroadcaster? • Whotookover? • Whatdidtheynamethebroadcastingcompany?4. DiscussinformationabouttheradiothatthestudentsreadinBook4Unit11.Ask: • Whywastheradiocalleda‘wireless’?(Nowireslinkedthetransmittertothereceiver.)5. Askthestudentstolookatthephotographsandreadthecaptions.Theninvitevolunteers

tosaywhattheyhaveobservedinthem.(whatradioslookedlikeinthe1940s,whytheywere called ‘wirelesses’,thelocationofRadioPakistan)

6. They can then read ‘It’saFact’onpage111tofindouthowthesubcontinentgotitsfirstwirelessradiotransmitter.Askthestudentstoreadthenextpageandask:

• HowmanyradiostationsdidPakistanhavewhenthecountrywascreatedin1947? • Whotookovertheseradiostations? • Whatwasthenameofthenewradiobroadcastingcompany? • Whenandwheredidtelevisionbroadcastingbegin? • Whatisthenameoftheworld’sfirstpublictelevisionbroadcastingservice? Explainthatpublicservicebroadcastingmeans‘broadcastingforthebenefitofthepeople

ratherthanjusttomakemoney’.7. The students can then complete the exercise on page 112.

Skills Book steps1. Readandexplainthequestionswiththeclassifnecessary.2. Askthemtoreadpages111and112ofthePupil’sBooktofindtheanswerstothequestions.

Answers to Pupil’s Book page 112A. 1. TheIndianBroadcastingCompany 2. AllIndiaRadio 3. Yes,becauseAllIndiaRadiohadthreeradiostationshere. 4. No,becausePakistanTelevisionbeganin1964.B. Answerswillvary.

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Answers to Skills Book page 57A. 1. broadcastingnews 2. Marconi 3. 1920s 4. BBC(BritishBroadcastingCorporation) 5. 1922 6. 1927 7. transmitter 8. a radio 9. through the air as radio waves 10. threeB. Sothatpeoplewouldhavesomethingtolistentoandwouldbuyradiosets

Further activities1. Help the students tomakea timelineof radiobroadcasting in the subcontinent. They

should begin bydrawinga line onwhich towrite the important dates. This could bedrawnhorizontallyacrossapage,readyforthedatestobewrittenonit,beginningwiththe earliest on the left.

2. AskthemtoreadtheinformationgiveninthePupil’sBookagainandtomakeanoteofthe important dates and what happened during those years. They should write the earliestdateattheleft-handendofthetimelineandthelatestdateattheotherend.Theycanthenmarkthetimelineoffinblocksof25yearsanduseacalculatortoworkouthowmuchspacetoleavebetweenthe25-yearmarkers.

3. Oncethetimelineiscreatedthestudentsshouldwriteaheadingforeachkeyeventandlink it to the timeline.

Lesson 5: Advertising

Learning outcomesStudentsshouldbeableto:• retellthehistoryofadvertising• explain how technological developments in the media opened up new ways of

advertising in the early 20th century• describehowadvertising fundedthemediadevelopment resulting in free radioand

television programmes


Pupil’s Book steps1. Beginwith a discussion aboutwhenadvertising began. Studentsmight think it began

when the media developed in the 19th and early 20th centuries: newspapers, radio, and television.Tellthestudentsthattheymightbesurprisedatwhattheyfindoutfrompage112ofthePupil’sBook.Askthemtoreadthesectionon‘Advertising’onthispage.Ask:

• Hasanythingon thispage surprisedyou? (Advertising isknown tohavebeenusedsince ancient times—writing persuasive messages on the media of the time, forexample,papyrus,wood,orstone.)

2. Ask the students to describeways inwhich advertisers attract people’s attention andensure that they continue reading, listening, or watching. They entertain by singing,dancing, reciting rhymes, telling ‘mini stories’, etc. The students could give examples from modern advertisements they have heard, read, or watched.

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3. Readpage113withtheclass,includingthecaptionforthepictureand‘It’saFact’.Ask: • How do public service broadcasters raise money to pay for radio or television

programmeswithouthavingadvertisements?(Peoplepayforalicencetolistentotheradioandwatchtelevision.)

• Whatdifferencedidradiomaketoadvertising?(Itenabledadvertisementstoreachmanypeopleatthesametime.)

• Whenandwheredidtelevisionadvertisingbegin?(inthe1940s,intheUSA)4. Thestudentscanthencompletetheexerciseonpage113.

Answers to Pupil’s Book page 113A. 1. False.Peopleinancienttimesadvertisedusingthemediaoftheirtime. 2. True 3. False.Thereweretelevisionadvertisementsinthe1940s. 4. False.Therewereradioadvertisementsthatpeoplecouldlisten to.B. Answerswillvarybutshouldtakeintoaccountthattherewereseveralnewspapersin

thesubcontinentatthattimeandmanypeoplehadradiosbutveryfewhadtelevisionsets.

Further activities1. Helpthestudentstocollectcopiesofpicturesofoldadvertisementsforawalldisplay.2. Theycouldalsofindoutfromoldermembersoftheirfamiliesaboutadvertisementsthey

remember,fromnewspapers,magazines,radio,ortelevision.3. Thestudentscoulddrawandwriteaboutthese.4. StudentsshouldattempttheCDactivity.5. Thestudentscouldthendiscusshowadvertisinghaschangedovertheyears.

Answers to Pupil’s Book page 114A. 1. TheycouldusetheBritishmailsystemthatdevelopedfromtheoldScindeDawk. 2. They started to use horses and camels instead of human runners. 3. byelectrictelegraph 4. Itmeantpeoplehadtheelectrictelegraph,andenabledinventorstocreateradio

and television.B. Answerswill vary. They should take intoaccount thenumberofpeoplewho could

receivenewsviaeachofthesemedia,whobroadcastthenewsandhowbiaseditmightbe, what news was broadcast or printed and what might be omitted, who couldunderstand it, whether they were likely to get the news in a language they knew, and howmanypeopleindifferentplacesmighthavebeenabletoreadatthetime.

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Background knowledge for the unitThisunithelpsthestudentstolearnthemeaningoftrade,includingvocabularyconnectedwith trade: market, goods, services, licence, retail, economy, trading partner, export, and import. They will have come across some of these terms in previous learning in history, geography, and civics.

The main focus of the unit concerns Pakistan’s trade—within the country, across thesubcontinent, andwithoverseas tradingpartners. The students learnaboutour country’smostimportantproductsandservicesandalsoaboutitsmainimportsandexports.

There are also opportunities to consider the ethics of trade and industry and how care for theenvironmentcanguideourbuyinghabits.

Expected learning outcomes for the unitWhentheyhavecompletedthisunitinthePupil’sBookandSkillsBook,moststudentsshouldbeableto:• explainthemeaningoftrade• describethekeyvocabularyconcerningtrade• identifyandlistPakistan’smainproductsandkeyimportsandexports• identifyPakistan’smaintradingpartners

They will learn how to:• interpretchartsandgraphsabouttrade• recordinformationincharts

Theywillbegintounderstand:• howtradeisimportantforacountry’seconomy• howbuyinghabitscanaffecttheenvironment

Lesson 1: Local trade

Learning outcomesStudentsshouldbeableto:• identifyanddefinewordsconnectedwithtrade• explainhowindividualsandsmallandlargeorganizationstrade

Resources• Pupil’sBookpages115–116• SkillsBookpage59Trade

Pupil’s Book steps1. Beginthelessonbyasking: • Whatistrade?(buyingandselling) • Whatdopeoplebuyandsell? Write someexampleson theboard. If all areobjects, tell the students that theseare

called goods. Point out that we also pay for things people do for us and ask for examples. Listsomeexamplesandexplainthatwecalltheseservices.

Unit 12 Trade

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2. Readpage115withtheclassandaskthemtolookatthepicturesandreadtheircaptions.Ask:

• Whatdoestrademean?(buyingandselling) • Whatisthewordforanyplacewherepeoplebuyandsellthings?(market) • Whatisthewordforthingswebuyandsell?(goods) • Whatisthewordforthingswepaypeopletodoforus?(services) • What is theword for somethingwe getwhenwe pay for permission to use or do

something?(licence) • Forwhatservicesdopeoplepayforalicence?(receivingtelevisionbroadcastsfrom

publicservicebroadcasters.DiscusshowtheBBCandotherpublicservicebroadcastersearnmoneytopayforprogrammes.)

• Wherecanyoubuylocalgoods?(Atashopormarket.Thestudentscouldgivesomelocalexamples.)

• Wherecanyoubuygoodsfromfartheraway?(atabazaarorshoppingmall) Ask for examplesof famousbazaarsand shoppingmalls. (bazaar:Anarkali Bazaar in

Lahore;shoppingmalls:ParkTowersandForuminKarachi,etc.)3. Readtheexerciseonpage116withtheclass.Askthemtomakealistofthegoodsand

services theyand their families havebought/used thisweekbefore they complete theexercise.

Skills Book steps1. Askvolunteerstoexplainhowacrosswordpuzzleshouldbecompleted.2. The students should read the clues and write the answers in the crossword puzzle.

Encourage themtouse thePupil’sBook tohelp find theanswersand spell thewords.TheglossaryofthePupil’sBookwillalsohelp.


Answers to Skills Book page 59A. F

E C O N O M YR B

G T O U R I S M UO R M A Y R

L O C A L S E R V I C E SD D K N TS E E G A

R W H E A T IS E L L

2

3

4 5 6

7

10

98

1

11

Further activities1. To learn the new words connected with trade, ask the children to copy the words, read

them, then cover them and try to write them again.2. TheycanthengivethemtoapartnertocheckinthePupil’sBook.3. Tohelpthemlearnthewords,writethemonlargepiecesofcardorpaperandputthem

onadisplayboardalongwiththeirmeanings.

128 1

Lesson 2: Regional trade

Learning outcomesStudentsshouldbeableto:• identifyanddescribethemainproductsofthedifferentpartsofPakistan• explainhowtradeiscarriedoutwithinthecountry• explainthatgoodsandservicesarepartofthecountry’seconomy

Resources• Pupil’sBookpages116–117• SkillsBookpage60Goodsandservices

Pupil’s Book steps1. Explainthataregioncanmeandifferentthingsbutisalwayspartofalargerarea.In

this case it means ‘part of a country’.Ask: • Whydodifferentregionsproduceverydifferentcropsandhavedifferentindustries?

(Thecropswilldependontheclimate,land,andsoil.Industrycandependonmanyfactors e.g. the crops that are grown, minerals found in a region, transport, natural features(suchasrivers,lakes,mountains,andplains),andonlocaltraditions,skills,and culture.

2. Askthemtoreadaboutregionaltradeonpage116andtolookatthepictureandreadthecaption.Ask:

• Howdoestradehelppeopleindifferentregions?(Theycanbuygoodsandservicesthatarenotproducedintheirhomeregion.)

Explain that sometimes regions buygoodsand services fromother regions evenwhenthey also produce them.

• Whydoyouthinktheydothis? (Theymightnotbeabletoproduceenoughatalltimes,andsofaceshortagesiftheydon’ttrade;theymightproducedifferenttypesofaproduct—differentstylesofclothes,differentsportsgear,etc.)

• Howdoestradeaffectourtownsandcities?(Officesarebuilt,morepeoplecometowork there, and somorebuildingsareneeded. The traffic increases and there is agreaterdemandforelectricity,water,hospitals,education,andotherservices.)

3. Read page 117 with the class, and ask them to look at the pictures and read theircaptions. They should then use the chart and pictures to help them answer the following:

• CanyounameanimportantproduceofBalochistan?(coal,gas,orminerals) • Which regions produce wheat to sell to other regions? (Punjab, Sindh, Khyber

Pakhtunkhwa,andGilgit-Baltistan) • Whichisthenation’smainbankingregion?(IslamabadCapitalTerritory) • Thestudentscanthencompletetheexerciseonpage117.

Skills Book steps1. Tell the students that they are going to learn about the goods and services of the

differentregionsofPakistanbylookingatthechartonthispageandthencheckingitwiththechartonpage117ofthePupil’sBook,tofindoutinwhichregionseachofthegoods and services are produced.

2. Readtheheadingsonthechartwiththemanddiscussthecompletionofthefirst line:aircraft are produced in Punjab but are not one of the main industries of the other

1291

regions,soonlyPunjabismarked.DiscusshowtheycancheckthisusingthePupil’sBook.Lookatthechartonpage117thenlookatthesecondlineofthechartintheSkillsBook:only IslamabadCapitalTerritory ismarked.Ask theclass to check thePupil’sBook tomakesurethisiscorrect.Ask:

• Whichcropislistednextinthischart?(barley) • Where isbarleyproduced? (The students shouldcheckwith thechart in thePupil’s

Book.BarleyisproducedinGilgit-Baltistan,sotheyshouldmarkthatcolumninthischart.) If necessary, completea fewmore lines of the chart in the samewaywiththem.

Answers to Pupil’s Book page 117A. 1. Punjab,Sindh,KhyberPakhtunkhwa,andGilgit-Baltistan 2. SindhandPunjab 3. Sindh,KhyberPakhtunkhwa,Punjab,andGilgit-BaltistanB. Punjab


Region

Goods or services Balochistan SindhKhyber

PakhtunkhwaPunjab

Gilgit-Baltistan

Islamabad Capital Territory

Aircraft

Banking andfinance

Barley

Cement

Coal

Cotton

Electricalgoods

Fertilizers

Fruit

Gas

Information andcommunication technology

Machinery

Maize

Mangoes

Minerals

Petrol

Plastics

130 1

Rice

Rocksalt

Sports goods

Sugar

Surgical instruments

Textiles

Tobacco

Tourism

Vehicles

Wheat

Further activities1. Findoutwherethegoodssoldinlocalmarketsandshopscomefrom.2. The students could make their own chart to record these.

Lesson 3: Exports

Learning outcomesStudentsshouldbeableto:• explaintheterm‘export’• listPakistan’smainexports


Pupil’s Book steps1. Beginthelessonbyasking: • Whatareexports? (Goodsand services thatare sold toanother countryare called

exports.) • Doyouknowwhatgoodsand servicesPakistanexports? (The students can refer to

page117.)2. Readthefirstparagraphofpage118withtheclass.Explainthatsurplusmeansanything

left over that is not needed. Then ask them to read the next paragraph and to look at the picture and read its caption. Discuss the exports of Pakistan namely, some food crops, textiles, and carpets.

3. Tell the students that textiles are our main export but that many other goods areexportedandthattheycanfindoutaboutthesefromthegraph.ReadtheheadingsandinformationgivenonitandpointoutthenumbersonthelefthandsidethatshowthevalueoftheexportsinmillionsofUSdollars.Askthemtoreadthelistofexportsacrossthebottomofthegraphtoseewhichproducthasthelongestcolouredcolumn.Ask:

• Whichexportwasthemostvaluableintheyear2010to2011?(textiles)

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Theycouldcheckthevalueofourcountry’stextileexportsbyplacingaruleracrossthetopof thecolouredcolumnand lookingalong it to thenumberofdollarsonthe leftwhichisjustover$11000million.

• Whatisoursecondmostvaluableexport?(foods) • Which is the thirdmostvaluableexportaccording to thisgraph? (Petroleumgoods

and ‘other goods’ are of about the same value—approximately $1000 million.)Explainthat‘other goods’ covers every item of export that is not listed separately.

• Whydoyouthinkexportsareoftenshownongraphs?(Itiseasytoseeataglancewhich are the most valuable. It is also easier to compare the changing values ofexportsfromoneyeartothenextiftheyarepresentedonagraph.)

4. Read the exercise on page 119 with the students and ask them to complete it usinginformation from the graph.

Answers to Pupil’s Book page 119A. 1. Pakistanexportsthisbuildingmaterial.

2. Pakistan’smainexport

3. Weimportand petroleum goods.

3. Pakistan’ssecondlargestexport

4. Animportantexportcountedseparately from textiles

5. Shoesaremadefromthisexport.

B. The students might be surprised to learn that Pakistan imports as well as exportspetroleumgoods.Explainthat therearedifferent typesofpetroleumgoods suchaswaxes,kerosene,liquidpetroleumgasesetc.AttimesPakistanmightneedtoimportsomeofthesebutatothertimesisabletoexportthem;Orthesurplusmightreduceandtheremightbeashortageatothertimes.

C E M E N T

T E X T I L E S

E X P O R T

F O O D S

C A R P E T S

L E A T H E R

Further activities1. The students could choose an export to find out more about e.g. the countries it is

exportedto.Theycouldtrackanexportfromproductiontotransport(road,rail,air,sea),arrivalatthedestinationcountry,andthensaletothecompaniesthatbuyit.

2. Theycouldmakeachartorscrapbookusingtheinformationandpicturesoftheexports,countries the export is sent to, and the means of transportation.

Lesson 4: Imports


• explaintheterm‘import’• listPakistan’smainimports• describehowourchoicesofgoodsaffecttheenvironment

132 1


Pupil’s Book steps1. Beginthelessonbyasking: • Whatareimports?(Thegoodsandservicesboughtfromanothercountryarecalled

imports.) • DoyouknowwhatgoodsandservicesPakistanimports?(Thestudentscanfindout

frompage120.)2. ReadthesectiononImportsfrompage119withtheclass.Ask: • WhataretwoofthegoodsthatPakistanimports?(Pakistanimportswheatandsugar.) • Doesthissurpriseyou? • Why? (The students might remember from Pupil’s Book page 117 and Skills Book

page60thatmanyregionsofPakistanproducewheatandsugar.However,weneedmore of these thanwe are able to produce. Point out that thismight not alwayshappen.Theremightbetimeswhenwehaveenough.)

• CanyounameaportinPakistanwhereimportsarriveincontainers?(Karachi)3. Askthemtoreadpage120,including‘It’saFact’andtostudythegraph.Thiswillenable

them to find the answers to the following questions: • WhatisPakistan’smostvaluableexport?(petroleumgoods) • What is the secondmostvaluableexport? (Othergoods.Explain that ‘other goods’

coverseveryimportthatisnotlistedseparately.) • Whatisthethirdmostvaluableexport?(foods) • Whatotherimportsareshownonthegraph?(Remindthemthatthenumbersonthe

left hand side of the graph show the value of the imports in millions of US dollars. Ask themto read the listof importsacross thebottomof thegraphandcheck thevalueoftheimportsbyplacingaruleracrossthetopofeachcolouredcolumnandlookingalongitatthenumberof$millionsontheleft.)

• Why are imports often shown on graphs? (It is easy to see which are the mostvaluable.Itisalsoeasiertocomparethechangingvaluesofimportsfromoneyeartothenextiftheyarepresentedonagraph.)

4. Together,readtheexerciseonpage120andthenaskthestudentstocompleteitusinginformation from the graph.

Skills Book steps1. Discusstheeffectontheenvironmentifwebuylocally-producedgoodsorgoodsbrought

from other regions or overseas. The farther goods are transported, the more fuel is used tobringthemtous.Themorefuelweuse,themoregasesarereleasedintotheair.Manyof these gases harm plants, animals, the land, and us.

2. Read the introductionwith the class and ask them to choose ten goods their familieshavebought. They should try to findoutwhereeach item came fromby reading thepackagingandlabels,or theirparentsmightknow,especially if theyare localgoods.TheycancompletesectionAathome.

3. Thenextday,invitethestudentstosharetheirresearch.Differentstudentscouldtelltheclassaboutoneitemtheychecked.Theymightbeabletohelponeanotherbysharinginformationaboutanygoodswhosesourceswereunknowntothem.

1331

4. SectionBwillneedmoreresearch.Youcouldgetthisfromlocalorganizationsfortrade.Thefinalpartoftheexerciseisasentenceforthestudentstocompleteabouthowtheycan help the environment when they buy things. Ask them to choose one locally-produceditemthattheycanalwaysbuyinsteadofgoodsfromfartheraway.

Answers to Pupil’s Book page 121A. 1. petroleumgoods 2. othergoods—acombinationofmanydifferentgoodsoneveryimportthatisnot

listed separately 3. foods 4. Answerswillvary. 5. aboutUS$4,000millionB. There are many different kinds of chemicals and Pakistan might need to import some

ofthese.Alternativelywemighthaveasurplusofotherstoexport.Thereisapossibilitythatthesurplusmightreducesometimesandtheremightbeashortageatothertimes.

Further activities1. Thestudentscouldchooseanimporttofindoutmoreabout,maybeanitemtheyhave

at home.2. Theycouldmakeadiagramtoshowwheretheygotit,whereitcamefrombeforethat,

and how it arrived in Pakistan from another country.3. Theycouldtracethetransportationjourneyonamapoftheworld.

Lesson 5: Trading partners

Learning outcomesStudentsshouldbeableto:• define the term ‘trading partners’ and find out about Pakistan’s trading partners

namelyUSA,China,andtheEuropeanUnion• identifyandlistthemaingoodsPakistantradeswiththeUSA,China,andtheEuropean

Union

Resources• Pupil’sBookpages121–122• SkillsBookpages61and62Pakistan’sexports• apoliticalmapoftheworld(showingthenamesofcountries)

Pupil’s Book steps1. Tell theclass thattherearetradingpartnershipsbetweencountriesaroundtheworld.

This means that the countries have made agreements regarding trade. Althoughindividual companies trade with others in different countries, governments also negotiate tradingagreementsthathelp.(See‘It’saFact’onpage120.)

2. Ask the students to look at themapon page 121. Explain that the red patches showcountriesthattradewithPakistan.Askthemtonameasmanyofthesecountriesastheycan. They could first try thiswithout looking at amap that has the countries’ nameswrittenonittoseehowmanytheycanrecognize.

134 1

3. Read‘Trading partners’onpage121withtheclass.Ask: • Which countries are Pakistan’s main trading partners? (the USA, China, and the

EuropeanUnion) • WhatarethemainexportstotheUSA?(clothing,householdgoods,sportsgoods,and

campinggoods) • WhatarethemainimportsfromtheUSA?(rawcotton,tanks,weapons,ammunition,

andpartsformilitaryequipment;alsosteel-makingmaterials,andcivilianaircraft) • WhydoesPakistanimportcottoneventhoughitproducesalotofcotton?(TheUSA

isaverylargecottonproducer.Pakistan’sskilledtextileworkersproduceverylargeamountsofcottongoods,includingclothingandhouseholdlinens.TheUSAdoesnothavethistraditionandsoitexportscottonandimportsthegoodsmadefromit.)

4. Ask the students to read about Pakistan’s trading partnerships with China and theEuropeanUniononpage122.Ask:

• WhichcountryimportsmarblefromPakistan?(ChinaimportsmarblefromPakistan.) • WhichtradingpartnerimportsricefromPakistan?(theEuropeanUnion) • WhichtradingpartnerimportsseafoodfromPakistan?(China)5. Thestudentscanthencompletetheexerciseonpage122.

Skills Book steps (Page 61 Pakistan’s exports)1. Ask the class to read the introduction to this page. Tell them that theywill find the

answersinthisunitinthePupil’sBook.2. HelpthemtomatchthefirstpicturetothetradingpartnersthatPakistanexportsleather

to, i.e., China and the EuropeanUnion. They should draw lines to link the picture ofleather to China and Europe. Tell them that they will get this information from thePupil’sBookonpage122.AskthemtofindouttowhichcountriesPakistanexportstextilesandtodrawlinestojoinPakistantothoseplaces.

3. Thestudentscanthencompletetheexercise.4. Askthemtoaddarrowheadstothelinestoshowthedirectioninwhichthegoodsare

transported(awayfromPakistan).

Skills Book steps (Page 62 Pakistan’s imports)1. Asktheclasstoreadtheintroductiontothispageandtellthemthattheycanfindthe

answersinthisunitinthePupil’sBook.2. HelpthemtomatchthefirstpicturetothetradingpartnerthatPakistanimportsaircraft

from, namely China. They should draw lines to link the picture of the plane to China. AskthemtolookforthisinformationinthePupil’sBookpage122.AskthemtofindoutwherePakistanimportsmachineryfromandtodrawlinestojoinPakistantotheseplaces.

3. Theycanthencompletetheexercise.4. Askthestudentstoaddarrowheadstothelinestoshowthedirectioninwhichthegoods

aretransported(towardsPakistan).

Answers to Pupil’s Book page 122A. 1. anythreeEuropeancountriesmarkedonthemap:France,Germany,Ireland,Italy,

Portugal,theNetherlands,Norway,Spain,Sweden,UnitedKingdom 2. Yes.ChileisoneofPakistan’sexportpartners. 3. anythreeAfricancountriesthataremarkedonthemap:Egypt,Ghana,IvoryCoast,

Kenya,Mozambique,Nigeria,SouthAfrica

1351

4. any three Asian countries that are marked on the map: Afghanistan, Bahrain,Bangladesh,China,India,Indonesia,Japan,Kuwait,Malaysia,Oman,Qatar,Russia,Saudi Arabia, Sri Lanka, Iran, the Philippines. Thailand, Turkey, United ArabEmirates,Yemen

5. Yes.ThereisaredmarkeronthemapforJapan.B. In 2006, Pakistan and China signed a free trade agreement. They stopped charging

taxes on imports and exports and made trade easier in other ways.

Further activities1. Take newspapers such as Dawntoschoolandhelpthestudentsfindanyarticlesabout

overseas trade. They could make a class display of these.2. Once you have a good collection of articles, write some questions on cards and display

them with the newspaper articles. The students could read the articles to find the answers duringsomesparetimewhentheyfinishapieceofwork.Encouragethemtoreadwitha friend so that they can help one another.


Answers to Pupil’s Book page 123A. Export Regions

i textiles Punjab

ii foods Sindh,KhyberPakhtunkhwa,Gilgit-Baltistan

iii petroleum goods(also‘other goods’—notlisted)

Sindh,Punjab

B. Trading partner

Exports Imports

i China cottonfabric,cottonthread,mineraloresandash,marble,chemicals, leather, fish, seafood

electrical equipment, machinery, military equipment and aircraft, iron and steel, fertilizers

ii EuropeanUnion

textiles, rice, leather, carpets, fruit

industrial machinery, power machinery, telecommunication andbroadcastingequipment,chemicals, medicines, medical products, metal ores, scrap metal

iii USA clothing, household goods, sports goods, camping goods

raw cotton, tanks, weapons, ammunition, parts for military equipment,steel-makingmaterials, civilian aircraft

C. Pakistanproduces raw cottonbuthas a very large textile industryandneedsmorecotton for this than produced. Pakistan then exports clothing and household goods made from cotton. Those made from other materials are also exported.

D. Answerswillvary.

136 1

Check-up Tests

Instructions1. PhotocopytheCheck-uptestforUnits1and2—oneforeachstudent.

2. Explainthatthistestwillhelpyoutofindouthowmuchthestudentshaveunderstood.It is important that you stress the fact that it does not matter if they get some answers wrong.

3. ThestudentsshouldputthePupil’sandSkillsBooksintheirbagssothattheydonotrefer to them while solving the test.

4. Distribute a copy of the test to each student. They will need a pencil and colourpencils. Ensure that their names are written at the top of the sheet. Read theinstructions aloud for each stage so that the students know what to do.

5. Askthemtoattemptthetestontheirownandwithouthelpingeachother.Youmayhelpthemtoreadthewords,butdonotgivetheanswers.

6. Donotpressurizethemtofinishwithinasettimelimit.Letthosewhofinishearlydrawapictureoftheirchoiceontheback(whichyouwillnotmark).

7. Whenthestudentshavefinished,takeuptheirworkandmarkitoutoften.

8. Photocopy the record sheet. If there are more than thirty in the class, make two copies.

9. Recordthestudents’markssothatyoucanseewhichonesarefacingdifficulties,andtake steps to help them.

10. PLEASE DO NOT TELL THE STUDENTS THEIR MARKS.Atthisstageoftheir lives,theydo not need to know as a low score will serve to demotivate them.

11.Ifyouwish,youmaysharethemarkswithparentsattheParent(s)/Teachermeetings,butstressthefactthatstudentswhoareslowinreadingmaynotbeabletodocumenttheirunderstandinginthetest;atthislevel,thesituationchangesrapidly.

Note:

ItisimportanttoreviewtheseinstructionsbeforeeveryCheck-upTest.

1371

Check-up Test 1

Grade 5, Units 1 and 2 Name:

Tick the box for the correct answer.

1. KarachiisthelargestcityinPakistan.

a) false

b) true

2. Lookatthisdiagramofcommonfeaturesfoundonacoast.Addthemissinglabel.

beach

bay

headland

cliff

cave arch

stump

3. Ticktheboxthatcompletesthestatementcorrectly.

Exportsare .

a) goodsandservicesthataresoldtoothercountries.

b) placesthatarenolongerports.

c) goodsandservicesboughtfromothercountries.

d) goodsandservicesofthenativecountry.

4. Tickalltheservices.

a) food

b) hospitals

c) schools

d) streetcleaning

5. SindhProvincehasalargedesert.Whatisitcalled?

a) CholistanDesert

b) ThalDesert

c) TharDesert

d) KharanDesert

Photocopiable material

138 1

6. WhichprovinceisthelargestinPakistan?

a) Sindh

b) Punjab

c) KhyberPakhtunkhwa

d) Balochistan

7. InwhatwayistheclimateinBalochistandifferentfromtherestofPakistan?

a)Ithasmorerain.

b)Itishotter.

c)Itdoesnothaveamonsoonseason.

d)Ithasmoreclouds.

8. MiningisveryimportantinBalochistan.Ticktwo minerals that are mined here.

a) opals

b) copper

c) diamonds

d) ironore

9. Anopen-pitmineis .

a) aplacewheremineralsaredugoutfromthegroundusingtunnels.

b) aplacewheremineralsaredugoutofthegroundbymakingalargeopeningintheground.

c) acoalmine.

d) agoldmine.

10. Tick all the fossil fuels.

a)coal

b)oil

c)wood

d)gas


Marksoutof10:

1391

Check-up Test 2



1. Whatisasettlement?

a) acountry

b) amap

c) aplacewherepeoplelive

d) aplanet

2. Tick twoboxestosaywhypeoplechoosetosettleinaplace.

a) nofreshwater

b) goodsoil

c) freshwater

d) poorsoil

3. Tickthecorrectsentences.

a) Mountainsareareasofhighland.

b) Mountainsareareasoflowland.

c) Desertsareareasoflittleornorainfall.

d) Desertsareareasofplentyofrainfall.

4. GambiaisthesmallestcountryinAfrica.

a) false

b) true

5. Ticktwo reasons why people move from the country to live in the city.

a) tofindbetterwork

b) tohaveaquieterlife

c) toseemorewildlife

d) togetabettereducation

6. Climatechangemeansachangeintheworld’snormalclimatepatterns.

a) true

b) false


140 1

7. Ticktwothingsthatmighthappeniftheworld’sclimategetswarmer.

a) Itwillsnowmore.

b) Sealevelswillriseandthiswillcauseflooding.

c) Moreareaswillbecomedeserts.

d) Moreplantswillgrow.

8. Tick twothingsthatpeoplecandotohelpstopglobalwarming.

a) lessuseofcars

b) moreuseofcars

c) plantsometrees

d) usemoreelectricity

9. Solar power is

a) electricitycreatedbyusingwater.

b) foodmadewiththehelpoftheSun’senergy.

c) electricitycreatedbyusingplants.

d) electricitycreatedbyusingsunlight.

10.Whichofthesearerenewableenergyresources?

a) oil,coal,andgas

b) wind,theSun,andwater

Marksoutof10:


1411

Check-up Test 3


1. Lookatthismapoftheworld’scontinents.Namethemissingcontinent.

W E

N

S

NorthAmerica

SouthAmerica

Europe

Africa

Oceania

Antarctica

2. Whatarethelinesonthisglobecalled?

a) longitude

b) latitude

3. WhattypeofclimatedoesAntarcticahave?

a) polar,verycoldanddryallyear

b) mountains,verycoldallyear

c) tropical,hotandwetallyear

d) arid,hotanddryallyear

4. Wherearetheworld’stropicalrainforestsfound?

a) neartheNorthandSouthPoles

b) indesertregions

c) incool,temperateregions

d) neartheEquator


142 1

Marksoutof10:

5. Whatdoesthisscaleonamapmean?

1cm=200km

a) 1cmisthesamemeasurementas200km

b) 1cmmeasuredonthemap=200kmontheground

6. WhatcurrencyisusedinPakistan?

a) dollar

b) euro

c) rupee

d) pound

7. RoshanehZafariswellknownbecauseshe .

a) borrowedmoneytorunashopinLahore.

b) setuptheKashfFoundationtohelppoorpeoplebylendingthemmoney.

8. Whatdoescreditmean?

a) buyingsomethingnowandpayingforitlater

b) takingmoneyoutofyourbankaccounttobuysomething

9. Ticktwowaysinwhichbankscanhelpus.

a) Theykeepourmoneysafe.

b) Theygiveusmoneywheneverweneedit.

c) Theycanlendusmoney.

d) Theygiveourmoneyawaytothepoor.

10.Listfivejobspeoplecandotoearnmoney.


1431

Check-up Test 4



1. WhichoftheseEuropeancountriesdidnothaveanEastIndiaCompanywithatradingpostinthesubcontinentinthe18thcentury?

a) Holland(TheNetherlands)

b) Britain

c) Portugal

d) Italy

2. WhichkingdomdidHyderAlirule?

a) Mughal

b) Mysore

c) Maratha

d) Durrani

3. WhichpeopledidHyderAlithinkwerethegreatestdangertoIndia?(HedefeatedthemattheBattleofPollilur.)

a) TheBritish

b) ThePortuguese

c) TheMarathas

d) TheFrench

4. Whowasknownasthe‘TigerofMysore’?

a) HyderAli

b) TheNizamofHyderabad

c) RanjitSingh

d) TipuSultan

5. In1799TipuSultandiedfightingin .

a) Chittoor.

b) Pollilur.

c) Seringapatam.

d) thethirdBattleofPanipat.


144 1

Marksoutof10:

6. Whichpartof the subcontinentdid theBritish capture in1839,giving themanempirehere?

a) Bengal

b) IslamabadCapitalTerritory

c) Balochistan

d) Sindh

7. HowdidtheBritishEastIndiaCompanyraisemoneytobuildroads,railways,andtheelectrictelegraphandpaytheirarmyinthesubcontinent?

a) Theymadepeopleherepaymoretaxes.

b) Theysoldgold.

c) TheymadepeopleinBritainpaymoretaxes.

d) Theyheldalottery.

8. WhatdidtheIndiansoldiers intheBritisharmynotlikeaboutthenewgunstheyhadtouse?

a) Thecartridgesweregreasedwithanimalfat.

b) Thegunsdidnotworkproperly.

c) Nooneshowedthemhowtousetheguns.

d) Thegunsweretooheavy.

9. WheredidtheBritishofficerspunishtheIndiansoldierswhowerenotwillingtousethenewguns?

a) Delhi

b) Seringapatam

c) Meerut

d) Karachi

10.WholedanarmytofighttheBritishatGwalioranddiedinbattle?

a) BahadurShahZafar

b) TheRaniofJhansi

c) TatyaTope

c) AbdulKarim


1451

Check-up Test 5


1. Draw lines to match the dates to the events:

theAmritsarmassacre

AllIndiaMuslimLeaguewasfounded.

TheIndianNationalCongresswasfounded.

Pakistanbecameanewnation.

1947

1885

1906

1919

2–5.Writethecorrectcaptionandthenameoftheplaceundereachpicture.

Choose from:

conference about the government of thesubcontinent

thekillingofMuslimandHindufamiliesataprotestmeetingbyBritishsoldiers

Aligarh Muslim University built by SyedAhmedKhan


146 1

6. Whowastheinventoroftheelectriclightbulb?

a) AlexanderGrahamBell

b) ThomasEdison

c) HenryFord

d) GeorgeEastman

7. The first car with a petrol engine was made in .

a) theUSA.

b) Britain.

c) France.

d) Germany.

8. The Brownie was a .

a) phone.

b) car.

c) train.

d) camera.

9. TheWrightbrothersbuiltthefirst that worked.

a) television

b) plane

c) computer

d) phone

10. Colossus was a .

a) computer.

b) car.

c) plane.

d) camera.

Marksoutof10:


1471

Check-up Test 6


Completethispuzzleaboutthemedia.Theshadedsquaresspellthenameofsomethingthathelps to make railways safe.

1. Quaid-i-Azam Muhammad Ali Jinnahfounded a named Dawn.

2. People used to call it the ‘wireless’.

3. The electric sent messages along wires in code.

4. This sends out televis ion or radioprogrammes.

5. Hebuilttheradiobroadcastingtransmitterat Peshawar and gave it to the radio station there.

6. JohnLogieBairdinventedit.

Writethemissingwords:

1. Trademeansb and s .

2. Aplacewherepeopletradeiscalledam .

3. Peoplebuyg and s .

4. Pakistanexportsgoodstoothercountries.Pakistan’smainexportist .

5. Pakistanimportsgoodsfromothercountries.Itsmainimportisp goods.

6. Countrieswebuyfromorselltoarecalledourt p .

Marksoutof10:


148 1

Answers for Check-up Tests

Units 1 and 21. b) true2. stack3. a) goodsandservicesthataresoldtoothercountries.4. b) hospitals c) schools d) streetcleaning5. c) TharDesert6. d) Balochistan7. d) Itdoesnothaveamonsoonseason.8. b) copper d) ironore9. b) aplacewheremineralsaredugoutofthegroundbymakingalargeopening in

the ground.10.a) coal b) oil d) gas

Units 3 and 41. c) aplacewherepeoplelive2. b) goodsoil c) freshwater3. a) Mountainsareareasofhighland. c) Desertsareareasoflowornorainfall.4. b) true5. a) tofindbetterwork d) togetabettereducation6. a) true7. b) Sealevelswillriseandthiswillcauseflooding. c) Moreareaswillbecomedeserts.8. a) lessuseofcars c) plantsometrees9. d) electricitycreatedbyusingsunlight.10.b) wind,theSun,andwater

Units 5 and 61. Asia2. a) longitude3. a) polar:verycoldanddryallyear4. d) neartheEquator5. b) 1cmmeasuredonthemap=200kmontheground6. c) rupee7. b) setuptheKashfFoundationtohelppoorpeoplebylendingthemmoney.8. a) buyingsomethingnowandpayingforitlater9. a) Theykeepourmoneysafe. c) Theycanlendusmoney.10.Checkthateachanswerisajobthatcanearnmoney.

Units 7 and 81. d) Italy2. b) Mysore3. a) TheBritish4. d) TipuSultan5. c) Seringapatam.6. d) Sindh7. a) Theymadepeopleherepaymoretaxes.8. a) Thecartridgesweregreasedwithanimalfat.9. c) Meerut10.b) TheRaniofJhansi

1491Photocopiable material

Units 9 and 10

1. TheAmritsarmassacre

AllIndiaMuslimLeaguewasfounded.

TheIndianNationalCongresswasfounded.

Pakistanbecameanewnation.

TheLucknowPactmeeting

1947

1916

1885

1906

1919

2–4.


conferenceaboutthegovernmentofthesubcontinent

Aligarh Muslim University built by SyedAhmedKhan

the killing of Muslim and Hindufamilies at a protest meeting byBritish soldiers

150 1


6. b) ThomasEdison7. d) Germany.8. d) camera.9. b) plane10.a) computer.

Units 11 and 12

1. Quaid-i-Azam Muhammad Ali Jinnahfounded a named Dawn.

2. People used to call it the ‘wireless’.3. The electric sent messages

along wires in code.4. This sends out television or radio

programmes.5. He built the radio broadcasting

transmitter at Peshawar and gave it to the radio station there.

6. JohnLogieBairdinventedit.

1. Trade means buying and selling.2. Aplacewherepeopletradeiscalledamarket.3. Peoplebuygoods and services.4. Pakistanexportsgoodstoothercountries.Pakistan’smainexportistextiles.5. Pakistanimportsgoodsfromothercountries.Itsmainimportispetroleum goods.6. Countrieswebuyfromorselltoarecalledourtrade partners.

N E W S P A P E R

R A D I O

T E L E G R A P H

T R A N S M I T T E R

M A R C O N I

T E L E V I S I O N

1511

Record of AssessmentsG

rad

e

Year

Te

ach

er:

Na

me

of

stu

den

tTe

st 1

Da

te:

Test

2 D

ate

:Te

st 3

Da

te:

Test

4 D

ate

:Te

st 5

Da

te:

Test

6 D

ate

:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

11.

12.

13.

14.

15.

152 1

Na

me

of

stu

den

tTe

st 1

Da

te:

Test

2 D

ate

:Te

st 3

Da

te:

Test

4 D

ate

:Te

st 5

Da

te:

Test

6 D

ate

:

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

Teaching Guide 5.pdf - Oxford University Press

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