ISLAMABAD, Jan 9: In the revised national curriculum for history, middle school students will be taught briefly about Hinduism, Buddhism and Jainism. They will also be provided information about various civilisations of South Asia, starting from the Indus Valley civilisation.The education ministry has sent curriculum guidelines to the provincial textbook boards for formulation of books in detail for classes VI to VIII. The curriculum’s main objective is to create awareness about various ancient civilisations which developed over centuries in South Asia, especially in areas now constituting Pakistan.
The curriculum starts with highlighting the importance of the discipline of history.
For class VI, it covers the period from Indus Valley civilisation to the end of the Delhi Sultanate (1,500BC to 1,526AD). In particular, it focuses on the civilisation and social advancements made by the people of Mohenjodaro and Harappa. Learning outcomes suggested under the guidelines are discussion on the structure and salient features of the society in terms of its democratic and peaceful nature as indicated by the absence of weapons of warfare and tools for hunting.
The second chapter for class VI will focus on social, economic and religious systems of that time period in which salient features of Hinduism will be discussed besides explaining how Buddhism and Jainism differ from Hinduism. The next two chapters will be on the arrival of Arabs and the conquest of Sindh by Muhammad bin Qasim to Mahmud of Ghazna, Shahabuddin Muhammad Ghauri and the Slave, Khilji, Tughlaq and Lodhi dynasties and their subsequent decline.
Students of class VI will also be learning about major Sufi orders and saints, and their contribution in the spread of Islam followed by the evolution of Indo-Muslim culture with particular reference to their contribution in arts, science and architecture.
The curriculum for the class VII will be focusing on the Mughal Empire; its foundation, consolidation contribution and disintegration (1526-1857). Starting with factors which contributed to the conquest of India by Babur, learning outcomes also include administrative reforms of Akbar, poetry, miniature, painting and music of Nur Jehan, Jehangir’s passion for dispensation of justice, and Shah Jahan’s contribution to culture and architecture.
Students will also learn about the religious policy of Mughals with special reference to social and religious pluralism, and brief description Din-e-Ilahi and the Mujadad Alf Sani. The curriculum for class VII concluded with the decline of the Mughals followed by the War of Independence (1857).
The contents for students of class VIII start with the description of the transfer of power in India from the East India Company to the British Crown, followed by British administration, its education and economic policies and Acts of 1861, 1892, 1909 and 1919. One whole chapter covers Sir Syed Ahmad Khan and the Aligarh movement, and the learning outcomes include; Sir Syed’s effort in Anglo-Muslim rapprochement, his success in inducing Muslims to acquire modern languages followed by the establishment of various education institutions.